Minnows Kindergarten

Education institution number:
30256
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
15
Telephone:
Address:

3 Margaret Drive, Omokoroa

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Minnows Kindergarten

ERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.

ERO’s Judgement

Regulatory standards

ERO’s judgement

Curriculum

Meeting

Premises and facilities

Meeting

Health and safety

Meeting

Governance, management and administration

Meeting

At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.

Background

Minnows Kindergarten is a privately owned and operated full-day education and care centre. The current roll includes a small number of Māori children and a wide range of other ethnicities. The centre returned to a full licence in 2021.

Summary of Review Findings

The service curriculum provides children with a range of experiences and opportunities to enhance and extend their learning and development - both indoors and outdoors, individually and in groups.

Positive interactions nurture reciprocal relationships between adults and children. The curriculum provides a language-rich environment that supports children’s learning. They are supported to develop social competence and understanding of appropriate behaviour.

The practices of adults providing education and care demonstrate an understanding of relevant theories and practice in early childhood education. The service curriculum is inclusive, and responsive to children as confident and competent learners. Children’s preferences are respected, and they are involved in decisions about their learning experiences.

Key Next Steps

Next steps include:

  • continuing to strengthen assessment, planning and evaluation for learning with a focus on dispositions, working theories and valued learning outcomes as described in Te Whariki, the early childhood curriculum.

Next ERO Review

The next ERO review is likely to be an Akarangi | Quality Evaluation.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

16 September 2022 

Information About the Service

Early Childhood Service Name

Minnows Kindergarten

Profile Number

30256

Location

Omokoroa

Service type

Education and care service

Number licensed for

27 children, including up to 5 aged under 2

Percentage of qualified teachers

100%

Service roll

16

Review team on site

August 2022

Date of this report

16 September 2022

Most recent ERO report(s)

Education Review, June 2018; Education Review, June 2015

General Information about Assurance Reviews

All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.

Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.

ERO undertakes an Akanuku | Assurance Review process in any centre-based service:

  • having its first ERO review – including if it is part of a governing organisation

  • previously identified as ‘not well placed’ or ‘requiring further development’

  • that has moved from a provisional to a full licence

  • that have been re-licenced due to a change of ownership

  • where an Akanuku | Assurance Review process is determined to be appropriate.

Management Assurance on Legal Requirements

All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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.

As part of an Akanuku | Assurance Review ERO assesses whether the regulatory standards are being met. In particular, ERO looks at a 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 certification; ratios)

  • relevant evacuation procedures and practices.

As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:

  • discussions with those involved in the service

  • consideration of relevant documentation, including the implementation of health and safety systems

  • observations of the environment/premises, curriculum implementation and teaching practice.

Minnows Kindergarten - 14/06/2018

1 Evaluation of Minnows Kindergarten

How well placed is Minnows Kindergarten 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

Minnows Kindergarten is a privately owned and operated full-day education and care centre located in a residential area of Omokoroa Beach, near Tauranga. It is licensed for 27 children including up to five under the age of two years. At the time of this ERO review 33 children were enrolled, six of whom identiied as Māori.

The centre’s philosophy follows a family-focused approach that embraces the diverse cultures in the community. The service aims to build children's emotional and physical confidence through caring relationships and a sustainable environment.

Since the previous ERO report in 2015, planning has become more visible, there is a more unified vision for the centre, and review of assessment practices has contributed to a more long term view of learning.

The Review Findings

Positive interactions between teachers and children, focused on learning and a strong sense of belonging, are highly visible. Inclusive and mutually respectful relationships are a feature throughout the centre community. Regular shared events promote strong whānau and community involvement. Children and their parents are well supported during the transition process into the centre. The centre and local environments such as the beach and community events are skilfully used to extend and enhance children’s learning outcomes.

The curriculum design promotes positive learning experiences for children. Learning conversations are open ended and affirming and the environment enables children to take risks and problem solve. Children are encouraged to lead their learning through active exploration at the centre and in the local area. Te Whāriki underpins the programme and the principle of learning through meaningful play. Children are building their knowledge to become capable and self-managing learners.

Children’s oral language is effectively promoted by teachers throughout the programme. There are many opportunities for children to extend and challenge themselves both mentally and physically which is enabling them to gain confidence in their own abilities. Teachers follow children's interests and assess progress as children develop learning dispositions over time. Aspects of literacy and mathematics are naturally integrated into the programme.

Children under the age of two enjoy an inclusive and nurturing learning environment that reflects their natural curiosity and sense of exploration. Children are encouraged to make choices and are well supported to become confident and competent learners.

There are aspects of Māori perspectives integrated into the learning environment and teaching practices, such as te reo Māori, karakia and waiata. This supports children's knowledge of New Zealand as a bicultural country. Consideration should now be given to strengthening the bicultural curriculum.

Leaders promote effective communication and have established a high level of relational trust. A model of shared leadership is evident throughout the centre. The input and strengths of each teacher are valued and contribute to the richness of children’s learning. Professional learning and development is promoting opportunities for teacher collaboration and building of capability. Teacher appraisal and performance management have been reviewed to be closely aligned with Education Council requirements. This process could be enhanced by including formal observations of teacher practice. Leadership has established a culture where all children are valued and affirmed for who they are and what they bring to their learning.

Sound governance contributes to positive learning outcomes for all children and supports the sustainability of the service. The centre philosophy incorporates principles that guide curriculum design and daily operations. Policies, systems and procedures are documented to meet legislative requirements. The strategic and annual plan are well developed and provide direction for the centre, and is the basis for ongoing self-review and continuous improvement. Management provides an environment that encourages learning and is focused on improved outcomes for children.

Key Next Steps

ERO and leaders agree that to further develop practice there is now a need to:

  • strengthen bicultural practice

  • formalise purposeful and planned observations of teacher professional practice.

Management Assurance on Legal Requirements

Before the review, the staff and management of Minnows Kindergarten 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.

ERO identified areas of non-compliance relating to governance and management. To meet requirements the service needs to ensure:

  • all workers who have access to children are safety checked in accordance with the vulnerable children's act 2014 - a record of all safety checks and the results.

[Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA7A]

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Minnows Kindergarten will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer

Te Tai Miringa - Waikato / Bay of Plenty Region

14 June 2018

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

Omokoroa, Tauranga

Ministry of Education profile number

30256

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

27 children, including up to 5 aged under 2

Service roll

33

Gender composition

Boys 22 Girls 11

Ethnic composition

Māori
Pākehā
Other

6
18
9

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

1:8

Better than minimum requirements

Review team on site

April 2018

Date of this report

14 June 2018

Most recent ERO report(s)

 

Education Review

June 2015

Education Review

March 2012

Education Review

January 2009

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.

Minnows Kindergarten - 05/06/2015

1 Evaluation of Minnows Kindergarten

How well placed is Minnows Kindergarten 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

Minnows Kindergarten, located in Omokoroa near Tauranga, provides full day education and care for children from two years to school age. The centre is licensed for 27 children. At the time of this ERO review the centre’s roll of 22 included five children of Māori descent. The centre operates flexible hours and many of the children attend from 8.30am to 3.00pm.

In December 2014 the centre changed ownership. There have also been significant changes to the teaching staff, including the recent appointment of an experienced early childhood educator as the head teacher. All of the teachers are qualified early childhood teachers. Although the centre owner is not an early childhood teacher she has had considerable experience in the early childhood sector having previously owned other centres. She undertakes an administrative and governance role at the centre and is very supportive of the head teacher and teaching team.

Under the leadership of the new owner the centre has consulted with parents and the teaching team to review the centre’s philosophy. This philosophy makes a commitment to providing a family focused approach to learning.

Minnows Kindergarten has a positive ERO reporting history.

The Review Findings

Children enjoy participating in a programme that is responsive to their emerging interests. Set group and meal times provide children with a sense of structure and predictability about the daily programme. Children have easy access to a good range of resources and equipment in a well-presented and maintained environment. A special feature of the programme is the weekly trips and visits to places of interest in the local environment including the library, neighbouring beach reserve, parks and shops. Real life learning experiences such as cooking and growing of vegetables are regularly included in the programme. High priority is placed on literacy and mathematics learning that is effectively incorporated into children’s play. Well-presented individual learning portfolios provide parents with a record of their children’s participation in the programme. These documents are easily accessible to parents and children in the centre, and are also in secure electronic form on the internet. There are comprehensive processes that support children as they transition to school.

The experienced and knowledgeable teachers have established positive and supportive relationships with children and their families. ERO observed teachers actively participating alongside children in meaningful play. Teachers use appropriate teaching strategies that support children to solve problems and to develop their social and self-care skills. Parents who spoke to ERO appreciate the commitment that teachers have to providing high-quality education in a calm and settled environment.

Māori children’s sense of identity and belonging is supported by the use of some te reo Māori by teachers and access to resources that reflect a Māori dimension. Current self review by one of the teachers has identified a need to strengthen partnerships with local whānau to support the centre to increase te ao Māori within the centre’s programme.

The owner provides a clear sense of direction for centre development. She has had an initial focus on building a cohesive teaching team and establishing meaningful partnerships with parents and the local community. Along with the head teacher she is developing a useful procedural manual to guide centre operations. They have also implemented a wide range of self-review processes that support ongoing centre development. Parents appreciate the consultative approach to centre leadership from the owner and head teacher.

Key Next Steps

A key next step for the centre owner, head teacher and teachers is the development of processes that support and guide teachers to:

  • clearly identify children’s learning in assessment practices
  • specifically link individual planning to children’s identified learning needs
  • regularly evaluate children’s learning and progress over time.

Management Assurance on Legal Requirements

Before the review, the staff and management of Minnows Kindergarten 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 Minnows Kindergarten will be in three years.

Dale Bailey

Deputy Chief Review Officer Northern

5 June 2015

2 Information about the Early Childhood Service

Location

Omokoroa, Tauranga

Ministry of Education profile number

30256

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

27 children, including up to 0 aged under 2

Service roll

22

Gender composition

Girls 14

Boys 8

Ethnic composition

Māori

Pākeha

British/Irish

5

16

1

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Over 2

1:8

Better than minimum requirements

Review team on site

April 2015

Date of this report

5 June 2015

Most recent ERO report(s)

 

Education Review (as Minnows Private Preschool)

March 2012

 

Education Review (as Minnows Private Preschool)

January 2009

 

Education Review (as Minnows Omokoroa Early Learning Centre)

October 2005

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.