Central Kids Early Learning Centres - Morrinsville

Education institution number:
30212
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
43
Telephone:
Address:

44 Moorehouse Street, Morrinsville

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Morrinsville Early Learning Centre - 19/12/2018

1 Evaluation of Morrinsville Early Learning Centre

How well placed is Morrinsville Early Learning Centre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Morrinsville Early Learning Centre is well placed to promote positive learning outcomes for children.

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

Background

Morrinsville Early Learning Centre is an all-day, mixed-age group, education and care service located in the Waikato town of Morrinsville. It is licensed for 40 children including up to 16 under the age of two years. Currently there are 44 children enrolled with seven who identify as Māori.

The centre’s philosophy aims to promote an environment that allows children to engage in sustained play and learning throughout the day in a purposefully unstructured programme. Its ‘Whānau Care’ system aims to ensure each child and their whānau have a key teacher that they develop and maintain a strong partnership with.

The centre operates under the governance and management of Central North Island Early Education Services Trust and the Central North Island Kindergarten Association Trust, community not for profit organisations. The overarching philosophy is to provide centres that enable children to reach their full potential, learn through play, and be supported by passionate professional people.

Since the last ERO review in 2015, a new centre manager and six new teachers have been appointed. New leaders and teachers have improved and strengthened systems and processes that promote positive outcomes for children. The centre has a positive ERO reporting history.

This review was part of a cluster of four reviews in the Central North Island Early Education Services Trust

The Review Findings

Positive and respectful relationships underpin all aspects of teaching and learning. There has been a significant focus for leaders to provide individual wrap-around support for children and their families. Teachers are responsive to the holistic development of children, and understand the importance of learning in the context of family. Children experience many opportunities to be creative, use their imagination and explore, and develop learning dispositions that will support lifelong learning.

The curriculum is responsive and inclusive to all children's needs and abilities. A commitment is made to value social competence and fairness. Strengths of the curriculum are:

  • individual programmes that provide support for children who require additional learning from other specialised agencies

  • relationships promoted by teachers, and working in partnership with families to strongly support children's wellbeing and learning

  • transitions that are sensitively managed.

Assessment, planning and evaluation capture children's interests well. Progress and continuity of learning is evident in assessment practice, and children’s success in learning is celebrated. Literacy, mathematics and some aspects of te reo and tikanga Māori are naturally interwoven into children’s play and learning.

Children under the age of two years benefit from specific teachers who know them well and provide a programme that is responsive to their interests and individualised care needs. They engage in sustained play, interruptions are minimal and children lead their own learning. Young children are viewed as capable to make choices and are well supported to develop resilience and perseverance.

Leaders have effectively developed sustainable systems and processes. They promote a shared understanding of the centre's philosophy, vision and goals, and have developed a respectful and collaborative team culture. Teachers are empowered to build their leadership skills to increase capability and capacity. Internal evaluation has been strengthened and supports ongoing improvement throughout the centre. Children experience a learning environment where decision making is focused on positive outcomes for learning and wellbeing.

Governance and management have comprehensive, well-established systems and practices to enable the organisation to monitor, evaluate and plan for the improvement of its early learning centres. Clear guidelines and expectations for centre practice and curriculum are strongly fostered by the leadership team and trust. The vision and values support positive outcomes for children's learning, wellbeing and that of their whānau.

Key Next Steps

The key next steps are to:

  • continue to build systems, processes and practices to further enrich a bicultural curriculum

  • develop centre assessment and planning practices to ensure a stronger focus on children's language, culture and identity

Management Assurance on Legal Requirements

Before the review, the staff and management of Morrinsville Early Learning Centre 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 Morrinsville Early Learning Centre will be in three years.

Phil Cowie

Director Review and Improvement Services

Te Tai Miringa - Waikato / Bay of Plenty Region

19 December 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

Morrinsville, Waikato

Ministry of Education profile number

30212

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, including up to 16 aged under 2

Service roll

44

Gender composition

Boys 23 Girls 21

Ethnic composition

Māori
Pākehā
Indian
Other

7
21
6
10

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Under 2

1: 5

Meets minimum requirements

Over 2

1: 10

Meets minimum requirements

Review team on site

September 2018

Date of this report

19 December 2018

Most recent ERO report(s)

Education Review

June 2015

Education Review

June 2012

Education Review

June 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.

Morrinsville Early Learning Centre - 30/06/2015

1 Evaluation of Morrinsville Early Learning Centre

How well placed is Morrinsville Early Learning Centre 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

Morrinsville Early Learning Centre is an all-day education and care service catering for children from birth to school age. It provides a mixed-age group environment with a safe space for younger babies and toddlers. The centre is located in the business area of Morrinsville, and is a focal point for families from the surrounding rural community. At the time of this ERO review, 58 children were enrolled including 11 children identified as Māori.

The centre operates under the umbrella of the Central North Island Early Education Services Trust (CNIEEST). The trust provides appropriate governance support through comprehensive policies and procedures, administrative personnel, and regular visits from experienced professional leaders. The skills and experience of the trust’s wider professional team can also be accessed.

A high proportion of teachers have been at the centre for many years. Since the last ERO review in 2012 there has been a change of professional leadership. A well-planned transition at the end of 2014 enabled the current leaders to provide continuity of support to the centre manager and teaching staff.

Teachers have been involved in centre-wide professional development that has improved self review, and supported the growth of purposeful teamwork and a shared philosophy of teaching.

The Review Findings

Teachers have established strong, welcoming relationships with children and their parents/whānau. Children up to two years of age are well-supported as they begin attending the centre, and benefit from the nurturing and responsive attention they receive from their primary caregivers. Younger children are able to play alongside older children, experiencing tuakana-teina relationships that extend their learning opportunities. Older children demonstrate responsibility and leadership as they work in the well-managed, mixed-age environment.

Recent whole-staff professional development has resulted in:

  • a consistent approach to positively guiding children’s behaviour
  • a rich environment that is well equipped and presented to support children’s choices and opportunities to explore
  • flexible routines that respond to children’s care needs and enable them to persist in their play for long periods of time.

Papatūānuku, the care of the land, is increasingly evident in the wide range of natural materials. Children participate in growing and harvesting food and care for a number of centre animals and work with teachers to plan visits into the local community. Teachers use these opportunities to build on children’s knowledge of the world around them.

The centre has a strong focus on whakawhanaungatanga as it seeks to develop partnerships with parents and whānau. Positive relationships have been established with whānau, and links with Ngāti Haua are enriching the inclusion of the Māori world. Children participate annually in the Piako Cultural Festival, where they have been warmly welcomed and included. Positive leadership from the centre manager and professional leader is fostering the climate where Māori succeeds as Māori, and all children are learning about the bicultural nature of Aotearoa/New Zealand.

ERO observed teachers:

  • making good use of open-ended questions to prompt children’s thinking and problem-solving
  • affirming children as competent, confident learners
  • fostering children’s creativity
  • working as a professional team to maintain the quality of the daily programme for children
  • enriching the programme by contributing their own skills and knowledge.

Teaching practice is supported by teacher reflections, with an increasing focus on individual children’s development and learning over time. Teachers are committed to working in the best interests of families and whānau. They maintain communication with specialist agencies, seeking advice and assistance for children with additional learning needs.

The centre manager continues to lead the growth of a cohesive and trusting staff team. She models effective teaching practice, and has an open communication style that encourages emerging leadership among staff. The centre manager is well-supported by professional leaders who bring a useful range of knowledge and skills to the centre.

Key Next Steps

Teachers should continue to develop their knowledge and capability to:

  • add complexity to children’s learning
  • further implement te reo and tikanga Māori
  • enhance assessment, planning and evaluation practices.

The CNIEEST manager should continue to develop the centre manager’s organisational leadership and management practices.

Management Assurance on Legal Requirements

Before the review, the staff and management of Morrinsville Early Learning Centre 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 Morrinsville Early Learning Centre will be in three years.

Dale Bailey

Deputy Chief Review Officer Northern

30 June 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

Morrinsville

Ministry of Education profile number

30212

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, including up to 16 aged under 2

Service roll

58

Gender composition

Boys 32 Girls 26

Ethnic composition

Māori

Pākehā

Other

11

41

6

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

1:5

Meets minimum requirements

 

Over 2

1:10

Meets minimum requirements

Review team on site

May 2015

Date of this report

30 June 2015

Most recent ERO report(s)

Education Review

June 2012

 

Education Review

June 2009

 

Education Review

June 2006

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.