68 Riverton Drive, Randwick Park, Auckland
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Kindercare Learning Centres Randwick Park is one of 19 Kindercare centres in the Auckland region. It is licensed to provide education and care for a maximum of 70 children, including 25 up to two years of age. The purpose-built facility is adjacent to the local primary school. The centre serves a highly diverse community. Most children have Māori or Pacific heritage. Many families speak more than one language.
The centre philosophy acknowledges Māori as tangata whenua and recognises the importance of family/whānau as children's first teachers. It promotes a caring and respectful environment where each child is valued as an individual. The centre operates four age related rooms. Each room has its own outdoor play area with appropriate resources and equipment.
Most staff are long serving, and many are also past or current local residents in the community. They bring a strong collective knowledge of the unique centre context. A Kindercare area manager provides professional support for staff. The centre employs seven teachers with full certification and two with provisional certification. The leadership team includes the centre director, supervisor and team leaders.
The 2014 ERO report found that the centre philosophy was well enacted in the programme and teacher practice. Teachers fostered strong parent partnerships. Self review was used to make improvements in practice and in programmes for children. This ERO review finds that these positive findings have been sustained.
Leaders and teachers value children, and have a strong commitment to good quality early childhood education and continual improvement. Professional learning programmes and recent changes to appraisal processes are impacting positively on teachers' practice.
Children and their whānau are welcomed into the well-resourced centre. An inclusive, respectful culture is evident. Arrival routines allow parents to make contact with teachers each morning. Teachers' caring interactions, and use of children's home languages foster children's wellbeing and sense of belonging.
Centre routines support children to play well alongside each other, and enthusiastically join in group activities. Children benefit from the unhurried routines that allow children to make choices about their play. Numerous periods of uninterrupted play enable children to sustain their interest in activities.
Learning programmes are well aligned to the principles and strands of Te Whāriki, the early childhood curriculum. Teachers extend older children's thinking and vocabulary. Relevant, engaging and inviting activities are provided that build children's curiosity and interests.
Infants and toddlers benefit from teachers' attentive care. Children are given space and time to explore the physical environment. Teachers are responsive to children's non-verbal cues, and help children to develop strong and secure attachments. They have good knowledge of children's changing preferences, temperaments and interests, and provide a stimulating programme for each child.
Leaders and teachers encourage parent involvement in the programme, and value the knowledge and skills that parents and whānau bring. Teachers are making increasing use of parent voice and parents' aspirations in learning programmes. Children's individual learning progress is documented and shared with parents and whānau through a web-based communication system.
Bicultural practices are evident. Te reo Māori and waiata are interwoven throughout the day. Children have opportunities to hear and use languages other than English. This increases children’s knowledge and appreciation of other cultures and languages.
Kindercare provides sound governance and management support for the staff and pastoral care for families. The area manager works with the centre director to access administrative support and additional external support for children and families. Managers implement sound planning, systems, policies and procedures.
Leaders are beginning to implement Kindercare appraisal processes that meet the Education Council's new requirements. Teachers and leaders are now working with a cycle of inquiry to strengthen leadership and teaching practices. These new processes have the potential to deepen leaders' and teachers' reflective practice from self-review to internal evaluation.
Improvement priorities include continuing to:
Before the review, the staff and management of Kindercare Learning Centres Randwick Park 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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
The next ERO review of Kindercare Learning Centres Randwick Park will be in three years.
Julie Foley
Deputy Chief Review Officer Northern (Acting)
Te Tai Raki - Northern Region
13 April 2018
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.
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Location |
Randwick Park, Auckland |
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Ministry of Education profile number |
10238 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
70 children, including up to 25 aged under 2 |
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Service roll |
73 |
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Gender composition |
Girls 39 |
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Ethnic composition |
Māori |
26 |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
January 2018 |
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Date of this report |
13 April 2018 |
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Most recent ERO report(s) |
Education Review |
August 2014 |
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Education Review |
July 2011 |
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Education Review |
June 2008 |
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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:
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.
How well placed is Kindercare Learning Centres Randwick Park to promote positive learning outcomes for children?
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Kindercare Learning Centres Randwick Park is one of 20 Kindercare centres in the Auckland region. The centre is well established and provides care and education for children from birth to school age. Since the 2010 ERO review the centre’s two rooms have been merged into one licence. The outcomes have been beneficial for operational purposes.
The centre’s philosophy of providing a safe, warm, caring and respectful environment is well enacted within the programme and teachers’ practice.
The staff are long serving and all teachers are qualified. Most of the teachers are bilingual and use children’s heritage languages to help children and their families to settle into the centre.
Children are active learners. They are capable, motivated and enjoy creating their own play. Children trust teachers to support them and invite teachers to join in their play. They initiate conversations with each other and with adults. Children are friendly and play well in groups. They are able to sustain their focus on play in an unhurried flexible programme. There are opportunities that provide challenges in their play.
Infants and toddlers are guided in their learning by enthusiastic teachers who enjoy working with them. Teachers are respectful and responsive to infants’ and toddlers’ needs. They ensure that regular communication with parents is open and honest and builds children’s sense of belonging.
The programme is designed to promote positive outcomes for children. Children’s prior knowledge is valued and they are recognised as learners. Māori children, Pacific children and children of other ethnicities can see and hear their languages and cultures positively promoted in the programme. Teachers also recognise that Māori has a unique place and respect te reo Māori as a living language, indigenous to Aotearoa New Zealand.
Teachers foster strong partnerships parents. Parents interviewed by ERO expressed appreciation of the opportunities that teachers provide for them to contribute to their child’s learning. A Māori whānau committee, led by a Māori teacher, is a recent development that responds to Māori whānau aspirations as part of work by the centre to extend relationships with families.
Teaching teams are well supported by an experienced centre director, team leaders and the organisation’s area manager. Together they ensure that the services’ vision and goals are focused on learning. There is a high level of trust among all who are involved in the centre.
The director, team leaders and teachers use self review to make improvements in their practice and in programmes for children. Self-review processes are carefully documented. Managers seek appropriate professional learning and development to strengthen and enrich the centre’s programme and teaching practices.
The centre director and team leaders actively reflect on how they can better achieve positive outcomes for children. They have identified that key next steps for the centre should include:
developing ways to make children’s learning more visible and encouraging parents contributions to further strengthen learning partnerships with families
developing a more responsive programme that recognises and responds to children’s cultural backgrounds
increasing and promoting the use of te reo Māori in the programme.
They could also consider developing effective ways to implement and progress the goals identified in the centre's strategic plan.
Before the review, the staff and management of Kindercare Learning Centres Randwick Park 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.
When is ERO likely to review the service again?
The next ERO review of Kindercare Learning Centres Randwick Park will be in three years.
Steffan Brough
National Manager Review Services Northern Region (Acting)
22 August 2014
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 |
Manurewa, Auckland |
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|
Ministry of Education profile number |
10238 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
70 children, including up to 25 aged under 2 |
||
|
Service roll |
73 |
||
|
Gender composition |
Boys 38 Girls 35 |
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Ethnic composition |
Māori NZ European/Pākehā Asian Indian Samoan Chinese Cook Island Māori Other |
16 15 9 9 9 8 2 5 |
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Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
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Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:9 |
Better than minimum requirements |
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Review team on site |
July 2014 |
||
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Date of this report |
22 August 2014 |
||
|
Most recent ERO report(s)
|
Education Review |
July 2011 |
|
|
Education Review |
June 2008 |
||
|
Education Review |
July 2005 |
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:
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.