12 Grandview Road, Nawton, Hamilton
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.
Playworx Kindy - Grandview is located in the suburb of Nawton in Hamilton. It is one of three centres under the same private ownership. The centre provides all-day and sessional care and education for children from birth to school age, in a mixed-age setting. It is licensed for a maximum of 30 children, including up to five under the age of two years. At the time of this review, there were 28 children enrolled, of whom 20 identified as Māori. Many children are connected through their whakapapa.
The centre's philosophy is based on the belief that 'play is our work and work is our play'. Teachers value play as the catalyst to positive learning outcomes for all tamariki, in many different contexts. The centre's new vision has a strong emphasis on developing meaningful relationships with both whānau and tamariki, with a commitment to making a positive difference for families.
Since the ERO review in 2015, a new centre manager has been employed to oversee the quality of education and care in all three centres. One of the two directors/owners is responsible for the administration and management of the centres.
The last ERO review identified significant areas for improvement. A decision was made by ERO to closely monitor the progress of the centre. Under the new leadership structure, sufficient progress has been made to meet the requirements in strategic planning and self review, appraisal processes, assessment, planning and evaluation. Leaders and teachers have participated in external and internal professional development to improve practice. All areas of non-compliance from the 2015 ERO report have been addressed.
The centre manager and teachers, in consultation with families, have reviewed the philosophy and actively promote it in their practice. Caring and trusting relationships underpin all aspects of teaching and learning. Teachers know children and their families well and are highly responsive to individual circumstances and needs. Leaders and teachers identify and remove barriers to education and learning to enable all children to fully participate, in an inclusive environment. Processes for working in partnership with families and involving them in decision making are established. This holistic approach ensures children's wellbeing is nurtured and they develop a strong sense of belonging.
Children have ready access to resources, enabling them to lead and extend their own learning. Children under two are well catered for within the environment with equipment and resources suitable for their age and stage of development. There are many opportunities for children to have fun, interact with others and develop friendships, and be creative and imaginative in their play and learning. They care for centre pets and are able to observe and discuss life cycles of chickens and frogs. Children are experiencing success and developing as capable, confident learners.
Tuakana teina relationships encourage children to be leaders, share their strengths and support the learning of others. Te reo and tikanga Māori are naturally integrated in the programme. Children are learning about Māori concepts, knowledge, skills, attitudes, practices, customs, values and beliefs. Māori children's language, culture and identity are well supported.
Teachers notice and respond well to the interests, strengths and needs of individual children. They implement a range of intentional teaching strategies to support their learning, including:
effective modelling and encouragement of oral language and social competencies
empowering children to take increasing responsibility for the wellbeing of themselves and others
encouraging problem solving, negotiation and reflection
the integration of literacy and mathematics throughout the daily programme
learning within the local community through excursions and visitors to the centre.
Children and their parents are well supported as they transition into the centre. Their sense of belonging is nurtured and teachers give them time to settle successfully. Recent internal evaluation has affirmed teachers' focus on building children's social competencies, learning dispositions and self-care skills to support their transition to school.
The newly appointed centre manager, in collaboration with teachers, has established effective systems and processes to develop and improve centre practices. Clear expectations and guidelines for assessment, planning and evaluation are now being implemented. There is a stronger emphasis on dispositions for learning and the service philosophy and vision outcomes for children are more evident in narrative observations.
The centre manager has accessed professional development in implementing appraisal practices linked to Ministry of Education early childhood education licencing criteria and Education Council requirements. Teachers' reflections on their practice and goals for development are leading to improved outcomes for children.
Leaders and teachers have successfully developed a service strategic plan to prioritise future developments. More effective self review is developing and contributing to improved outcomes for children through adjustments and enhancements to curriculum delivery. The service is in a better position to sustain the recent improvements and continue developing their practices.
The key next steps are for leaders and teachers to:
strengthen strategic planning and self review documentation to show the specific outcomes for teaching, learning and children
develop systems and processes to regularly monitor and evaluate progress towards meeting the centre's agreed goals and objectives
further develop assessment documentation, in consultation with whānau, to better capture Māori children's whakapapa and its relevance to their learning
strengthen appraisal processes to include formal observations of teaching practice, teaching as inquiry, and ongoing coaching and mentoring.
Before the review, the staff and management of Playworx Kindy - Grandview 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:
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.
The next ERO review of Playworx Kindy - Grandview will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Waikato/Bay of Plenty
6 September 2017
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 |
Nawton, Hamilton |
||
|
Ministry of Education profile number |
46116 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, including up to 5 aged under 2 |
||
|
Service roll |
28 |
||
|
Gender composition |
Girls 17 Boys 11 |
||
|
Ethnic composition |
Māori |
20 |
|
|
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 |
1:6 |
Better than minimum requirements |
|
|
Review team on site |
July 2017 |
||
|
Date of this report |
6 September 2017 |
||
|
Most recent ERO report(s) |
Education Review |
April 2015 |
|
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
The service needs support to further develop strategic planning, self review and personnel processes.
ERO's findings that support this overall judgement are summarised below.
Playworx Kindy – Grandview, located in the residential area of Nawton, Hamilton, was opened in April 2013. It is one of three services under the same private ownership. The centre provides all-day and sessional care and education for children from birth to school age. Most of the children are of Māori descent. Centre property has been developed to provide purpose-designed, well-resourced indoor areas and a well-equipped playground. This is the centre’s first ERO report.
The centre’s philosophy is based on the belief that ‘play is our work and work is our play’. Leaders and teachers promote a sense of belonging for children and their families and whānau. The programme aims to encourage children to become confident learners who care for themselves and one another. There is a strong sense of community and support among children, staff and parents. The centre owner is committed to providing education and care at a minimum cost to families.
After a period of staff changes, the centre has employed some permanent teaching staff, one of whom is in the process of being formally designated as a team leader.
Children enjoy playing and learning in interesting indoor and outdoor environments. They have a strong sense of belonging, and are settled and contributing members of the kindy community. They are interested in the natural world and have opportunities to be involved in gardening, looking after pets, and using their senses to explore the environment. Children actively participate in physical play and are able to develop their creativity in art, music, and dramatic play. They make choices, relate well to others, and develop friendships.
Parents and whānau are welcomed and included in the life of the centre. They develop good relationships with leaders and teachers, and appreciate what is happening for their children. Parents value teachers’ support for themselves and their children.
Teachers know children and their families very well. They develop partnerships with parents, which enable information about children’s home experiences and interests to be shared and followed up in the centre programme. Teachers are aware of children’s cultural identities and are increasingly including te reo and tikanga Māori. Celebrations such as Mātariki and inclusion of Pasifika culture extend the understanding and responsiveness of children and their families to diverse cultures.
Literacy, mathematics and science are integrated naturally into the programme. Teachers encourage children to follow their interests. They talk with children, sometimes with extended, interactive conversations, and questions to promote investigation and problem solving. Teachers are now aware of the need to continue their review of planning in order to strengthen intentional teaching to further improve learning outcomes for children.
Teachers have developed as a cohesive team and work together to review learning environments and children’s individual profiles. They have begun to assess learning more accurately and consistently. This review should continue. Portfolios are available to children, who enjoy revisiting past activities. Many parents provide feedback to their child’s learning stories, celebrating their children’s learning.
The service is governed by two directors, one of whom manages the centre’s administration while the other is involved in teaching children and working with families. The centre has yet to implement processes for self review and staff appraisal, and there is a lack of clarity about staff roles and responsibilities.
There remains an urgent need to strengthen some centre practices in order to sustain and improve the quality of service management and leadership, and outcomes for children. Matters requiring further attention include:
establishing strategic goals that clearly identify priorities towards enacting and achieving the centre philosophy and purpose. These need to be supported by appropriate actions and resources to enable them to be achieved
continuing the review and development of planning, assessment and evaluation practices in order to enhance teachers’ capability to notice, recognise and respond effectively to children’s deep interests and identities, and evaluate the outcomes of the programme
ensuring actions for compliance outlined in this report are addressed.
Before the review, the staff and management of Playworx Kindy - Grandview 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.
ERO found areas of non-compliance in Playworx Kindy - Grandview. To meet agreed accountabilities the service provider must ensure that:
ERO recommends that the service consult with the Ministry of Education and plan to address the key next steps and actions outlined in this report.
The next ERO review of Playworx Kindy - Grandview will be within two years.
Dale Bailey
Deputy Chief Review Officer Northern
22 April 2015
|
Location |
Hamilton |
||
|
Ministry of Education profile number |
46116 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, including up to 5 aged under 2 |
||
|
Service roll |
44 |
||
|
Gender composition |
Girls 23 Boys 21 |
||
|
Ethnic composition |
Māori Pākehā Pacific Other |
25 11 6 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 |
1:4 |
Better than minimum requirements |
|
|
Review team on site |
January 2015 |
||
|
Date of this report |
22 April 2015 |
||
|
Most recent ERO report(s)
|
No previous 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.
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.