MoreForKids Ltd - 19/02/2015

1. Evaluation of MoreForKids Ltd

How well placed is MoreForKids Ltd 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

MoreForKids Ltd provides all day education and care for up to 36 children aged between two and five years, and 10 children up to two years. The service is located in Gisborne city. One of the two owners leads the teaching team.

This is ERO’s first review of MoreforKids. The service was opened in November 2012.

Owners have provided professional support for staff through the appointment of a curriculum leader. Also, this leader has responsibility for the appraisal of the owner/head teacher and for supporting Provisionally Registered Teachers. Professional development is focused on growing a staff culture of ongoing learning.

There is a strong commitment to the centre’s philosophy which is reflected in teaching practice. It is understood and put into practice by the director and manager and endorsed by the wider community. Adults work together for positive outcomes for children.

The Review Findings

Together, the owners, teaching team, whānau, families and members of the wider community support children to be competent and confident learners. All are warmly welcomed. Staff provide an interesting environment that promotes and supports the holistic development of children.

Teachers and the governing team willingly listen to and are respectful of families. Changes to learning and care are responsive and carefully considered.

Up to two year olds are very well catered for through specific planning to meet their care and educational needs. Teachers recognise and use learning opportunities within daily routines. Opportunities for learning are made the most of throughout the day, as infants work alongside older children.

The curriculum is responsive to the individual requirements of infants and young children. Children choose who they play and learn with. Teachers carefully listen to children and respond. Staff recognise and regularly document children's learning and provide further relevant experiences based on this assessment.

Teachers deliberately work with children to provide challenge in learning through meaningful conversations. They provide contexts for children to develop early literacy skills. Mathematical learning is enhanced through interesting opportunities to use concepts in everyday life.

All children are very well supported to enjoy the world of Māori. Te reo me ngā tikanga Māori are valued and support children's learning. The governing team and teachers demonstrate a high level of commitment to the Treaty of Waitangi.

Staff recognise and appreciate that language, culture and identity are key to the development of self worth. A well considered plan for 2015 is in place for ongoing cultural learning by staff, whānau and children. Implementation of the plan should contribute to self review about how effectively the service promotes success for Māori children, as Māori.

The governing team has a clear mission, values and philosophy well aligned to promote positive outcomes for children. This cohesion is highly evident in practice. Success is celebrated with a strong focus on continuous improvement.

Owners, as managers, closely monitor health and safety systems and processes. They make improvements that impact positively on children and their well being.

Managers demonstrate a sound understanding of the purpose for self review. A deliberate, robust process is in place for decision making and accountability. The well considered performance management system supports staff to work to achieve the centre’s vision and goals. Policies, procedures and practices are based on the principles of advocacy, equity and social justice for children.

Key Next Steps

The governing team identified, and ERO's evaluation affirms, that leaders should continue to embed good practices that support staff to develop consistency in teaching and assessment.

Management Assurance on Legal Requirements

Before the review, the staff and management of MoreForKids Ltd 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 MoreForKids Ltd will be in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

19 February 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

Gisborne

Ministry of Education profile number

46056

Licence type

Education and Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

36 children, including 10 aged up to 2

Service roll

39

Gender composition

Boys 22, Girls 17

Ethnic composition

Māori

NZ European/Pākehā

Indian

Other ethnic groups

26

8

4

1

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

1:2

Better than minimum requirements

 

Over 2

1:4

Better than minimum requirements

Review team on site

December 2014

Date of this report

19 February 2015

Most recent ERO report(s)

These are available at www.ero.govt.nz

First review and report for this centre

 

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.