First Steps Kids Academy

Education institution number:
34128
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
34
Telephone:
Address:

29 Green Street, Hamilton Central, Hamilton

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First Steps Kids Academy

1 ERO’s Judgements

Akarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.

ERO’s judgements for First Steps Kids Academy are as follows:

Outcome Indicators

(What the service knows about outcomes for learners)

Whāngai Establishing

Ngā Akatoro Domains

 

Learning Conditions
Organisational Conditions

Whāngai Establishing

Whāngai Establishing

2 Context of the Service

First Steps Kids Academy is a privately owned centre. Progress has been made in relation to the key next steps identified in the June 2021 ERO review. The majority of tamariki enrolled identify as Māori and a small number as Pacific. Value is placed on tamariki learning in a home away from home.

3 Summary of findings

Tamariki experience an inclusive curriculum that promotes learning through play. The social competence of tamariki and their understanding about the world around them are promoted. Those with additional learning needs are well supported through adaptive teaching and external agency connections. Infants and toddlers experience calm, unhurried practices that promote freedom of movement. All tamariki participate alongside their peers.

A local curriculum is beginning to be developed. Tamariki Māori ways of being and doing are woven into daily experiences through:

  • pepeha

  • whakawhanaungatanga

  • tikanga Māori

  • correctly pronounced te reo Māori

  • cultural narratives in play.

Pacific and other cultures are acknowledged through celebrations and resourcing. Learner identities and mana are enhanced.

Positive relationships between parents, whānau and kaiako support regular sharing of cultural knowledge and involvement in events and celebrations. Assessments, supported by newly implemented individual planning, is increasingly culturally responsive with links to home languages and experiences. Tamariki demonstrate a sense of belonging.

Systems and process are being established to enable leaders and kaiako to build their capability to realise learning priorities for tamariki. Staff turnover is affecting curriculum development and growth of the teaching team's collective practice. An external mentor is supporting kaiako professional growth and internal evaluation.

Governance allocates significant resourcing to remove barriers to participation. Strategic and annual planning are in place. The service has yet to monitor the impact of changes over time on learning outcomes for individual or groups of tamariki.

4 Improvement actions

First Steps Kids Academy will include the following actions in its Quality Improvement Planning:

  • Continue to develop the local curriculum to reflect the things that are important to tamariki and their families, kaiako and mana whenua

  • Continue to grow collective knowledge, skills and confidence of kaiako and leaders to engage in effective internal evaluation with a focus on outcomes for tamariki.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of First Steps Kids Academy completed an ERO 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; safety checking; teacher registration; ratios)

  • relevant evacuation procedures and practices.

All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

19 April 2023 

6 About the Early Childhood Service

Early Childhood Service Name

First Steps Kids Academy

Profile Number

34128

Location

Hamilton

Service type

Education and care service

Number licensed for

50 children, including up to 10 aged under 2

Percentage of qualified teachers

80-99%

Service roll

44

Review team on site

February 2023

Date of this report

19 April 2023

Most recent ERO report(s)

Akanuku | Assurance Review, June 2021; Education Review, June 2016

First Steps Kids Academy

ERO’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.

ERO’s Judgement

Regulatory standards

ERO’s judgement

Curriculum

Not meeting

Premises and facilities

Meeting

Health and safety

Meeting

Governance, management and administration

Meeting

At the time of the review, ERO identified non-compliance with regulatory standards that must be addressed.

Background

First Steps Kids Academy is a privately owned early learning centre located in Hamilton West. It provides all-day education and care for children in two aged-based rooms. The service provides transport for children to attend. This the first ERO Akanuku/assurance review since a recent change of ownership.

Summary of Review Findings

Positive and meaningful interactions between adults and children enhance children’s learning. The language rich environment is informed by the curriculum, Te Whāriki. Assessment, planning, and evaluation supports children’s learning and development. The service practices acknowledge and reflect the unique place of Māori as tangata whenua. Positive steps are taken to seek the aspirations held by parents and whānau for their children. Centre policies and procedures are regularly reviewed. Further work is required to address the areas of non-compliances identified in this report relating to the curriculum.

Actions for Compliance

ERO found areas of non-compliance in the service relating to:

  • the practices of adults providing education and care demonstrate an understanding of children’s learning and development, and knowledge of relevant theories and practice in early childhood education
  • the service’s curriculum respects and supports the rights of each child to be confident in their own culture and encourages children to understand and respect other cultures
  • the service’s curriculum is inclusive and responsive to children as confident and competent learners. Children’s preferences are respected, and they are involved in decisions about their learning experiences
  • the service’s curriculum supports children’s developing social competence and understanding of appropriate behaviour.

[Licensing Criteria for Early Childhood Education and Care Centres 2008, C4, C6, C7, C10,]

Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:

  • an attendance record is maintained that shows the times and dates of every child’s attendance at the service. Records are kept for at least seven years (GMA11).
  • the design, construction and location of the nappy changing facilities ensures that some visibility from another area of the service is possible. (PF25)

Recommendation to Ministry of Education

ERO recommends the Ministry follows up with the service provider to ensure that non-compliances identified in this report are addressed promptly.

Next ERO Review

The next ERO review is likely to be an Akarangi | Quality Evaluation.

Phil Cowie
Director Review and Improvement Services
Central Region | Te Tai Pūtahi Nui

4 June 2021 

Information About the Service

Early Childhood Service Name First Steps Kids Academy
Profile Number 34128
Location Hamilton

Service type

Education and care service

Number licensed for

50 children, including up to 10 aged under 2.

Percentage of qualified teachers

80%+

Service roll

56

Ethnic composition

Māori 41, NZ European/Pākehā 5, Other ethnic groups 10

Review team on site

April 2021

Date of this report

4 June 2021

Most recent ERO report(s)

Education Review, June 2016 as Kids to Five Green

Education Review, May 2013 as Kids to Five Green.

General Information about Assurance Reviews

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.

ERO undertakes an Akanuku | Assurance Review process in any centre-based service:

  • 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.

Management Assurance on Legal Requirements

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 regulated 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; police vetting; teacher certification; ratios)
  • evacuation procedures and practices for fire and earthquake.

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.

Kids to Five Green - 30/06/2016

1 Evaluation of Kids to Five Green

How well placed is Kids to Five Green 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

Kids to Five Green provides full day education and care for children from birth to school age. The centre is arranged into two separate areas, one for infants, toddlers and children up to the age of three (Tui) and one for older children (Kowhai). Transitions between these areas are based on children's readiness and parent preferences. At the time of this ERO review 66 children were enrolled, including 44 of Māori descent.

The centre philosophy aspires to provide an environment that fosters and promotes:

  • Whanaungatanga - where teachers build and nurture solid relationships with tamariki, whānau and the community

  • Manaakitanga - values and beliefs

  • Kaitiakitanga- guardianship of the environment

  • Ako -reciprocal teaching and learning

  • Wānanga - a place of learning

The centre operates under the umbrella of Best Start Educare, which provides policy guidelines, strategic direction, financial and business management. Professional guidance and development for staff are provided through appraisal which includes teacher inquiry, internal reviews such as the Quality Education and Care audit (QEC) and professional learning opportunities. The centre is supported by the Best Start area manager who works collaboratively to enhance centre leadership and grow teachers’ capability to implement ‘best practice’. Best Start also supports the implementation of the centre specific vision and strategic goals. These goals cover staffing, finances, curriculum, resource and premises, communication and consultation with parents and whānau.

Since ERO's previous review, centre leadership has changed, however, there has been little change to the teaching team.

The 2013 ERO report identified areas for improvement in relation to the staff appraisal process, professional development, self review, building and resources. The centre has made good progress in addressing these areas and has a positive ERO reporting history.

The Review Findings

Centre leaders and teachers develop positive and respectful relationships with children, parents and families. These relationships are supporting children's wellbeing and sense of belonging. In keeping with the centre philosophy teachers understand the importance of reciprocal sharing of information to enhance children's wellbeing and learning, and actively promote parent involvement in the centre.

The centre receives high levels of support and informed guidance from the Best Start organisation including the area manager. Within Best Start there are well-developed, self-review systems that contribute to a culture of improvement. The centre operates an effective van service to assist parents and whānau to access the service.

Leaders and teachers engage in extensive and responsive self-review systems. Teachers are well supported to take on board new learning and deeper reflection about their practice through this self review. In addition, teachers have access to meaningful and ongoing professional learning and development from Best Start and external providers.

Recent philosophy and curriculum reviews have contributed to teachers' greater understanding of underlying principles of the philosophy. Teachers effectively model and foster concepts of whanaungatanga (relationships), Manaakitanga (values) kaitiakitanga (caring for the environment), aroha (friendships and caring for others), ako (learning together), tuakana/teina and wānanga (learning).

Development of the centre environment has improved the quality of the curriculum especially in the Kowhai room. Improved layouts, equipment and resourcing are enabling children to make choices, set their own challenges, and engage in sustained and more complex play. Managers and leaders acknowledge that further review and development to the design and layout of the indoor environments in the Tui area are likely to enable teachers to better meet the learning and care needs of infants and toddlers.

The programme is designed as a result of what teachers notice about children's interests, strengths and needs. Teachers effectively plan experiences and opportunities to extend and enrich these interests. Curriculum priorities include promoting an awareness and understanding of Māori language and culture, and whānau and iwi aspirations for tamariki Māori. In addition, the programme gives priority to promoting children's health, physical activity and the provision of nutritious food.

Teachers are providing meaningful opportunities for children to experience early literacy and mathematical learning. They actively listen to children, acknowledge their verbal and non-verbal communication, and model good oral language. Children's love of books, stories, singing, and interest in numbers and mathematical concepts are actively fostered by teachers. The 'Be School Ready' programme is effectively fostering a holistic approach to preparing children for school. The centre is currently participating in the transition to school professional development, provided by the Ministry of Education. It is strengthening the support for children and whānau during their move to school.

Key Next Steps

Priorities for ongoing development are to continue to:

  • develop and embed the aspiration expressed in the philosophy throughout the centre

  • refine and consolidate assessment, planning and evaluation practices.

  • establish shared teaching expectations that align with the philosophy and curriculum priorities.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kids to Five Green 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.

Centre management need to continue to inquire into the potential risks the health and safety of children and adults may experience in relation to the location of the centre. It is situated next to a high-risk industrial business. There is a need to develop plans to minimise this risk, and make these known to staff, parents and children.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Kids to Five Green will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer

30 June 2016

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

Hamilton

Ministry of Education profile number

34128

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, including up to 8 aged under 2

Service roll

59

Gender composition

Boys 37 Girls 22

Ethnic composition

Māori

Pākehā

Pacific

Indian

39

14

4

2

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

April 2016

Date of this report

30 June 2016

Most recent ERO report(s)

Education Review

May 2013

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.