Kindercare Learning Centres - Rangiora (212) - 12/06/2017

1 Evaluation of Kindercare Learning Centres - Rangiora (212)

How well placed is Kindercare Learning Centres - Rangiora (212) to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Kindercare Learning Centre (212), with the support of the Kindercare management team, is becoming well placed to provide positive learning outcomes for children.

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

Background

Kindercare Learning Centre - Rangiora (212) is one of 12 early childhood education and care centres in Christchurch, owned and administered by Kindercare Learning Centres Ltd. The centre operates under the Kindercare philosophy, and management and accountability systems. An area manager works in partnership with centre leaders to guide the effective operation of each centre.

Kindercare Learning Centre - Rangiora (212) caters for the education and care of children from birth to school age in five separate rooms.

Since the last ERO review in January 2014, there have been significant changes to staffing including leadership. Most teachers are qualified and registered. They are supported by a consistent group of relieving, mostly untrained, staff. An on-site cook provides nutritious vegetarian meals and snacks for children.

During this time of change and uncertainty, some recent progress has been made to address the recommendations from the ERO report. Centre leaders follow the Kindercare process for annual planning and self review. A curriculum leadership role has been created to help staff develop knowledge and use of new learning, assessment and evaluation processes. Leaders have begun to implement a planned approach to ways of increasing understandings of bicultural perspectives and practices. Changes have been made to the outside area to provide more open areas and shared play spaces for children.

This review was part of a cluster of 12 Kindercare Learning Services reviewed in the Christchurch area in Term 1 2017. 

The Review Findings

Kindercare values of 'love, safe, learning' are evident in centre practices and documentation. Leaders encourage warm, reciprocal relationships between staff, children and families to help promote a good sense of belonging. Children play well with and alongside one another.

Teachers are provided with targeted professional development to support teaching and play-based learning practices. The positive impact of professional development is particularly evident in the promotion of ways of working with infant and toddlers. There is a deliberate focus on the provision of nurturing and unhurried interactions and routines.

Children across the centre have access to a wide range of learning activities that capture their curiosity and involvement in creative play and exploration. Teachers notice and respond respectfully to children’s interests and ideas. Transitions between rooms are flexible and based on the individual needs and preferences of children and families.

Centre leaders have made purposeful links to the local community, including the education and learning clusters within the Rangiora area. Teachers regularly visit a community play group and read to children. Parent education courses and support for parents are offered at the centre.

Service and centre leaders provide clear expectations, and regular support and mentoring to help staff implement Kindercare management, curriculum and health and safety systems. Leadership potential from within the centre is recognised and well supported by service managers. Leaders and teachers are at the early stages of working together to understand and make good use of self-review processes to extend on teaching practices and positive learning outcomes for children. 

Key Next Steps

Centre leaders have identified, and ERO’s evaluation has confirmed, that the key next steps are to continue to develop:

  • bicultural perspectives, practices and resourcing
  • evaluative self-review processes and practices across the team
  • assessment, planning and evaluation processes
  • appraisal procedures and practices that are aligned to the Education Council requirements.

ERO has identified that the key next steps for Kindercare Learning Centres Ltd are to:

  • give greater prominence to bicultural perspectives in key documentation
  • further develop strategic coverage of priorities and annual action planning and evaluation processes in centres
  • consider ways to strengthen partnerships in learning with schools
  • formalise and document the procedure for appraisal and attestation in the Christchurch area
  • evaluate how well current learning record practices allow children to revisit their own learning.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kindercare Learning Centres - Rangiora (212) 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.

Recommendation

ERO requested an action plan to show how the service will address the continued development of the key next steps.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Kindercare Learning Centres - Rangiora (212) will be in three years.

Dr Lesley Patterson

Deputy Chief Review Officer Southern/Te Waipounamu

12 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

Rangiora

Ministry of Education profile number

45701

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

100 children, including up to 20 aged under two

Service roll

81

Gender composition

Girls 41; Boys 40

Ethnic composition

Māori

Pākehā

Samoan

Other ethnicities

6

63

1

11

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

50-79%

Reported ratios of staff to children

Under 2

1:4

Better than minimum requirements

Over 2

1:10

Meets minimum requirements

Review team on site

February 2017

Date of this report

12 June 2017

Most recent ERO report

 

Education Review

January 2014

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.