Kinderland Educare

Education institution number:
46324
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
59
Telephone:
Address:

1 Kohinoor Avenue, Mangere, Auckland

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Kinderland Educare - 09/09/2019

1 Evaluation of Kinderland Educare

How well placed is Kinderland Educare to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Kinderland Educare is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

Kinderland Educare in Mangere provides for up to 72 children up to school age. Many children speak more than one language. As noted in ERO's 2015 report, there are well-established relationships with the local primary school, which shares the centre's approaches in catering for the largely Muslim community.

The centre's philosophy is aligned to Te Whāriki, the early childhood curriculum, and emphasises a strong commitment to blending Islamic values, child-led play, biculturalism and Te Tiriti o Waitangi. Teachers believe in respecting and enhancing the physical, emotional, social and spiritual development of each child.

The centre has five registered teachers, a teacher in training, an administration support person and a cook. The centre director/owner works closely with a manager to lead the centre.

Since the 2015 ERO review, a new building has been opened on an adjacent site for children over three years of age. Programmes for children under three are in the original building. The manager and teachers have engaged in intensive professional development to enrich the curriculum and their own teaching practices. Good community relationships continue to be a strength.

The Review Findings

Teachers celebrate children’s cultural diversity, use home languages and affirm children’s cultural identities. They have a genuine commitment to being inclusive and providing a bicultural curriculum. Te reo and tikanga Māori are woven into routines, conversations, waiata and dance. Respectful, trusting relationships between teachers and families contribute to the sense of community in the centre.

Attractively presented assessment and planning documents show how children’s group and individual interests and strengths shape the programme. Children’s portfolios are highly valued and show the development of their interests and learning over time.

Teachers are supportive and caring. They interact skilfully and sustain conversations, often in children's home language. This contributes to children being confident, capable learners. Children have good opportunities to explore literacy, numeracy, and science through play. They play cooperatively, have leadership opportunities and show empathy for others. Teachers foster children’s social competence, and their communication and problem-solving skills.

Children learn in a vibrant, well-resourced learning environment that supports their sustained engagement in play and encourages creativity and imagination. Thoughtfully presented play areas encourage children to explore and make choices. Easy access to the outdoors promotes good opportunities for physical challenge and active play. Children's work and whānau photographs are prominently displayed. The multicultural backgrounds of the families and community are strongly evident throughout the centre. Children show a strong sense of belonging and eagerness to learn.

Teachers actively encourage parent and whānau partnership in children’s learning and development. Whānau are invited to share their knowledge and ideas, and teachers respond to parent aspirations. The centre has strong connections with the local community and schools. Children’s transition into and through the centre and on to school is sensitively supported.

Responsive teaching supports infants’ and toddlers’ need for strong and secure attachments. Infants benefit from nurturing, individualised care. Toddlers have space and encouragement to explore, develop independence and revisit past activities.

Strong professional leadership enables the centre to maintain its focus on providing high quality early childhood education and care. Positive working relationships, mentoring and collaboration between management and staff, help contribute to a culture of trust and respect. Opportunities for teachers' leadership and professional development are provided.

Sound governance and management systems include effective recordkeeping, evidence of professional discussion, and a comprehensive framework of policies and procedures. Strategic goals, aligned to the centre vision statement and centre philosophy, are clearly outlined. Centre leaders are aware they could strengthen the evaluative aspects of internal evaluation as a tool to enhance service provision and teaching practices.

Key Next Steps

Centre managers identified areas for ongoing development that include continuing to:

  • enrich kaupapa Māori practices, including the use of assessment from a Māori perspective

  • develop a local curriculum that reflects the centre's own special character and values

  • deepen evaluative thinking and reasoning to strengthen internal evaluation.

  • strengthen appraisal procedures and practices to better align to current Teaching Council criteria.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kinderland Educare 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.

Steve Tanner

Director Review and Improvement Services Northern

Northern Region

9 September 2019

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

Mangere, Auckland

Ministry of Education profile number

46324

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

72 children, including up to 25 aged under 2

Service roll

51

Gender composition

Girls 27 Boys 24

Ethnic composition

Māori
Fijian Indian
Fijian
other ethnic groups

2
26
11
12

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Under 2

1:4

Better than minimum requirements

Over 2

1:8

Better than minimum requirements

Review team on site

June 2019

Date of this report

9 September 2019

Most recent ERO report(s)

Education Review

November 2015

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

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.

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.

Kinderland Educare - 20/11/2015

1 Evaluation of Kinderland Educare

How well placed is Kinderland Educare 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

Kindercare Educare, in the Auckland suburb of Mangere, is a newly opened, purpose built centre licensed in 2014. The privately owned centre provides education and care for 30 children, including up to 5 children under two years of age. It has a separate room for babies and toddlers.

This is the centre’s first ERO report. A good set of policies and procedures guide centre practices. There are well established relationships with the local primary school who shares the centre’s philosophy for its largely Muslim community. The centre director works closely with the centre manager to lead and manage the centre’s daily operations.

The manager works collaboratively with the head teacher, teachers and cook to provide services for the multi-cultural community. Four teachers are qualified and a student teacher is being mentored to gain qualifications. Team building has been a focus to support staff and establish positive relationships as children and whānau settle into the centre. Teachers relate well to children and their whānau.

The majority of the children are Indian and this is a centre of choice for the predominantly Muslim families. The centre’s philosophy promotes children’s learning and is closely linked to Te Whāriki, the early childhood curriculum. The centre’s vision is to integrate the strands and principles of Te Whāriki with Islamic values, principles and practices. Te Tiriti o Waitangi is respected as the founding document of Aotearoa New Zealand and supports centre staff to develop a bicultural curriculum.

The Review Findings

Children enjoy a sense of belonging in the centre. They are articulate and initiate conversations with adults and each other. Their cultural identity is valued and they relate well to teachers who reflect the ethnic diversity of the centre community. Children also relate well to each other and play on their own and in small groups. They independently choose from the indoor and outdoor activities that are provided.

The centre environment promotes the cultures of children and teachers, and resources support the centre’s learning programme. Displays are mostly at children’s level and celebrate play experiences. Science, literacy, numeracy, technology and sustainability are evident in the programme.

Teachers work collaboratively and support each other. They are inclusive and know children and their families well. Teachers promote children’s first language. They value te reo Māori and are strengthening ways to reflect tikanga Māori in the programme.

Parents are invited to participate and share their knowledge. A growing number of them offer their skills to enhance the programme, including support for administration systems. Families have many opportunities to give feedback, share their aspirations and make comments to support improvements. Teachers could now consider ways to strengthen this partnership to further promote positive outcomes for children.

Portfolios are an attractive record of children’s learning. Teachers encourage parent to contribute to these records. Teachers should review how effectively these document show children’s learning over time.

Teachers are encouraged to participate in professional learning and use both formal and informal opportunities to discuss and think about their practice. They are supported to build their leadership capability. Teachers identify personal goals and are well supported to achieve these. They now need to strengthen the culture of inquiry and reflection about their practice through more robust self-review processes.

The centre manager relates very well to her staff and community. She has worked effectively to successfully meet the Ministry of Education’s licensing criteria. There are good systems in place that guide centre operations. It could be useful to document long term goals to more clearly identify guide and evaluate the centre’s strategic direction. The owner/director’s input into the centre supports the manager and teachers to provide for the growing demand for this service.

Key Next Steps

Centre leaders agree that ongoing evaluation of the programme should help to ensure that it:

  • supports children’s transition to, through and from the centre
  • continues to provide opportunities to extend children’s understanding of literacy, mathematics, science and technology and supports their physical learning development.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kinderland Educare 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 Kinderland Educare will be in three years. 

Graham Randell
Deputy Chief Review Officer Northern

20 November 2015 

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

Mangere, Auckland

Ministry of Education profile number

46324

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

35

Gender composition

Girls       18
Boys      17

Ethnic composition

Māori
Pākehā
Indian
African
Cambodian
Tongan

  1
  3
28
  1
  1
  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

1:8

Better than minimum requirements

Review team on site

October 2015

Date of this report

20 November 2015

Most recent ERO report(s)

No previous ERO reports

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.