Globalkids Early Learning Centre

Education institution number:
45566
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
27
Telephone:
Address:

70 Hume Street, Sydenham, Christchurch

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Globalkids Early Learning Centre

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 (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.

ERO’s judgements for Globalkids Early Learning Centre are as follows:

Outcome Indicators

ERO’s judgement

What the service knows about outcomes for learners

Whāngai Establishing

Ngā Akatoro Domains

ERO’s judgement

He Whāriki Motuhake

The learner and their learning

Whakaū Embedding

Whakangungu Ngaio

Collaborative professional learning builds knowledge and capability

Whakaū Embedding

Ngā Aronga Whai Hua

Evaluation for improvement

Whāngai Establishing

Kaihautū

Leaders foster collaboration and improvement

Whāngai Establishing

Te Whakaruruhau

Stewardship through effective governance and management

Whāngai Establishing

2 Context of the Service

Globalkids Early Learning Centre is a privately-owned centre. It is a full-day, mixed age service for children aged from three months to six years. The owner and a head teacher provide leadership in the centre. Most teachers are qualified and certificated.

3 Summary of findings

Children experience responsive and respectful relationships with teachers within a family-centred learning environment. Teachers observe children to understand their strengths and interests and use this information to provide a curriculum that extends their play and learning. Children are supported to make independent choices within the free-play learning environment.

Assessment and curriculum design is underpinned by the principles and strands of Te Whāriki, the early childhood curriculum. The service is beginning to use the learning outcomes in Te Whāriki to design a responsive curriculum for children. Teachers have not yet explored the learning outcomes in Te Whāriki with parents and whānau to identify the valued learning for their learning community.

Leaders and teachers intentionally promote collaborative learning by setting up learning experiences for children to foster cooperative play. The mixed-age setting provides opportunities for older and younger children to learn and care for each other. Infants and toddlers experience primary caregiving and their physical development is well supported in a curriculum that promotes free movement and uninterrupted play.

Leaders and teachers are committed to building a greater understanding of their responsibility as a Treaty of Waitangi partner. They are increasingly integrating te reo me ngā tikanga Māori in the daily curriculum. The diverse learning community is celebrated, and an inclusive learning environment is promoted. Teachers learn from children and their families about their first languages and cultural ways of being and doing. Learner-partnerships with parents are intentionally fostered through seeking parents’ perspectives and aspirations about their children’s learning to design a relevant curriculum for all children.

Since the May 2018 ERO review, a clear internal evaluation policy has been developed but this is not yet enacted in practice. Teachers regularly inquire into the impact of their teaching on children’s learning and use this information to inform ongoing improvements. While leaders have begun to build evaluation capability in the teaching team there is still considerable work to do.

4 Improvement actions

Globalkids Early Learning Centre will include the following actions in its Quality Improvement Planning. These are to:

  • explore and interpret the learning outcomes from Te Whāriki with children, families, whānau and teachers to identify the learning priorities that matter most for children in this community and reflect these through the enacted curriculum
  • build leader and kaiako evaluation understanding and capability to fully implement the service’s internal evaluation policy and effectively evaluate the impact of the curriculum on outcomes for children.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Globalkids 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.

Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini

2 March 2022 

6 About the Early Childhood Service

Early Childhood Service Name

Globalkids Early Learning Centre

Profile Number

45566

Location

Christchurch

Service type

Education and care service

Number licensed for

30 children, including up to 10 aged under 2

Percentage of qualified teachers

80-99%

Service roll

31

Ethnic composition

Māori 9, NZ European/Pākehā 10, Other 12

Review team on site

November 2021

Date of this report

2 March 2022

Most recent ERO report(s)

Education Review, May 2018; Education Review, November 2014

Globalkids Early Learning Centre - 23/05/2018

1 Evaluation of Globalkids Early Learning Centre

How well placed is Globalkids 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

Globalkids Early Learning Centre is a privately-owned centre in Christchurch. It is a full-day, mixed age service for children aged from three months to six years. It was relicensed in 2016, and extended to increase its maximum roll number to 30 children, including up to 10 under-two year olds.

The centre's philosophy values responsive, reciprocal and respectful relationships to support learning.

The owner and a head teacher provide leadership in the centre. Most staff are certified and qualified early childhood teachers. 

Leaders and teachers have been responsive to the recommendations from the 2014 ERO report. This included the strengthening of assessment and planning and teachers' understandings of bi-cultural practices.

Globalkids Early Learning Centre is a member of the Te Mana Raupō Kāhui Ako | Community of Learning (COL).

The Review Findings

Children and their families experience a welcoming and inclusive learning environment. Teachers know children well and respond effectively to their needs and interests. Relationships between teachers and children are thoughtful and respectful. Regular and considered interactions with families and whānau are helping to build effective learning partnerships

Infants and toddlers have their learning and wellbeing needs well met in a calm, unhurried and nurturing environment. Teachers are caring, attentive and responsive to supporting children to make choices and develop independence. Learning is well supported with easy access to appropriate resources and interactions. Home routines are sought, valued and incorporated.

Teachers work respectfully alongside children to promote a child-led curriculum that encourages children's curiosity, engagement and participation in learning. Teachers actively seek parents' aspirations and incorporate these in their child’s learning goals.

Leaders and teachers value and promote te reo and aspects of tikanga Māori. Some teachers have successfully engaged with professional learning and development to build their bicultural practice and understandings of te ao Māori.

Teachers ensure that all children's cultural backgrounds and home languages are recognised and celebrated. Individual children's culture and language is often incorporated into assessment and planning. These actions positively support children's sense of belonging. Teachers seek external advice and guidance when necessary to ensure children with additional needs are well supported. Teachers ensure all children have access to the centre's programme.

Teachers work collaboratively to provide intentional teaching within flexible play-based learning. Programme planning is aligned to the centre's philosophy.

Personalised transition processes into the centre help children and families to develop the positive reciprocal relationships and sense of belonging which are central to the centre's values. The centre has developed deliberate relationships with some of the local primary schools. Regular visits support children and their families with well managed transitions into school.

The owner and head teacher promote a cohesive leadership team. They work collaboratively to build teacher capability. A three year strategic plan links to the centre's philosophies and priorities. Leaders and teachers have good access to a wide range of relevant and focussed professional development.

Key Next Steps

The leaders and ERO agree that to improve the quality of learning and teaching the leaders need to further develop:

  • their understanding and use of internal evaluation
  • the quality of feedback, feed forward used in teachers' appraisals.

Management Assurance on Legal Requirements

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

Dr Lesley Patterson
Deputy Chief Review Officer

Te Waipounamu - Southern Region

23 May 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

Christchurch

Ministry of Education profile number

45566

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 10 aged under 2

Service roll

30

Gender composition

Boys 14 : Girls 16

Ethnic composition

Māori
Pākehā
Pacific
Asian

 4
17
  7
  2

Percentage of qualified teachers

0-49%       50-79%       80%+

Based on funding rates

80% +

Reported ratios of staff to children

Under 2

1:3

Better than minimum requirements

Over 2

1:7

Better than minimum requirements

Review team on site

March 2018

Date of this report

23 May 2018

Most recent ERO report(s)

Education Review

November 2014

Education Review

December 2011

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.