Kiddicare Creche - 02/06/2017

1 Evaluation of Kiddicare Creche

How well placed is Kiddicare Creche 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

Kiddicare Creche is a non-profit, community-based early childhood centre. It is an all day service licensed for 30 children, including 10 aged up to two years. Of the total roll of 18, five children identify as Māori.

A committee made up of parents and other community members undertakes the governance role. Day-to-day oversight of the centre is delegated to a manager. Three of the teachers are fully qualified and registered. These teachers support the practice of unqualified staff.

The March 2016 ERO report found significant development was required across the crèche's curriculum. Areas needing improvement included: the service’s philosophy; self review; transition to school processes; the bicultural programme; provision for children under two years; and assessment, planning and evaluation. In addition, the management committee was asked to improve appraisal, review policies and systems and improve effectiveness of governance.

The crèche has received targeted support through the Ministry of Education funded programme, Strengthening Early Learning Opportunities (SELO). Considerable work has been undertaken by the committee and teaching team, in response to ERO’s recommendations. Some progress is evident.

The Review Findings

Teachers have worked with SELO to develop and implement a strong process for assessment, planning and evaluation. Children benefit from regular individual planning and whānau have input into this planning. Each child's learning and progress is now clearly documented.

Leaders and teachers agree that the bicultural programme is being developed. Te reo Māori should be more visible throughout documentation, including all children’s portfolios. Te ao Māori concepts should be woven more strongly through interactions and assessments. 

Teachers have collaborated to review the philosophy and clearly identify how it is enacted in their practice. Consultation with parents and community is happening at the time of this review. The crèche should regularly revisit statements within the philosophy to ensure their ongoing relevance, and support a shared understanding by teaching staff and whānau.

Some positive changes are evident regarding the learning and wellbeing of infants and toddlers. Continuing to grow teachers’ professional knowledge about high quality teaching practice for infants and toddlers should further enhance provision for children up to two years.

Leaders and teachers have identified that their understanding of internal evaluation is still developing. Continuing external support is required to develop and implement a robust process.

A well-considered wall display provides useful information for parents and children to support their transition to school. Teachers are proactively developing relationships between the crèche and local schools. ERO affirms that teachers should continue to purposefully engage with schools and current research to establish an effective transition procedure.

Review of policies and procedures is now taking place. Developing a clear system of regular review will ensure guiding documents reflect current practice. It is a priority for the crèche to create clear employment policies related to recruitment, induction, appraisal and complaints. These should reflect current legislation as well as the requirements of the Education Council.

The revised appraisal process is in the early stages of implementation. Teachers are reflective, and supported in their ongoing improvement of practice.

With SELO support, the committee has established a useful induction resource for members. Roles and responsibilities are now defined. ERO recommends continued external support in order to further develop members’ effectiveness in their oversight of crèche operations.

Several processes have been recently developed. A key next step is to embed and sustain these changes for ongoing improvement.

Key Next Steps

To improve outcomes for children, and embed and sustain recently-developed improvements, leaders and teachers should:

  • increase meaningful use of te reo Māori

  • more strongly reflect te ao Māori in the curriculum

  • continue to develop provision for infants and toddlers

  • establish a transition to school process that reflects current best practice

  • develop a calendar of policy review

  • create detailed employment policies to guide practice

  • develop the review and evaluation process

  • embed the committee's understanding of their governance role.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kiddicare Creche 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

Development Plan Recommendation

ERO recommends that the service consult with the Ministry of Education and 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 Kiddicare Creche will be within two years.

Patricia Davey

Deputy Chief Review Officer Central (Acting)

2 June 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

Whanganui

Ministry of Education profile number

51504

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 10 aged under 2

Service roll

18

Gender composition

Girls 11, Boys 7

Ethnic composition

Māori

Pākehā

Chinese

5

11

2

Percentage of qualified teachers

50-79%

Reported ratios of staff to children

Under 2

1:5

Meets minimum requirements

Over 2

1:10

Meets minimum requirements

Review team on site

March 2017

Date of this report

2 June 2017

Most recent ERO report(s)

 

Education Review

March 2016

Education Review

November 2014

Education Review

November 2011

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.