Kauri Kids Clendon

Education institution number:
25280
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
22
Telephone:
Address:

17 Palmers Road, Clendon, Auckland

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Kauri Kids Clendon

1 ERO’s Judgements

Akarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.

ERO’s judgements for Kauri Kids Clendon are as follows:

Outcome Indicators

(What the service knows about outcomes for learners)

Whakatō Emerging

Ngā Akatoro Domains

 

Learning Conditions
Organisational Conditions

Whakatō Emerging

Whakaū Embedding

Context of the Service

Kauri Kids Clendon is a community-based service that is managed by the Auckland City Council. An operations manager provides governance and management for the 11 Kauri Kids services. The teachers, including the manager are experienced and qualified.

2 Summary of findings

Children at Kauri Kids Clendon confidently explore and focus for long periods of time at activities of their choosing. Teachers are responsive and know children well. A calm environment allows time and space for secure attachments between teachers and children to develop. Teaching practices promote children’s independence. Their mana and identity as capable learners is highly respected by teachers.

Teachers have established responsive and respectful relationships with children and parents. They provide varied opportunities for parents to participate in centre events and celebrations. An online portal is used to share children’s assessment information with their parents/whānau.

The teaching team is beginning to build shared understandings around how the learning outcomes in Te Whāriki, the early childhood curriculum can be used to assess children’s learning. The service’s strategic plan includes goals to improve the quality of planning and assessment by: 

  • drawing on parents’ knowledge and aspirations in relation to their child’s learning

  • documenting how the curriculum responds to all children’s languages, cultures and identity

  • recording children’s learning and progress over time.

Internal evaluation processes are collaborative and focused on improving outcomes for children. Teachers could now begin to monitor the impact of improvements made on children’s learning.

A well-developed strategic plan, with clear development goals and annual plan, guides the Kauri Kids organisation. Teachers’ professional goals align with the overarching strategic objectives. Well-developed policies, systems and procedures provide guidance for everyday operations. 

3 Improvement actions

Kauri Kids Clendon will include the following actions in its Quality Improvement Planning:

  • Improve the extent to which assessment records show individual children’ s learning in relation to the learning outcomes of Te Whāriki.

  • Increase how teachers document their response to parent/whānau aspirations for their children’s learning, in curriculum planning, assessment and evaluation information.

The Kauri Kids Governance group will include the following actions in its Quality Improvement Planning:

  • Strengthen teachers’ individual appraisals through ongoing monitoring and provision of feedback to support teachers’ growth in practice.

  • Improve internal evaluation processes and monitor the implementation of improvement actions, including evaluating the impact of these actions on improved outcomes for children. 

4 Management Assurance on Legal Requirements

Before the review, the staff and management of Kauri Kids Clendon completed an ERO Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:

  • curriculum

  • premises and facilities

  • health and safety practices

  • governance, management and administration.

During the review, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:

  • emotional safety (including positive guidance and child protection)

  • physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)

  • suitable staffing (including qualification levels; safety checking; teacher registration; ratios)

  • relevant evacuation procedures and practices.

All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.

Patricia Davey
Director of Early Childhood Education (ECE)

8 June 2023

6 About the Early Childhood Service

Early Childhood Service Name

Kauri Kids Clendon
Profile Number: 25280
Location Clendon, Auckland

Service type

Education and care service

Number licensed for

50 children, including up to 12 aged under 2

Percentage of qualified teachers

80-99%

Service roll

32

Review team on site

March 2023

Date of this report

8 June 2023

Most recent ERO report(s)

Education Review, October 2017; Education Review, April 2015

Kauri Kids Clendon - 12/10/2017

1 Evaluation of Kauri Kids Clendon

How well placed is Kauri Kids Clendon to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.

Background

Kauri Kids Clendon provides education and care for up to 50 children including up to 12 aged under two years of age. Although children under two have separate spaces, they mix freely with older children in other play areas. The majority of children enrolled are Māori or Pacific. Children's cultural heritage and home languages are shared and celebrated.

The centre is one of 11 governed by Auckland Council under the name Kauri Kids. Each centre is separately licensed. An Early Childhood Education (ECE) specialist has been appointed by Auckland Council to oversee all Kauri Kids' governance and curriculum. She has a working relationship with all centre managers and head teachers.

The 2015 ERO review identified a number of areas for improvement. Since then there have been changes in staff, including the very recent change of head teacher and the appointment of the ECE specialist. Staff turnover has hindered the service's ability to address recommendations raised in 2015.

The centre's philosophy acknowledges the importance of the bicultural heritage of Aotearoa New Zealand and reflects a commitment to Māori aspirations. The philosophy aligns with the Auckland Council's vision of providing a unique community and nurturing environment that inspires children to explore and achieve their potential. The new head teacher is planning to review the philosophy to develop better alignment with Te Whāriki, the early childhood curriculum.

The multicultural teaching team has five qualified teachers and one teacher in training. Teachers have participated in professional development sessions aimed at improving teaching practice.

The Review Findings

Children's sense of belonging is well supported. They respond positively to their teachers and to each other. They play well with their peers and in mixed-age groups. Children know routines well, organise themselves and freely choose to play indoors or outside. They benefit from a high staff-to-child ratio that enables good support for their play, learning and care.

Children up to two years of age benefit from a 'primary caregiving' approach that is sensitive to their rhythms and needs. Interactions are respectful and conversations with babies ensure that they are aware of adults' actions as part of care routines.

Respectful teaching practices and sensitively timed interactions support children to settle and become focused in their play. Older children are beginning to lead their own learning and develop problem solving skills. They participate well in imaginative and construction play. The increasingly well resourced environments have specific play areas, and encourage children's exploration and engagement in play.

There is a strong focus on ensuring the programme is centred on children's individual interests. Recent developments in programme planning reflect this improved focus on individual children. Transitions into, within and out of the centre are managed well.

The ECE specialist and head teacher are working collaboratively to establish effective and sustainable leadership practices. Their focus is on developing a centre culture that is conducive to ongoing improvement. The head teacher is working to build a cohesive and dedicated team of teachers. Leaders agree that appraisal processes need to be strengthened to ensure that teachers develop effective teaching practices to support children's learning.

Managers have supported teacher improvement with an ongoing professional development programme and better resources. Teachers have reviewed various aspects of the programme. They now need to evaluate the effectiveness of the changes that have resulted from the review process. This evaluation should include consultation with parents and children.

Key Next Steps

Leaders agree that key next steps include:

  • strengthening bicultural practices, and further developing learning partnerships with parents

  • continuing to improve the quality of planning, assessment and evaluation

  • focusing programme planning on support for children's learning in key curriculum areas, and on strategies for supporting children's oral language development

  • reviewing policies and procedures to ensure they meet current legal requirements

  • implementing and clearly documenting teacher appraisal processes that meet the requirements of the Education Council of NZ.

Recommendation

ERO recommends that the service develops and implements an action plan for addressing the key next steps and areas of non-compliance outlined in this report.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kauri Kids Clendon completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:

  • curriculum
  • premises and facilities
  • health and safety practices
  • governance, management and administration.

During the review, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:

  • emotional safety (including positive guidance and child protection)

  • physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)

  • suitable staffing (including qualification levels; police vetting; teacher registration; ratios)

  • evacuation procedures and practices for fire and earthquake.

All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.

Actions for compliance

ERO identified areas of non-compliance relating to governance, management and administration. To meet requirements the service needs to improve its performance in the following areas:

  • establishing an ongoing process of internal evaluation that helps to maintain and improve the quality of education and care for children, and to ensure that the service's legal obligations are met

  • developing suitable human resource management, employment and personnel policies and practices that promote high quality practice.

Licensing Criteria for Early Childhood Education and Care Centres 2008; GMA6, GMA7.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Kauri Kids Clendon will be in three years.

Graham Randell

Deputy Chief Review Officer Northern

12 October 2017

The Purpose of ERO Reports

The Education Review Office (ERO) is the government department that, as part of its work, reviews early childhood services throughout Aotearoa New Zealand. ERO’s reports provide information for parents and communities about each service’s strengths and next steps for development. ERO’s bicultural evaluation framework Ngā Pou Here is described in SECTION 3 of this report. Early childhood services are partners in the review process and are expected to make use of the review findings to enhance children's wellbeing and learning.

2 Information about the Early Childhood Service

Location

Clendon, Auckland

Ministry of Education profile number

25280

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, including up to 12 aged under 2

Service roll

45

Gender composition

Boys 27 Girls 18

Ethnic composition

Māori
Pākehā
Samoan
Tongan
other

17
1
18
6
3

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Under 2

1:3

Better than minimum requirements

Over 2

1:6

Better than minimum requirements

Review team on site

July 2017

Date of this report

12 October 2017

Most recent ERO report(s)

 

Education Review

April 2015

Education Review

February 2012

Supplementary Review

October 2010

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

ERO’s overarching question for an early childhood education review is ‘How well placed is this service to promote positive learning outcomes for children?’ ERO focuses on the following factors as described in the bicultural framework Ngā Pou Here:

  • Pou Whakahaere – how the service determines its vision, philosophy and direction to ensure positive outcomes for children
  • Pou Ārahi – how leadership is enacted to enhance positive outcomes for children
  • Mātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children
  • Tikanga whakaako – how approaches to teaching and learning respond to diversity and support positive outcomes for children.

Within these areas ERO considers the effectiveness of arotake – self review and of whanaungatanga – partnerships with parents and whānau.

ERO evaluates how well placed a service is to sustain good practice and make ongoing improvements for the benefit of all children at the service.

A focus for the government is that all children, especially priority learners, have an opportunity to benefit from quality early childhood education. ERO will report on how well each service promotes positive outcomes for all children, with a focus on children who are Māori, Pacific, have diverse needs, and are up to the age of two.

For more information about the framework and Ngā Pou Here refer to ERO’s Approach to Review in Early Childhood Services.

ERO’s Overall Judgement and Next Review

The overall judgement that ERO makes and the timing of the next review will depend on how well placed a service is to promote positive learning outcomes for children. The categories are:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

ERO reviews are tailored to each service’s context and performance, within the overarching review framework. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.

Kauri Kids Clendon - 22/04/2015

1 Evaluation of Kauri Kids Clendon

How well placed is Kauri Kids Clendon to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

The centre needs further support to improve programmes for children, develop sustainable effective self review systems and strengthen leadership capacity.

ERO's findings that support this overall judgement are summarised below.

Background

Kauri Kids Clendon is a community-based centre run by a governing board/committee under the umbrella of the Auckland City Council. The centre is licensed to provide care and education for 50 children, including 12 infants and toddlers up to the age of two years. The families enrolled come from diverse backgrounds and cultures.

The centre’s roll fluctuates considerably and the centre finds it a challenge to maintain the roll to full licence capacity.

Since the 2012 ERO report the centre has had a name change from Clendon Community Centre to Kauri Kids Clendon. The 2012 report identified the progress made in improving the quality of learning, planning and assessment, and noted how successful team building had supported staff to develop a shared understanding about good practice. The teachers have maintained some improvements, but limited progress has been made since the last ERO review.

The Review Findings

Children are settled and actively participate in the activities teachers provide. They make decisions about their play and play cooperatively with and alongside their friends. Children independently access resources and make choices for their play. Teachers promote inclusion and support children to develop social skills.

Relationships with parents and whānau are responsive, reciprocal and respectful, giving children a strong sense of belonging. Children are welcoming and caring toward each other and adults.

Infants and toddlers have a separate room for uninterrupted play and exploration. They have individualised timetables that meet their needs and their experiences are recorded by teachers during their time in the centre. The teachers in this room are affectionate and caring. They are building their capacity to promote further exploration and language development opportunities for children. A more stimulating and developmentally appropriate programme for infants and toddlers would help to achieve this.

The learning environment is well established and allows for indoor and outdoor play. The large outdoor playground is well utilised and popular with children. However, the centre is in need of a good clean and fresh paint. Resources require renewal. The centre needs to provide a wider variety of good quality resources to help challenge children more in their play.

Teachers are developing programmes that follow children’s interests and are aligned to Te Whariki the early childhood curriculum. They should now consider more effective ways to integrate mathematics, literacy, science and technology throughout the programme.

Key Next Steps

Centre Managers agree that to improve outcomes for children, teachers will need to:

  • source external support to increase their understanding of current early childhood educational theories and practice
  • develop a systematic approach to planning and assessing children’s progress and learning over time
  • develop robust self-review processes that evaluate their successes in supporting children's learning
  • work collaboratively to develop a shared understanding of the centre’s philosophy and of effective teaching practice.

The governance board and manager recognise that they must act with urgency to:

  • support centre leaders to build their leadership capacity
  • implement the newly developed appraisal process for teachers
  • develop the centre’s strategic and annual plans in consultation with teachers and parents, and to formally document key actions that meet the centre’s desired outcomes.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kauri Kids Clendon completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:

  • curriculum
  • premises and facilities
  • health and safety practices
  • governance, management and administration.

During the review, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:

  • emotional safety (including positive guidance and child protection)
  • physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)
  • suitable staffing (including qualification levels; police vetting; teacher registration; ratios)
  • evacuation procedures and practices for fire and earthquake.

Actions for compliance

ERO identified areas of non-compliance relating to the quality of the curriculum, shared leadership and effective self review. To meet requirements the centre must:

  • plan programmes that are more clearly responsive to children’s individual interests and strengths
  • establish more formal and regular self-review practices to support ongoing improvement and more sustainable good practice.

Licensing Criteria for Early Childhood Education and Care Centres 2008, C, 2, GMA,6.

The service is not meeting its Equity Funding reporting requirements. In order to address this, the board must report to parents and the local community about how they have spent their Equity Funding. The report must be included in the service’s annual report for presentation at its annual general meeting [Early Childhood Funding Handbook – Charter 10, Equity Funding].

Development Plan Recommendation

ERO recommends that the centre, in consultation with the governance board and the Ministry of Education, develop a plan to address the key next steps and actions outlined in this report.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Kauri Kids Clendon will be within two years.

Dale Bailey

Deputy Chief Review Officer Northern Select Region

2 April 2015

The Purpose of ERO Reports

The Education Review Office (ERO) is the government department that, as part of its work, reviews early childhood services throughout Aotearoa New Zealand. ERO’s reports provide information for parents and communities about each service’s strengths and next steps for development. ERO’s bicultural evaluation framework Ngā Pou Here is described in SECTION 3 of this report. Early childhood services are partners in the review process and are expected to make use of the review findings to enhance children's wellbeing and learning.

2 Information about the Early Childhood Service

Location

Manurewa, Auckland

Ministry of Education profile number

25280

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 15 aged under 2

Service roll

14

Gender composition

Boys 8 Girls 6

Ethnic composition

Māori

NZ European/Pākehā

Samoan

3

10

1

Percentage of qualified teachers

0-49% 50-79% 80% Based on funding rates

80%

Reported ratios of staff to children

Under 2

1:5

Meets minimum requirements

 

Over 2

1:10

Meets minimum requirements

Review team on site

December 2014

Date of this report

2 April 2015

Most recent ERO report(s)

 

Education Review

February 2012

 

Supplementary Review

October 2010

 

Education Review

August 2007

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

ERO’s overarching question for an early childhood education review is ‘How well placed is this service to promote positive learning outcomes for children?’ ERO focuses on the following factors as described in the bicultural framework Ngā Pou Here:

  • Pou Whakahaere – how the service determines its vision, philosophy and direction to ensure positive outcomes for children
  • Pou Ārahi – how leadership is enacted to enhance positive outcomes for children
  • Mātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children
  • Tikanga whakaako – how approaches to teaching and learning respond to diversity and support positive outcomes for children.

Within these areas ERO considers the effectiveness of arotake – self review and of whanaungatanga – partnerships with parents and whānau.

ERO evaluates how well placed a service is to sustain good practice and make ongoing improvements for the benefit of all children at the service.

A focus for the government is that all children, especially priority learners, have an opportunity to benefit from quality early childhood education. ERO will report on how well each service promotes positive outcomes for all children, with a focus on children who are Māori, Pacific, have diverse needs, and are up to the age of two.

For more information about the framework and Ngā Pou Here refer to ERO’s Approach to Review in Early Childhood Services.

ERO’s Overall Judgement and Next Review

The overall judgement that ERO makes and the timing of the next review will depend on how well placed a service is to promote positive learning outcomes for children. The categories are:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

ERO reviews are tailored to each service’s context and performance, within the overarching review framework. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.