5 Rutland Street, Utuhina, Rotorua
View on mapAkarangi | 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 (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Kidz World Rutland St are as follows:
Outcome Indicators |
ERO’s judgement |
|
What the service knows about outcomes for learners |
Whakaū Embedding |
Ngā Akatoro Domains |
ERO’s judgement |
|
He Whāriki Motuhake The learner and their learning |
Whakaū Embedding |
|
Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakawhanake Sustaining |
|
Ngā Aronga Whai Hua Evaluation for improvement |
Whakawhanake Sustaining |
|
Kaihautū Leaders foster collaboration and improvement |
Whakawhanake Sustaining |
|
Te Whakaruruhau Stewardship through effective governance and management |
Whakawhanake Sustaining |
Kidz World Rutland St is one of three privately owned centres managed by Kidz World Early Learning and Childcare Centre Ltd. A leadership group supports the large teaching team to work alongside children across two age-based rooms in the service. The centre vision recognises children’s holistic growth in combination with teacher professional knowledge.
Children experience an inclusive learning environment where their identity as individuals is affirmed. Leaders and teachers focus on equitable learning outcomes for all children. Barriers to learning are actively removed to ensure children can participate fully in the programme. Teachers take a deliberate approach to provide learning experiences and rich opportunities that challenge and extend learners. Children’s social competence is well supported.
Positive transitions for children are fostered as they move into, through and out of the centre. Teachers draw on their professional knowledge to ensure transitions are calm and responsive to the needs of children and whānau. Leaders and teachers are exploring how to best utilise the strong relationships they have with whānau to further support meaningful decisions about curriculum and evaluation. The service is not yet consistently reflecting children’s culture, language and identity in their environment and assessment practices.
Children benefit from a team culture of growth-focused evaluation. Leaders and teachers reflect on, and further develop, their practice. Leaders are exploring how to strengthen collective teacher capability to deepen evaluative capacity. They are supporting teachers to strengthen their knowledge to better promote a rich bicultural curriculum and further embed te aō Māori within the centre. Outcomes from internal evaluation processes have a positive effect on children’s learning and development.
Leaders and teachers work with a clear, collaborative focus. Effective processes support teachers’ ongoing growing capability to intentionally contextualise the learning outcomes in Te Whāriki to individual children’s learning. Learning environments are thoughtfully organised and use of rich oral language supports children’s learning. The positive impact of a collegial and consistent team approach benefits children and whānau.
Kidz World Rutland St will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Kidz World Rutland St 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:
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Phil Cowie
Director Review and Improvement Services
Central Region | Te Tai Pūtahi Nui
10 June 2021
| Early Childhood Service Name | Kidz World Rutland St |
| Profile Number | 40316 |
| Location | Utuhina, Rotorua |
|
Service type |
Education and care service |
|
Number licensed for |
72 children, including up to 16 aged under 2. |
|
Percentage of qualified teachers |
80%+ |
|
Service roll |
75 |
|
Ethnic composition |
Māori 28, NZ European/Pākehā 8, Indian 16, Cook Island 7, |
|
Review team on site |
May 2021 |
|
Date of this report |
10 June 2021 |
|
Most recent ERO report(s) |
Education Review, May 2018; Education Review, February 2015. |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Kidz World Rutland St is located in central Rotorua. It is an all-day centre catering for children from birth to school age. The centre is licensed for up to 72 children, including 16 aged under two years. Centre organisation comprises separate areas for children up to the age of two years (Discoverers) and for those two years and above (Adventurers). The centre is staffed with mostly qualified early childhood teachers and maintains high teacher-to-child ratios. It is privately owned and is one of three Kidz World centres in Rotorua. The Kidz World leadership team includes, the director, education manager, administrator and all three centre managers. This team works collaboratively to provide policy and direction, and promotes consistent approaches and professional sharing across all centres.
The centre philosophy aims for children to learn through play and exploration, be empowered to take risks for extending learning and encouraged to take responsibility for themselves becoming capable, competent and confident learners.
Since ERO's last report in October 2014 a new centre manager has been appointed and the centre vision, mission and philosophy have been reviewed. The centre has also undertaken a strategic review of age-based organisation, resulting in a more family-like setting and interactions for toddlers and older children.
Respectful and reciprocal relationships between children, whānau and teachers are well established. These relationships contribute to responsive and positive transitions for children and their families as they enrol and progress through the centre and onto school. Parents value regular opportunities to share information, be involved in programme events and whānau evenings. Children demonstrate trust in their teachers who know them and their families well.
Highly-effective self review contributes to improved outcomes for all children. Self review is well developed and embedded at all levels. There is a shared focus on continual improvement to the curriculum, learning environments and teachers’ practice. Children benefit from well-informed governance and leadership decisions that put them first and foremost.
The service’s strategic priority for excellent teaching practice is highly evident. Aligned to this priority is the position of a full-time coach and mentor who works consistently alongside teachers. The teacher appraisal process has continued to evolve. This includes teacher inquiries that contribute to shared understandings and reflections about quality practice. There is an organisational culture of professional sharing and growth that is underpinned by current educational theory. This intentional approach to building teachers’ capability contributes to positive outcomes for all children.
The centre’s philosophy is pivotal to curriculum design and implementation. Features of the curriculum include:
availability and rich resourcing of all areas of play, including literacy and mathematics
an emphasis on developing social skills and confidence
opportunities to learn about the natural world and sustainable practices
physical challenge and safe risk taking within spacious environments
opportunities for tuakana, teina relationships.
The curriculum supports children as active and capable learners.
Teachers express a commitment to strengthening their knowledge of te reo and tikanga Māori. Children enjoy participation in waiata, karakia and cultural events. Aspects of the curriculum reflect connections with whānau and local stories. Māori children and whānau are affirmed, and their language and culture are valued.
Assessment information is well used to inform intentional teaching. Observations of children are ongoing and regularly shared with parents. The recently introduced digital messaging system has increased information sharing and opportunities for parents to contribute to their child’s assessment. Learning journeys summarise individual children’s learning dispositions, strengths and interests over time, and reflect children’s home languages.
Effective teaching practices are well established. Teachers use a wide range of strategies to engage and support children in their learning. These include:
the conditions created for children to lead their learning, and where fun and enjoyment are part of the learning process
supporting oral language acquisition and confidence to question and express ideas
flexible and responsive routines
a culture of respectful care for children up to two years
inclusive practices that promote equitable opportunities for children with additional learning needs.
Children are happy, independent learners who demonstrate a strong sense of self confidence and belonging.
Management and leaders acknowledge the need to:
continue to seek ways to support the ongoing development of treaty-based practices and the bicultural curriculum
refine and embed the assessment, planning and evaluation of children’s learning.
Before the review, the staff and management of Kidz World Rutland St 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:
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.
The next ERO review of Kidz World Rutland St will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Waikato
Te Tai Miringa - Waikato / Bay of Plenty Region
14 May 2018
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.
|
Location |
Rotorua |
||
|
Ministry of Education profile number |
40316 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
72 children, including up to 16 aged under 2 |
||
|
Service roll |
65 |
||
|
Gender composition |
Girls 39 Boys 26 |
||
|
Ethnic composition |
Māori |
28 |
|
|
Percentage of qualified teachers |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
February 2018 |
||
|
Date of this report |
14 May 2018 |
||
|
Most recent ERO report(s) |
Education Review |
February 2015 |
|
|
Education Review |
November 2011 |
||
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:
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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.