171 High Street South, Carterton
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 |
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Curriculum |
Meeting |
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Premises and facilities |
Meeting |
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Health and safety |
Meeting |
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Governance, management and administration |
Meeting |
At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.
Dot Kids Early Learning Centre – Carterton, previously known as McKenzie House Early Childhood Centre, was fully licenced under new ownership with Provincial Education in March 2018. A regional manager supports the centre manager with day-to-day operations. It has a diverse community. Almost half of the children identify as Māori, and a small number are from other cultures, including Pacific heritage.
The philosophy is underpinned by Te Whāriki, the early childhood curriculum, and guides teaching and learning. Children play with and alongside others within a curriculum that is focused on developing their social skills.
There are processes in place for parents to communicate with teachers and share information about their child’s learning. Parents have opportunities to contribute to the development and review of the service’s operational documents.
The design and layout of the premises and resources supports the provision of different types of indoor and outdoor activities. There are safe and comfortable spaces for infants, toddlers and children who are not walking. Leaders have developed suitable systems, policies, and procedures to monitor health and safety requirements.
Next steps include:
increasing teacher confidence to integrate te reo Māori and tikanga Māori within everyday practice with children
further developing shared understandings and a consistent approach to assessment, planning and evaluation to support the implementation of a rich, responsive curriculum for all children.
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
12 October 2022
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Early Childhood Service Name |
Dot Kids Early Learning Centre - Carterton |
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Profile Number |
45581 |
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Location |
Carterton |
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Service type |
Education and care service |
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Number licensed for |
50 children, including up to 15 aged under 2 |
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Percentage of qualified teachers |
80-99% |
|
Service roll |
62 |
|
Review team on site |
August 2022 |
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Date of this report |
12 October 2022 |
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Most recent ERO report(s) |
|
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
How well placed is McKenzie House Early Childhood Centre 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.
McKenzie House Early Childhood Centre is a privately owned service situated in Carterton in the Wairarapa.
The centre operates from 7.30am to 5.00pm, Monday to Friday. It caters for children aged from birth to five years in two separate spaces; one for infants and toddlers and one for children aged from two to five years. Children move between the rooms at special times each day. The licence allows for 45 children, including up to 15 children under two years of age. There are nine children who identify as Māori. The service offers free transport to and from the centre for children.
Most members of the teaching team are qualified. An ownership change took place in 2014. Wellconsidered support is being provided for the new owner/manager and the new head teacher who is recently trained and new to her leadership role.
The centre’s philosophy has been reviewed and agreed to early in 2015. This supports the development of shared beliefs and values for the centre. The philosophy is evident in practice.
The centre is continuing to work towards achieving the recommendations made in the July 2012 ERO report.
Children’s learning and wellbeing is the focus at McKenzie House Early Childhood Centre. Teachers provide a curriculum that is responsive to infants, toddlers and young children’s interests. They work with the goals, dispositions and learning outcomes of Te Whāriki, the early childhood curriculum, to respond to children’s ideas. This supports children to develop their sense of worth. Inclusive practices ensure that all children’s learning needs are catered for. Literacy and numeracy are well integrated into the programme.
The environment supports and encourages exploration and creativity. It offers challenges and interest to children’s self-chosen play. Children are provided with a range of opportunities to explore their environment and participate in social learning experiences. The centre makes good use of local amenities.
Infants and toddlers are well supported through the responsive curriculum. They have access to their own separate environment that is well resourced and encourages exploration. Teachers are flexible and maintain a calm, slow pace so younger children have space and time to lead their own learning.
There is a strong emphasis on sustainable environmental practices. A wide variety of opportunities are provided for children to develop understanding through activities, resources and excursions.
Teachers maintain caring, positive, sensitive and responsive relationships with children. They are establishing a learning environment that contributes to positive learning outcomes for all children. Consistent practices are developing and focused on supporting wellbeing as teachers guide children to manage their feelings and behaviours.
The centre is welcoming to all. Partnerships with parents and whānau are developing. Teachers celebrate and acknowledge the different cultural perspectives that children and families bring to the centre. Parents have opportunities to contribute to a curriculum that is responsive to their cultures, languages and identities. Te reo and tikanga Māori are well integrated into the learning programme and throughout centre procedures and practices.
Useful strategies are in place to promote children’s successful transition to school and between centre areas. Families and children are well supported.
As part of the implementation of the redeveloped appraisal process, teachers are beginning to reflect on their teaching practices and the impact of these on outcomes for children. This process is supported by a contracted mentor. ERO agrees with the centre’s decision to continue with this professional development.
There is an appropriate process for planning and assessment. Observations of children in everyday activities build teachers’ picture of what children know, understand, feel, are interested in and can do. The centre has developed systems which provide a suitable focus for planning, interpretation and analysis of each child’s learning. Parents have opportunities through displays and profile books to contribute to their child’s programme. Learning stories provide a clear picture of children’s learning.
The head teacher is a competent practitioner, modelling good practices for other staff and parents. She shows good understanding of children and is well placed to lead this team to build their capability. She is well supported by the manager and through the centre’s provision of well-focussed professional development.
Self-review guidelines, expectations and procedures are being established. The centre needs to continue to strengthen its processes to:
Management and ERO agree key next steps should include strengthening:
Before the review, the staff and management of McKenzie House Early Childhood 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:
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 McKenzie House Early Childhood Centre will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
6 May 2015
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 |
Carterton |
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Ministry of Education profile number |
45581 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
45 children, including up to 15 aged under 2 |
||
|
Service roll |
38 |
||
|
Gender composition |
Boys 20, Girls 18 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Samoan South East Asian Chinese Indian |
9 18 3 4 3 1 |
|
|
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 |
1:6 |
Better than minimum requirements |
|
|
Review team on site |
March 2015 |
||
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Date of this report |
6 May 2015 |
||
|
Most recent ERO report(s) These are available at www.ero.govt.nz |
Education Review |
July 2012 |
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.
McKenzie House Early Childhood Centre is a newly established, privately owned service situated in the small town of Carterton in the Wairarapa. It caters for children aged from birth to five years. A feature of the centre is the strong relationships established with whānau and the community.
The programme is predominantly teacher initiated and activity based. Routines for infants and toddlers are appropriately flexible and related to their own needs and rhythms. Teachers’ interactions with children are positive, nurturing and encouraging. Children are relaxed, confident and happy in each other’s company.
The environment is conducive to children participating, exploring, developing their physical skills and engaging in imaginative play. High quality resources and well-presented displays are easily accessible. Children settle quickly and engage with the programme.
Parents feel welcome to participate and contribute to the programme and frequently share their skills with teachers and children. A high number of Māori children have local iwi affiliations. Teachers are mindful of this they introduce mihi and are increasing the use of te reo Māori in the curriculum.
Management and teachers regard their commitment to Māori children and whānau as a feature of their practice. Whānau participation in the curriculum is encouraged and valued
Positive and useful relationships formed with new entrant teachers at local schools support children’s smooth transition and give families confidence about their children’s next step in education.
The owner/manager is well respected by parents and valued by teachers as a mentor and model of good practice. Strategic planning and self-review processes are developing. Management, teachers and ERO agree that continuing to build self-review capability, including further developing staff performance management processes, should improve teaching and learning.
ERO is likely to review the service again in three years.
Before the review, the management of McKenzie House Early Childhood Centre was invited to consider its priorities for review using guidelines and resources provided by ERO. ERO also used documentation provided by the centre to contribute to the scope of the review.
The detailed priorities for review were then determined following a discussion between the ERO review team and the management and staff. This discussion focused on existing information held by the centre (including self-review information) and the extent to which potential issues for review contributed to positive outcomes for children atMcKenzie House Early Childhood Centre.
All ERO education reviews in early childhood focus on the quality of education. For ERO this includes the quality of:
ERO’s findings in these areas are set out below.
This is the first ERO review of McKenzie House, a newly established early childhood centre. Management and staff have worked hard to develop a team spirit and guiding documents to induct and orientate staff. They have established policies and procedures to promote the well-being of children and adults. Teachers have engaged in whole-centre professional learning and development (PLD) to review how they foster children’s social competencies. Teaching strategies that best support and engage Māori children have also been a focus of staff reflection.
The programme is predominantly teacher initiated and activity based. Routines for infants and toddlers are appropriately flexible and related to their needs and rhythms. Teachers’ interactions with children are positive, nurturing and encouraging. Children are relaxed, confident and happy in each other’s company. Inclusive practice is evident in teachers’ strategies that recognise children’s different personalities, abilities, talents and interests.
Literacy and numeracy learning opportunities are integrated into the programme and are part of children’s choices. Profiles celebrate each child’s involvement and play. Children demonstrate ownership of these records, revisiting past experiences. Whānau contribute with stories from home. Teachers encourage parents to share their aspirations for their children and to build partnerships and mutual understanding of individuals’ requirements. Teachers should also review the purpose of profiles to ensure individual children’s continuous learning is made visible. At present these books contain more stories about children’s participation in activities and group and centre events, rather than capturing the learning continuity, progression and complexity.
Indoor and outdoor spaces are highly conducive to children learning, exploring and developing their physical skills. High quality resources and well-presented displays are easily accessible.
Slightly over half of all children enrolled identify as Māori. Māori children and whānau are regarded as tangata whenua. Te Whāriki underpins the curriculum and teachers strive to model biculturalism. A high number of Māori children have iwi affiliations. Teachers are mindful of this and have introduced mihi, an acknowledgement of iwi and an increasing use of te reo Māori into the curriculum. Teachers have also engaged in whole centre PLD in biculturalism. They regard their commitment to Māori children and whānau as a feature of their practice. Whānau participation in the curriculum is encouraged and valued.
Children with identified learning needs receive appropriate support and encouragement to maximise their involvement in the life of the centre. Teachers are focused on establishing a setting where all children are positively included.
Self-review practice is firmly focused on positive outcomes for children. However, it requires further development to strengthen performance management practices to enhance teaching and learning.
Before the review, the staff of McKenzie House Early Childhood Centre completed an ERO CentreAssurance 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 documentation, including policies, procedures and records of recent use of procedures. ERO also checked elements of the following areas that have a potentially high impact on outcomes for children:
ERO is likely to review the service again in three years.
Joyce Gebbie
National Manager Review Services
Central Region (Acting)
16 July 2012
|
Type |
Education and Care Service |
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|
Number licensed for |
45 children, including up to 15 aged under 2 |
|
Roll number |
29 |
|
Gender composition |
Male 17, Female 12 |
|
Ethnic composition |
Māori 15, NZ European/ Pākehā 10 Other ethnic groups 4 |
|
Review team on site |
June 2012 |
|
Date of this report |
16 July 2012 |
|
Previous ERO reports |
This is the centre’s first report |
These are the findings of the Education Review Office’s latest report on McKenzie House Early Childhood Centre.
McKenzie House Early Childhood Centre is a newly established, privately owned service situated in the small town of Carterton in the Wairarapa. It caters for children aged from birth to five years. A feature of the centre is the strong relationships established with whānau and the community.
The programme is predominantly teacher initiated and activity based. Routines for infants and toddlers are appropriately flexible and related to their own needs and rhythms. Teachers’ interactions with children are positive, nurturing and encouraging. Children are relaxed, confident and happy in each other’s company.
The environment is conducive to children participating, exploring, developing their physical skills and engaging in imaginative play. High quality resources and well-presented displays are easily accessible. Children settle quickly and engage with the programme.
Parents feel welcome to participate and contribute to the programme and frequently share their skills with teachers and children. A high number of Māori children have local iwi affiliations. Teachers are mindful of this they introduce mihi and are increasing the use of te reo Māori in the curriculum.
Management and teachers regard their commitment to Māori children and whānau as a feature of their practice. Whānau participation in the curriculum is encouraged and valued
Positive and useful relationships formed with new entrant teachers at local schools support children’s smooth transition and give families confidence about their children’s next step in education.
The owner/manager is well respected by parents and valued by teachers as a mentor and model of good practice. Strategic planning and self-review processes are developing. Management, teachers and ERO agree that continuing to build self-review capability, including further developing staff performance management processes, should improve teaching and learning.
ERO is likely to review the service again in three years.
When ERO has reviewed an early childhood centre we encourage management to inform their community of any follow up action they plan to take. You should talk to the management or contact person if you have any questions about this evaluation, the full ERO report or their future intentions.
Joyce Gebbie
Acting National Manager Review Services
Central Region
ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.
ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:
Reviews are intended to focus on outcomes for children and build on each centre’s self review.
ERO’s framework for reviewing and reporting is based on four review strands.
Quality of Education – including the quality of the programme provided for children, the quality of the learning environment and the quality of the interactions between staff and children and how these impact on outcomes for children.
Additional Review Priorities – other aspects of the operation of a centre, may be included in the review. ERO will not include this strand in all reviews.
Compliance with Legal Requirements – assurance that this centre has taken all reasonable steps to meet legal requirements.
ERO reviews do not cover every aspect of centre performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to this centre.
Most ERO reports include recommendations for improvement. A recommendation on a particular issue does not necessarily mean that a centre is performing poorly in relation to that issue. There is no direct link between the number of recommendations in this report and the overall performance of this centre.