5 Owhata Road, Owhata, Rotorua
View on mapOhana Kindy
Ohana Kindy - 05/10/2017
1 Evaluation of Ohana Kindy
How well placed is Ohana Kindy 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
Ohana Kindy, previously known as Antarctica Early Learning School, is located in an eastern suburb of Rotorua. The service is privately owned and provides all-day education and care for children from birth to school age. There are specific indoor and outdoor spaces for children up-to-two years (Nursery) and over-two years (Kindy). At the time of this review 30 of the 38 children enrolled were of Māori descent.
Through its philosophy the centre aims to:
-
build positive and trusting relationships with children and families
-
respect different beliefs, cultures and nationalities
-
incorporate the Treaty of Waitangi
-
provide equitable opportunities for learning to support children to become competent and confident lifelong learners.
ERO's last review in October 2015 was the first review of the service. This review identified the need for significant areas for improvement relating to governance and management, the curriculum and teaching practice. The centre manager and teachers have responded positively to the ongoing support provided through the Ministry of Education's Strengthening Early Learning Opportunities programme (SELO).
Since ERO's last review there have been significant changes to the teaching team, restructuring of centre leadership, and the centre manager is now the sole owner of the service.
The Review Findings
The recently reviewed philosophy promotes positive learning outcomes for all children. The centre manager, in consultation with staff, has undertaken an in-depth philosophy review. This has resulted in shared values and beliefs about teaching and learning to support aspirational outcomes for children. Many aspects of the new philosophy are evident in opportunities where children learn in a fun, loving and happy environment.
Self review is becoming established and is resulting in improvement. Long-term self review through the SELO programme, is contributing to improvements to centre leadership, learning environments, the curriculum and teachers' practice. Teachers are increasingly using useful frameworks to guide spontaneous and planned self reviews. Centre self review is resulting in better informed decisions and more consistent teaching practices that support children's developing social competence and view of themselves as capable learners.
The centre manager and teachers value respectful and reciprocal relationships with parents and whānau. Parents who spoke to ERO expressed appreciation for the inclusive support from the centre that promotes children's participation in early childhood education and their wellbeing.
Teachers demonstrate a shared understanding of children's learning and development. They sensitively engage alongside children as partners in play, using a range of deliberate strategies to support children to confidently communicate ideas to their peers and adults. The centre manager and teachers also work collaboratively with whānau and external agencies in ways that make the centre accessible and inclusive for tamariki with additional learning needs.
Children enjoy an environment that fosters imagination and active exploration. Recent upgrading of resourcing, and indoor and outdoor play spaces, has improved accessibility and freedom for children in the nursery and kindy to make choices and lead their own learning. Review of routines has resulted in minimised interruptions to children's learning and allows them to engage in sustained and complex play scenarios with their peers.
Children up-to -wo years benefit from personalised transitions, education and care. Their individual routines are responded to by consistent and familiar adults. These very young learners are well supported to play, learn and explore in interesting and safe indoor and outdoor spaces. Carefully selected toys and resources are fully accessible and displayed in ways that promote curiosity and independent movement.
Teachers have improved their understanding and approach to assessment, planning and evaluation. They have moved from planning theme-based activities to more individualised assessments and planning that take account of children's strengths and learning dispositions. Children's profiles include parents' ideas, feedback and aspirations and show children's learning overtime. These valued documents are readily accessed by children who demonstrate strong identity as learners and enjoy revisiting and sharing past experiences.
Key Next Steps
To fully enact the centre's philosophy the centre manager and teachers need to develop a more strategic approach to incorporating the Treaty of Waitangi within daily practice. Important areas for strengthening treaty based practices include:
-
assessment, planning and evaluation
-
teaching practice
-
the curriculum.
The centre manager has identified key goals to guide the centre's strategic development. To strengthen strategic planning for improvement, consideration should be given to including:
-
consultation with teachers and families, as key stakeholders
-
specific actions, strategies, timeframes and quality indicators related to each strategic goal.
In order to strengthen staff appraisal it is now important for the centre manager and teachers to:
-
develop, implement and document a clear and consistent procedure for ongoing appraisal, professional learning and mentoring for provisionally registered teachers
-
give consideration to including culturally responsive practices as referenced in the Ministry of Education document Tātaiako.
Management Assurance on Legal Requirements
Before the review, the staff and management of Ohana Kindy 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 Ohana Kindy will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Waikato/Bay of Plenty
5 October 2017
2 Information about the Early Childhood Service
Location |
Rotorua |
||
Ministry of Education profile number |
46239 |
||
Licence type |
Education & Care Service |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
50 children, including up to 10 aged under 2 |
||
Service roll |
38 |
||
Gender composition |
Boys 20 Girls 18 |
||
Ethnic composition |
Māori |
30 |
|
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 |
August 2017 |
||
Date of this report |
5 October 2017 |
||
Most recent ERO report(s) |
Education Review |
October 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.
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.
Antarctica Early Learning School (Owhata Rd) - 28/10/2015
1 Evaluation of Antarctica Early Learning School (Owhata Rd)
How well placed is Antarctica Early Learning School (Owhata Rd) to promote positive learning outcomes for children?
Not well placed |
Requires further development |
Well placed |
Very well placed |
The service needs support to further develop the quality of the programme learning environment and consistency in teaching.
ERO's findings that support this overall judgement are summarised below.
Background
Antarctica Early Learning School (Owhata Rd) - (AELS) is a new early childhood service located in an eastern suburb of Rotorua. The service provides full day education and care for children from birth to school age. At the time of this ERO review 27 of the 44 children enrolled were of Māori descent. The centre is one of three owned by AELS Limited, a Hamilton based company.
The centre receives equity funding and uses this to support children’s participation in early childhood care and education.
The centre is organised by age groups. One area caters for children up to two years and the other area for children over two years. Each area has a head teacher who is responsible for the programmes and day-to-day running of the centre. The co-owner/centre manager, through regular visits to the centre, provides direction and support for centre operations and teachers’ practice.
The AELS philosophy aims 'to provide fun, interactive, quality educational learning'. There is an emphasis on early literacy, numeracy, computer technology and a focus on diverse languages and cultural experiences.
The Review Findings
Centre owners have developed an over-arching philosophy and staff are beginning to consider this philosophy and what it means for teacher practice, leadership and governance. The centre manager acknowledges the need to review this philosophy in consultation with teachers and parents to create a shared understanding and ensure parent aspirations are reflected in the centre programme.
Teachers appreciate opportunities to reflect on their practice, and discuss their next steps and goals with the centre manager. Regular appraisal meetings provide constructive feedback and help to set expectations for this new teaching team.
Teachers demonstrate a genuine interest in, and love for the children they work with. Māori staff play a significant role in affirming mokopuna Māori in their culture, language and identity. They make good use of outings in the community to extend opportunities for learning, and for children to make connections with the wider community. This includes close links and positive transitions to a local primary school. Teachers plan to extend their relationship with other schools in the area.
Teachers value their relationships with parents and whānau. These relationships are supported through a range of communication strategies including newsletters, Facebook and day-to-day interactions. Teachers have worked hard to produce attractive assessment profiles for children. Parents and children value opportunities to share these books at the centre, at home and with whānau.
Children and families benefit from opportunities to access specialist services that include hearing, vision and speech, within the centre complex.
The centre owners and ERO agree that they now need to work on the next steps and areas of non-compliance outlined in this report to ensure they provide quality care and education for children.
Key Next Steps
Centre owners acknowledge the need to:
- develop a strategic plan focused on improving centre operations and outcomes for children that is aligned to teacher appraisal and links to professional development and self review
- provide a learning environment and curriculum that consistently reflects the principles, strands and goals of Te Whāriki and the holistic way that children learn.
Management Assurance on Legal Requirements
Before the review, the staff and management of Antarctica Early Learning School (Owhata Rd) 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.
Actions for Compliance
ERO identified areas of non-compliance relating to the curriculum. To meet requirements the service needs to improve its performance in the following areas:
- assessment, planning and evaluation
- providing a language rich environment that supports children’s learning
- supporting children’s developing social competence and understanding of appropriate behaviours
- teachers’ developing effective strategies to ensure children’s emotional and physical wellbeing
- strengthening teachers’ understanding of children’s learning, development, and knowledge of relevant theories and practice in early childhood education.
[Licensing Criteria for Early Childhood Education and Care Centres 2008]
Development Plan Recommendation
ERO recommends that the service, in consultation with the Ministry of Education, develop a plan to address the key next steps and actions outlined in this report.
Next ERO Review
When is ERO likely to review the service again?
The next ERO review of Antarctica Early Learning School (Owhata Rd) will be within two years.
Graham Randell
Deputy Chief Review Officer Northern
28 October 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 |
Rotorua |
||
Ministry of Education profile number |
46239 |
||
Licence type |
Education & Care Service |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
40 children, including up to 10 aged under 2 |
||
Service roll |
44 |
||
Gender composition |
Boys 23 |
||
Ethnic composition |
Māori |
27 |
|
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 |
1:7 |
Better than minimum requirements |
|
Review team on site |
September 2015 |
||
Date of this report |
28 October 2015 |
||
Most recent ERO report(s) |
No previous ERO reports |
|
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.