Kid Country Tauranga - 09/03/2015

1 Evaluation of Kid Country Tauranga

How well placed is Kid Country Tauranga 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

Kid Country Tauranga is a newly established, privately owned centre situated in Tauriko on the outskirts of Tauranga. The centre is licensed for 80 children including 28 aged under two years. At the time of this review there were 91 children on the roll, nine of whom identify as Māori. Children learn and play in a modern, spacious building surrounded by attractive outdoor areas.

The leadership team includes the centre manager and two head teachers of each age related room (babies and toddlers under two, and children between two and five). Older children have the opportunity to extend and enrich their learning through time spent on a regular basis in a programme focused on literacy, mathematics and project work.

The centre places high priority on establishing positive and collaborative relationships with parents and whānau in a family-like setting. Managers and teachers aim to provide opportunities to learn values and develop skills for lifelong learning.

This is the first ERO review for the centre

The Review Findings

Teachers know children and their families well and are committed to ensuring positive outcomes for learning. Children learn in a calm settled environment, where teachers respond to their individual interests and needs. Children and their parents/whānau benefit from caring, respectful relationships with all staff. Teachers notice and respond to individual children’s interest and needs. They initiate meaningful conversations with children, and actively listen to their responses. Support for children to lead their own learning, make choices and sustain their play is a feature of the centre programme.

Children’s independence and confidence are encouraged through well known routines and expectations. Their behaviour and transitions within the centre are managed positively and sensitively.

The curriculum is responsive to infants, toddlers and young children. Teachers’ plan the centre programme by noticing and recording each child’s interests and abilities, and ensure planning is visible to children, teachers and parents. Teachers are knowledgeable and regularly reflect on their professional practice. Children have opportunities to re visit their learning through access to their learning stories. A next step for teachers is to deepen their understanding of the complexity of children’s learning, and explore ways to document each childs development and progress over time.

Literacy and mathematics are integrated into the curriculum across the centre. Teachers have made a positive start in implementing bicultural practices but acknowledge that further development is required.

The experienced, knowledgeable and well qualified centre manager has established a trusting relationship with the centre owners. She has established a collegial, professional team of teachers and actively supports their ongoing work and development. The centre manager provides a positive role model and encourages teachers to take on leadership roles and use their particular skills and strengths. Team leaders effectively oversee programmes of learning in their areas of responsibility.

The centre owners provide support for professional development, resourcing and celebrations of success. The centre owners and manager have implemented effective systems, policies and practices to guide centre development. Self review processes continue to bring about improvement.

Key Next Steps

ERO and centre leaders agree that it is timely to:

  • extend the quality and effectiveness of self review
  • review the centre philosophy in consultation with parents and whānau, teachers and children and the centre owners.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kid Country Tauranga 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. 

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Kid Country Tauranga will be in three years. 

Dale Bailey
Deputy Chief Review Officer Northern

9 March 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

Tauranga

Ministry of Education profile number

46079

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

80 children, including up to 28 aged under 2

Service roll

91

Gender composition

Girls 47
Boys 44

Ethnic composition

Māori
NZ European/Pākehā
Chinese
Samoan

  9
78
  3
  1

Percentage of qualified teachers

0-49%       50-79%       80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

1:4

Better than minimum requirements

Over 2

1:7

Better than minimum requirements

Review team on site

January 2015

Date of this report

9 March 2015

Most recent ERO report(s)

No previous ERO reports

 

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.