69 Marne Road, Papakura
View on mapAkarangi | 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 Kids Count ECE Marne Rd are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whakatō Emerging |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whāngai Establishing Whāngai Establishing |
This is one of six services under the same ownership and governance. A centre manager undertakes day-to-day operations and leadership of the large team, with children learning across four age-based rooms. Two thirds of children enrolled are Māori, and a large number of Pacific children are also included in the diverse roll.
Relationships between children, their parents and teachers are reciprocal and clearly focused on wellbeing. Children under the age of two experience a calm, unhurried environment. Across the centre, teachers work at children’s level. There are opportunities for children to experience elements of te reo Māori and tikanga Māori, alongside aspects of Pacific cultures. The centre values of manaakitanga and whanaungatanga are clearly evident in the programme.
The teaching team is currently growing their understanding of how to enact a curriculum more consistent with Te Whāriki, the early childhood curriculum. Children engage in planned activities with some invitations to play, however this, and resourcing are inconsistent across the learning spaces. Teachers, supported by leaders, are in the very early stages of developing a local curriculum. Current priorities for learning are drawn from the overarching Kids Count philosophy.
New systems are being established in planning, assessment, and evaluation. Teachers have begun to respond to children's individual interests and dispositions for learning. Leaders and teachers are proactive in accessing support and working with external agencies to support children with diverse learning needs.
Those responsible for governance have a strong focus on equity and removing barriers to participation. Their overarching vision is well understood by centres. A new senior leadership team is establishing operational conditions. An operations manager was appointed during the cluster of ERO reviews, and a curriculum leader has been offering support to centres over the last year. New systems and processes for internal evaluation are not fully embedded.
Kids Count ECE Marne Rd will include the following actions in its Quality Improvement Planning:
Develop and enact a shared understanding of Te Whāriki that prioritises child-led, play-based learning.
Provide consistent resourcing and learning environments to respond to children’s interests and dispositions for learning.
Fully establish the new planning and assessment processes and ensure these are consistently responsive to individual children's identity, including languages and cultures.
Kids Count governance will include the following actions in its Quality Improvement Planning:
Provide support to enable centres to create and enact their centre’s philosophy and a local curriculum that responds to their children and community.
Develop cohesive systems and processes across the Kids Count group that support leaders and teachers to understand and consistently implement regulatory and operational requirements.
Before the review, the staff and management of Kids Count ECE Marne Rd 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.
ERO identified the following areas of non-compliance:
Ensuring all requirements for excursion documentation are completed as per the licensing criterion, including a full and robust risk assessment for the pool area outside of licensed spaces.
Licensing Criteria for Early Childhood Education and Care Services 2008, HS17.
ERO recommends the Ministry follows up with the service provider to ensure non-compliances identified in this report are addressed.
Patricia Davey
Director of Early Childhood Education (ECE)
3 October 2023
|
Early Childhood Service Name |
Kids Count ECE Marne Rd |
|
Profile Number |
46032 |
|
Location |
Papakura, Auckland |
|
Service type |
Education and care service |
|
Number licensed for |
117 children, including up to 20 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
138 |
|
Review team on site |
July 2023 |
|
Date of this report |
3 October 2023 |
|
Most recent ERO report(s) |
Education Review, May 2020; Education Review, November 2014 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Kids Count ECE Marne Road requires further development to promote positive learning outcomes for children.
Kids Count ECE Marne Road would benefit from professional development to improve curriculum, teaching practices and an aspect of health and safety.
ERO's findings that support this overall judgement are summarised below.
Kids Count ECE Marne Road provides for children in four age related rooms. A large number of the children attending are of Māori heritage, with smaller numbers of children of Pacific heritage. Infants and toddlers have separate indoor and outdoor spaces. Older children access a shared outdoor environment.
A centre manager, teaching supervisor and three head teachers lead the service which is owned by Kids Count Limited. The centre philosophy focuses on each child's right to reach their full potential based on the principles of social justice and inclusion The organisation provides transport for a large majority of the children to attend the centre.
ERO's 2014 report identified effective governance and teaching practices. ERO recommended teachers explore ways to extend infant and toddler exploration and play and strengthen partnerships with parents that are focused on learning.
Kids Count ECE Marne Rd is one of four services operated by Kids Count Limited in South Auckland. The service is a member of the Papakura Community of Learning | Kāhui Ako (CoL).
Children are encouraged to settle into play of their own choosing. The outdoor environment provides a good range of opportunities for children to engage in physical activity. Leaders and teachers could ensure that sufficient resources are consistently made available to support older children’s engagement in the indoor area.
A calm tone is set by teachers for infants and toddlers. Teachers work together to positively guide children's behaviour. Teachers sit with older children at tables as they play and are responsive to conversations and requests. They could use more effective practices to help children develop their thinking and oral language skills. Improved teacher practices could better support children to transition into and from meal times.
Teachers have recently developed individual learning plans for infants and toddlers to help them support children's learning. Planning for older children is based on group topics. Teachers could now plan individual programmes for each child and document how they support children to develop complexity in their learning over time.
Leaders and teachers use a range of strategies to establish relationships with parents, including families whose children use the transport provided by the organisation. Internal evaluation processes are documented regularly. Leaders provide regular and relevant professional development opportunities for teachers. This includes supporting teachers to develop strategies that help children to interact positively with others.
Key next steps are to:
Before the review, the staff and management of Kids Count ECE Marne Road 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.
In order to improve current practices, the service could review its sun safety policy and practices to align with recommended sun protection guidelines.
ERO identified an area of non-compliance relating to the supervision of children when eating.
Licensing Criteria for Early Childhood Education and Care Centres 2008, HS22.
ERO recommends the Ministry follows up with the service provider to ensure that the non-compliance identified in this report is addressed promptly.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki
21 May 2020
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 |
Papakura, Auckland |
||
|
Ministry of Education profile number |
46032 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
117 children, including up to 20 aged under 2 |
||
|
Service roll |
161 |
||
|
Gender composition |
Boys 55% Girls 45% |
||
|
Ethnic composition |
Māori |
64% |
|
|
Percentage of qualified teachers |
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 |
November 2019 |
||
|
Date of this report |
21 May 2020 |
||
|
Most recent ERO report(s) |
Education Review |
November 2014 |
|
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 |
ERO's findings that support this overall judgement are summarised below.
Kids Count ECE Marne Rd is one of four centres operated by Kids Count Limited in South Auckland. The organisation provides umbrella policy and procedural guidelines for its centres. It uses additional Ministry of Education funding to implement a 'wrap around' service for low-income families who have difficulty accessing early childhood services.
The organisation provides transport for seventy percent of the children to attend centre sessions. It promotes parenting education and shares child development information and makes available support to whānau. The service’s family liaison officer helps develop successful partnerships between the centres and parents/whānau.
This centre offers full time and sessional education and care for eighty children up to five years, including up to ten children aged up to two years of age. Infants and toddlers have a separate area to play and explore. Most children attend for the twenty hours offered free.
Centre leaders work with families to help reduce transience and to help achieve more regular attendance by children. The curriculum they offer has a particular focus on preparing children for learning and supporting their transition to school.
The centre’s philosophy emphasises the importance of providing nurturing relationships and an environment that engages children in learning. Teachers are expected to support children to become confident and competent learners. Most of the children who attend are Māori and/or Pacific.
The centre was licensed in September 2013 and this is its first ERO review.
Children are valued and affirmed by teachers for what they bring to their learning. They experience respectful interactions with staff who are focused on nurturing their development. Children are very well supported to develop social competencies. They have good opportunities to be physically active and to express their creativity. Children respond positively to this environment and show a willingness to engage in new learning.
Older children especially learn in an environment that promotes their confidence and builds on their capability. They are helped by teachers to use and extend their language, mathematics, and science learning in their play. The centre’s inclusive approaches ensure that all children, including those with special needs, are welcomed and appropriately catered for. Those children about to turn five are well supported to transition to school.
Teachers know children well and provide individualised care for infants. They respond sensitively to younger children’s changing requirements and preferences. Toddlers experience some good opportunities to explore and make discoveries.
Teachers document children’s learning and identify learning outcomes for children. Programmes relate well to children’s emerging interests and overall developmental needs. Teachers are culturally responsive and seek ways to build partnerships with parents and whānau. Children’s ideas are reflected in the programme. Teacher planning responds well to what children say and are interested in. This coordinated approach to teaching and learning has a positive influence on children’s interactions with each other and with adults.
The centre’s strong philosophy of catering to the aspirations of its parents underpins teaching practices and centre operations. Parents/whānau appreciate the way centre staff support their tamariki and their role as first teachers. They are well informed about the programme and their children’s progress. Contributions from parents/whānau are invited and valued.
Staff represent a variety of different ethnicities including Māori. Their backgrounds and experiences help them to understand the particular requirements of the centre’s whānau. Very good teaching practices reflect the bicultural expectations of Te Whāriki, the early childhood curriculum, andKa Hikitia - Accelerating Success 2013-2017, the Ministry of Education’s strategy for Māori success. Māori children are supported to succeed as Māori through these good practices and through staff engaging with the children’s whānau. Pacific children and their families are supported to share their cultural knowledge and perspectives.
The managing director provides the centre with a clear strategic direction focused on the principles of social justice and inclusion. Professional learning and development (PLD) programmes link well to the organisation’s purpose and teachers put new ideas into practice. The centre manager, supported by the owner, has high expectations of teaching practice and positive outcomes for children. Self review guides centre operations and contributes significantly to ongoing improvement in teaching practice.
ERO supports the centre leaders’ focus on continuing to:
Before the review, the staff and management of Kids Count ECE Marne Rd 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 Kids Count ECE Marne Rd will be in four years.
Dale Bailey
National Manager Review Services Northern Region
14 November 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 |
Papakura, Auckland |
||
|
Ministry of Education profile number |
46032 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
80 children, including up to 10 aged under 2 |
||
|
Service roll |
142 |
||
|
Gender composition |
Boys 74 Girls 68 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Cook Island Māori Indian Samoan Tongan other Pacific other |
101 6 8 7 6 3 7 4 |
|
|
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 |
September 2014 |
||
|
Date of this report |
14 November 2014 |
||
|
Most recent ERO report(s)
|
No previous ERO reports |
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.