52 Guy Road, Kaikohe
View on mapERO’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.
Regulatory standards |
ERO’s judgement |
|
Curriculum |
Meeting |
|
Premises and facilities |
Not meeting |
|
Health and safety |
Not meeting |
|
Governance, management and administration |
Not meeting |
At the time of the review, ERO identified areas of non-compliance with regulatory standards that are an unacceptable risk to children.
Whiz Kids is a privately owned service that has been operating since 2010. The owner/manager employs two head teachers who lead a team of two qualified teachers and three unqualified staff. The majority of children enrolled are Māori. A small number have Pacific heritage.
The service curriculum is informed by assessment, planning, and evaluation that demonstrate an understanding of children’s learning, their interests, whānau, and life contexts. Adults providing education and care engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships.
The curriculum acknowledges and reflects the unique place of Māori as tangata whenua. Children are given the opportunity to develop knowledge and an understanding of the cultural heritages of both parties to Te Tiriti o Waitangi.
Consistent implementation and monitoring of health and safety practices is required to maintain regulatory standards.
ERO found areas of non-compliance in the service relating to:
maintaining a first aid kit that complies with the requirements of Appendix 1
having a written emergency plan that includes: a list of safety and emergency supplies and resources sufficient for the age and number of children and adults at the service and details of how these will be maintained and accessed in an emergency; details of the roles and responsibilities that will apply during an emergency situation; a communication plan for families and support staff; evidence of review of the plan on at least an annual basis; and implementation of improved practices as required
maintaining a record of emergency drills carried out, and evidence of how evaluation of the drills has informed the annual review of the service’s emergency plan
monitoring that water stored in any hot water cylinder is kept at a temperature of at least 60°C
maintaining a record of excursions that includes: the names of adults involved; the location and method of travel; assessment and management of risk; adult:child ratios; evidence of parental permission and approval of adult:child ratios for regular excursions; and evidence of parental permission and approval of adult:child ratios for special excursions
providing to all parents at the time of enrolment a copy of Ministry of Health: Reducing food-related choking for babies and young children at early learning services
maintaining a record of the written authority from parents for the administration of medicine in accordance with the requirement for the category of medicine outlined in Appendix 3
providing information to parents about the amount and details of the expenditure of any Ministry of Education funding received by the service
Licensing Criteria for Centre-based Education and Care Services 2008, PF28, HS7, HS8, HS14, HS17, HS22, HS28, GMA3, GMA7A.
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliances:
Ensuring glass that is accessible to children is covered by an adhesive film designed to hold the glass in place in the event of it being broken (PF7).
Having a tempering valve or other accurate means of limiting hot water temperature (PF24).
Ensuring items that are intended for children to sleep on such as stretchers are securely covered with or made of a non-porous material (PF30).
Implementing a documented risk management system that aims to ensure hazards to children are eliminated, isolated and minimised, including analysing accident/incident records and taking appropriate action (HS12).
Monitoring that the temperature of warm water delivered from taps that are accessible to children be no higher than 40°C, and comfortable for children at the centre to use (HS13).
Having a written child protection policy that contains provisions for the service’s identification and reporting of child abuse and neglect; information about practices the service employs to keep children safe from abuse and neglect; information about how the service will respond to suspected child abuse and neglect; and a procedure that sets out how the service will identify and respond to suspected child abuse and/or neglect (HS31).
Ensuring that human resource management processes include induction procedures into the service and a definition of serious misconduct (GMA7).
ensuring staff safety checking processes include the risk assessment being completed and dated after all relevant information is obtained for every children’s worker every three years (GMA7A).
Having an annual plan identifying who is responsible in relation to key tasks undertaken each year, and how key tasks will have regard to the Statement of National Education and Learning Priorities (NELP) (GMA8).
Maintaining an attendance record that meets the requirements outlined in the Early Childhood Education Funding Handbook for children currently attending (GMA11).
ERO recommends that the Ministry reassess the licence issued to this service provider. ERO will not undertake a further review of this service until the Ministry of Education is satisfied that the service meets regulatory standards.
The next ERO review will be in consultation with the Ministry of Education.
Patricia Davey
Director of Early Childhood Education (ECE)
28 August 2023
| Early Childhood Service Name | Whiz Kids |
| Profile Number | 45570 |
| Location | Kaikohe |
|
Service type |
Education and care service |
|
Number licensed for |
35 children, including up to 12 aged under 2 |
|
Percentage of qualified teachers |
50-79% |
|
Service roll |
34 |
|
Review team on site |
July 2023 |
|
Date of this report |
28 August 2023 |
|
Most recent ERO report(s) |
Education Review, June 2019 |
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.
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.
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Whiz Kids is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Whiz Kids is a small, privately-owned centre. It offers education and care for 35 children, including 12 up to two years of age. Children play and learn in two separate rooms and outdoor play spaces. All children identify as Māori and some also have Māori/Tongan heritage. The Whiz Kids philosophy emphasises the importance of learning through play, and establishing a sense of belonging at the centre by children learning about their cultures.
Since the last ERO review, there have been significant staff changes, including a new head teacher in each room. The centre owner continues to appoint teacher trainees as a way of supporting them to gain early childhood teaching qualifications.
There has been some good progress in addressing the areas identified for improvement in the 2016 ERO report. The centre owner has developed strategic and annual action plans, and has introduced an appraisal system. Infants and toddlers have ready access to their outside play area. The teaching team continues to build shared understandings about guiding children's play and learning. There is still work to be done on evaluating the learning programme, and developing shared understandings about internal evaluation processes and practices.
Staff intentionally use culturally responsive practices. Children have many opportunities to hear and learn te reo Māori and their other home languages, including English. Staff are very aware of children's cultural backgrounds. They naturally integrate te reo and relevant tikanga Māori practices into the daily programme. These culturally inclusive approaches with children help to support success for Māori and all children.
Staff thoughtfully prepare the environments to foster children's sense of belonging and cultural connections to the centre. They show a genuine interest in children's learning and development. Staff allow children time to choose their interests, and explore the resources. Children spend long periods of time engaged in play with and alongside others.
Infants and toddlers experience calm routines and respectful relationships with attentive, caring adults. They have easy access to the indoor and outdoor play areas and a range of appropriate resources. Staff could now consider how these children could have more regular opportunities to explore creative and sensory activities.
Parents are encouraged to be involved in and contribute to the centre. They share their goals and wishes for their children's learning. Staff are beginning to incorporate these aspirations into each child's individual planning.
An external provider is assisting the centre owner with implementing an appraisal system. Teaching as Inquiry (TAI) is a significant component of the process. Although TAI helps teachers focus on the impact of their teaching, it is timely to include a performance review aspect to support teachers to meet all the requirements of the Teaching Council and of their role/job descriptions.
Strategic and annual action plans set priorities for centre development. Leaders and teachers participate in targeted professional learning and development. Internal evaluation is becoming established. The centre manager recognises the importance of continuing to increase staff capability in internal evaluation and curriculum provision.
Key next steps include:
further developing assessment, planning and evaluation processes to ensure a focus on extending children's learning, and planning for intentional teaching
regularly evaluating the strategic and annual action plans
further developing shared understandings of internal evaluation practices and the impact on outcomes for children
ensuring that accurate health and safety records are kept.
ERO recommends that the centre owner:
continues to seek support from the Ministry of Education to ensure policies, procedures and practices meet all legal requirements
provides relevant professional learning and development to improve child assessment, programme planning, evaluation of learning and teaching, and internal evaluation practices.
Before the review, the staff and management of Whiz Kids 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:
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.
Steve Tanner
Director Review and Improvement Services Northern
Northern Region
7 June 2019
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.
|
Location |
Kaikohe, Northland |
||
|
Ministry of Education profile number |
45570 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
35 children, including up to 12 aged under 2 |
||
|
Service roll |
31 |
||
|
Gender composition |
Boys 16 Girls 15 |
||
|
Ethnic composition |
Māori |
28 |
|
|
Percentage of qualified teachers |
0-49% |
||
|
Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
March 2019 |
||
|
Date of this report |
7 June 2019 |
||
|
Most recent ERO report(s)
|
Education Review |
December 2016 |
|
|
Education Review |
June 2013 |
||
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.
The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:
Very well placed
Well placed
Requires further development
Not well placed
ERO has developed criteria for each category. These are available on ERO’s website.
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
The service requires external support to further develop its internal evaluation practices, clear understanding and documentation of effective governance, developing an engaging curriculum that is responsive to children's interests, and meeting legislative requirements.
ERO's findings that support this overall judgement are summarised below.
Whiz Kids is a privately owned centre that offers full day education and care for up to 35 children, including 12 children under two years old. Enrolments have increased significantly over the past three years. All children identify with Māori heritage, and some also have Māori/Tongan identity.
The centre owner has managed a complete change of staff since ERO's 2013 review. Five staff are registered teachers, and two are training in relevant qualifications.
Key next steps in ERO's 2013 review included the development of assessment and programme evaluation, developing robust self review and improving the quality of conversations with children. These areas continue to need further development.
While ERO has concerns about aspect of this centre's operation, there are positive features that contribute to children's wellbeing and learning.
Acknowledging Māori as tangata whenua is central to all centre systems, practices and organisation. Teachers strongly enact their commitment to the bicultural heritage of Aotearoa New Zealand. They use their knowledge and understanding of te reo and te ao Māori in meaningful ways in the programme.
Children in this centre are active and confident. Nurturing and caring relationships are well established. Children and their whānau are warmly welcomed into the centre. Teachers maintain a calm slow pace with infants and toddlers that promotes children’s wellbeing.
Children enjoy positive relationships with each other. There are good examples of literacy, mathematics and science being naturally incorporated in the programme. Children show a strong sense of belonging and know that teachers value their culture and background.
Teachers are developing their understanding of effective assessment and planning. Teachers could now strengthen the children's engagement in the programme by genuinely listening to them and exploring their deeper meanings in learning through open questioning. This approach would help teachers to more fully acknowledge children as capable, self-managing learners.
Teachers have benefited from recent professional learning and development about literacy in early childhood education. The centre owner is keen to work with her staff to develop a systematic way of evaluating the effectiveness of the curriculum and of teaching and learning that builds on this professional learning. Teachers should also increase their knowledge of current theories of learning, and use this knowledge to design the curriculum and make assessment responsive to infants’, toddlers' and young children’s deep interests. They should review the learning environment, particularly for infants and toddlers, to evaluate the extent to which it promotes children's natural curiosity, invites exploration and responds to children's interests.
Teachers are justifiably proud of the attractive all-weather outdoor area at the front of the centre. The play area at the back of the centre provides ample space and opportunity for physical activity and challenge. Teachers should ensure that children of all ages have ongoing access to the outside learning environment and to a variety of resources that encourage imaginative play.
The centre owner promotes shared responsibility for strategic and annual planning. Further work is required to make planning more meaningful. The challenge is to develop alignment between long and short-term planning, action plans, systems and practices that focus on positive outcomes for children. The planning needs to clearly define the centre's key priorities for development and how these are to be achieved.
The centre owner and teachers need support to strengthen curriculum, governance and management. This should include:
establishing an engaging curriculum that clearly responds to children's interests and empowers them to lead their learning
providing consistent positive guidance for children
providing a stimulating environment for children, including infants and toddlers
considering ways to improve independent access to outdoors areas
developing more specific, aligned strategic and annual planning that guides ongoing development
reviewing policies and procedures to better reflect good practice and legal requirements.
Before the review, the staff and management of Whiz Kids 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:
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 in Whiz Kids. To meet requirements the service must improve its performance in the following areas:
teaching practices and curriculum evaluation that demonstrate an understanding of children's learning and development, and knowledge of relevant theories and practice in early childhood education
an ongoing process of internal evaluation that promotes improvement in all areas of centre operations , including all required policies and procedures
systems for staff performance appraisal and the endorsement of teacher practising certificates that meet the requirements of the Education Council of New Zealand
records of parent approval for the ratios of adults to children, and assessment and management of hazards, in relation to excursions.
Licensing Criteria for Early Childhood Education and Care Centres 2008, Vulnerable Children Act 2014, HS17, Education Act 1989.
ERO recommends that the service consult with the Ministry of Education and plan to address the key next steps and actions outlined in this report.
The next ERO review of Whiz Kids will be within two years.
Graham Randell
Deputy Chief Review Officer Northern
7 December 2016
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.
|
Location |
Kaikohe |
||
|
Ministry of Education profile number |
45570 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
35 children, including up to 12 aged under 2 |
||
|
Service roll |
38 |
||
|
Gender composition |
Boys 20, Girls 18 |
||
|
Ethnic composition |
Māori |
38 |
|
|
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 |
1:6 |
Better than minimum requirements |
|
|
Review team on site |
August 2016 |
||
|
Date of this report |
7 December 2016 |
||
|
Most recent ERO report(s) |
Education Review |
2013 |
|
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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.