303 Wicksteed Street, Whanganui
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 KIDZ @ 303 are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whāngai Establishing |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whāngai Establishing Whakaū Embedding |
The service is one of two governed by the Whanganui Central Baptist Kindergarten and Créche Trust. It caters to children under two years old. A third of enrolled children identify as Māori. The philosophy and strategic plan emphasise relationships between children, parents, and the wider community through manaakitanga, awhiawhi and wairuatanga.
Children’s learning and development is nurtured in a caring, inclusive environment. Parents and teachers work alongside each other to respond to each child’s needs and set appropriate learning goals. Children with additional learning needs are well supported to participate. Networked relationships with external agencies and the wider community enhance the programme. Transitions between the services are thoughtfully considered, individualised and unhurried. Children display a growing sense of security and trust.
Children’s independence is fostered through intentional teaching practices. Implementation of centre values and philosophy guide expectations and routines. Carefully constructed learning environments challenge children to explore and promote wondering and creativity. A calm, slow pace gives infants and toddlers the time and space to lead their own learning.
An intentional focus on fostering a Te Tiriti o Waitangi based curriculum is increasing visibility of te reo Māori and tikanga Māori for all children. Leaders and teachers are in the early stages of establishing relationships with local tangata whenua. Cultural celebrations reflect children’s sense of identity and connections to the centre whānau.
Systems and practices to foster collaboration and improvement across both services are embedding. A focus on developing teachers' professional knowledge and expertise to enhance children’s learning is evident. Leaders continue to build teachers’ collective capability in evaluation. The learning outcomes from Te Whāriki, the early childhood curriculum, are not clearly utilised in planning and evaluation of the programme. Inquiry into teaching practice promotes improvement, however the impact of changes in teaching on children’s outcomes is not yet known.
KIDZ @ 303 will include the following actions in its Quality Improvement Planning:
Forefront the learning outcomes from Te Whāriki to plan, assess and evaluate children’s learning and development.
Continue to strengthen the identification of outcomes for children within internal evaluation to know what has worked and why, and for which individuals or groups of children.
Before the review, the staff and management of KIDZ @ 303 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.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
7 December 2022
|
Early Childhood Service Name |
KIDZ @ 303 |
|
Profile Number |
50101 |
|
Location |
Whanganui |
|
Service type |
Education and care service |
|
Number licensed for |
22 children aged under 2 |
|
Percentage of qualified teachers |
100% |
|
Service roll |
23 |
|
Review team on site |
August 2022 |
|
Date of this report |
7 December 2022 |
|
Most recent ERO report(s) |
Education Review, June 2018; Education Review, October 2013 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
KIDZ @ 303 is one of two Central Baptist Kindergarten (CBK) services located in Whanganui. It is licensed to provide all day education and care for 22 children aged up to two. Of the 30 children currently enrolled, ten are Māori.
The service philosophy is to 'celebrate awesomeness alongside children, whānau and community through nurture and learning from a Christian kaupapa'. The values of manaakitanga, whanaungatanga, wairuatanga and respect provide the foundation of expected outcomes for children. A peaceful and respectful approach is intentionally practised to cater for the specific needs of infants and toddlers.
This ERO evaluation is one of two reviews of services owned and governed by the Whanganui Central Baptist Kindergarten and Crèche Trust. Two CBK managers have oversight of the day-to-day operation of the centres. The team leader is the curriculum lead. All staff are fully qualified.
Key next steps identified in the October 2013 ERO report were to continue to strengthen teacher response to children’s ways of learning and partnerships with parents. Progress is ongoing.
Children engage in a curriculum that supports their sense of belonging and wellbeing. They freely choose from a range of appropriate activities within a calm, settled environment. Children are given space and time to explore, investigate and make sense of the world around them. They are curious and show empathy to others.
The bicultural curriculum is developing. Children participate in waiata and karakia. Recent professional learning has increased teacher confidence to engage with te āo Māori resources. This should continue to strengthen their use of te reo Māori in meaningful contexts.
Teachers have highly respectful and responsive relationships with children. Routines are used as an opportunity to nurture and connect with children. Their independence and self-care skills are fostered. Consistent caregiving promotes children’s sense of security.
Children with diverse needs are well supported in an inclusive environment. Teachers work with external agencies and parents to identify, progress and monitor learning goals for these children.
A well-considered transition process supports children’s sense of belonging as they move through the CBK centres. Teaching teams share important information and regularly review the support needs of transitioning children and their families.
How well teachers respond to children’s culture, language and identity is the focus of a current service wide internal evaluation. Acting on the findings of this review will be necessary to more effectively promote connection to children’s diverse cultures. In particular, staff should consider how to better reflect these aspects through assessment, planning and the daily programme.
Leaders have identified that developing a deeper understanding of strategies that foster educational success for Māori is a next step. ERO’s external evaluation confirms this. As the relationship with local iwi grows added learning and understanding should enhance teacher confidence in te ao Māori.
Teachers are yet to fully explore teaching strategies to respond to Pacific learners.
The recently revised assessment, planning and evaluation framework is yet to be fully embedded. Group planning supports children's ongoing learning through specific focus themes. Teachers identify learning goals and plans for individual children based on their interests, needs and developing skills. Leaders acknowledge that more consistently identifying children's learning will better support the evaluation of their outcomes.
Strong relationships with parents and whānau are evident. Daily communication between teachers and parents supports continuity of care and information sharing. Leaders and teachers are exploring ways to build on these relationships to strengthen learning partnerships. This should promote a more meaningful response to parent aspirations.
Internal evaluation is becoming established across the service. Leaders are purposefully progressing teacher understanding and use to better show learner-focused outcomes. Teachers and leaders actively engage in a range of reviews, including teacher inquiry, to inform decision making and ongoing improvement. A next step is to identify indicators of high quality practice to allow effective monitoring and evaluation of changes made.
Leaders are committed to supporting ongoing professional development of the teaching team. They provide useful advice and guidance for them to effectively implement the curriculum. Regular opportunities are offered to build capability and stimulate teacher reflection. The recently revised appraisal process should effectively support teachers to strengthen their practice.
A clear vision assists managers and staff set the strategic direction for the service. The recently revised philosophy is underpinned by shared values and beliefs of governance, management, teachers and parents. Trustees are well informed of progress towards strategic goals.
ERO and leaders agree that the key next steps are to:
further strengthen the bicultural curriculum
identify and implement strategies to maintain children's connections to their culture language and identity, including those that promote educational success for Māori and for Pacific children
continue to develop shared understanding and use of internal evaluation for improvement.
Before the review, the staff and management of KIDZ @ 303 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 KIDZ @ 303 will be in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
7 June 2018
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 |
Whanganui |
||
|
Ministry of Education profile number |
50101 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
22 children, including up to 22 aged under 2 |
||
|
Service roll |
30 |
||
|
Gender composition |
Girls 16, Boys 14 |
||
|
Ethnic composition |
Māori |
10 |
|
|
Percentage of qualified teachers |
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 |
April 2018 |
||
|
Date of this report |
7 June 2018 |
||
|
Most recent ERO report(s)
|
Education Review |
October 2013 |
|
|
Education Review |
July 2008 |
||
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 |
ERO's findings that support this overall judgement are summarised below.
KIDZ @ 303 provides education and care for children aged up to two years old, and is part of the Central Baptist Kindergarten complex providing education and care for children up to aged five. A strong Christian philosophy and Te Whāriki, the national early childhood curriculum, guide practice.
An approach inspired by the work of Emmi Pikler has been deliberately adopted to cater for the specific needs of infants and toddlers. Key primary caregivers build relationships with children and whānau, encourage secure attachment and provide a peaceful setting. Respect for children, their competencies, the environment and whānau are fundamental to the centre’s approach to teaching and learning.
KIDZ @ 303 is located next to the Parent Support Centre and alongside a wide range of other support services and agencies, also governed by the trust, that assist parents in their role. The centre is an active learning community where student teachers experience the Pikler approach first-hand.
This review was one of two reviews of services owned and governed by the Wanganui Central Baptist Kindergarten and Crèche Trust.
The curriculum is well planned to meet the specific needs of infants and toddlers. They are active and happy participants in relevant learning experiences.
Environments are well organised in ways to foster social play and support independence and relationship building.
Individual and group planning formats are used to suitably:
Children’s learning and social and emotional competency are well catered for.
Centre practices, including appraisal and discussion between staff, promote a shared understanding of desired teaching practice. Participation in professional learning and development is carefully considered.
Self review is used effectively to determine how well the service promotes positive outcomes for children. Information from self review and research are used to inform the strategic and philosophical direction of the centre. Reviews are well documented and outcomes are shared with all those involved in the service. There is evidence that self review leads to improved outcomes for children.
Teachers provide meaningful learning opportunities for children to develop their skills and knowledge. Demonstrating values and attitudes are central to the formation of positive relationships for learning.
Infants and toddlers are gaining awareness that literacy is a means for sharing ideas, thoughts, feelings and amusement. Young children are positively supported in their introduction to mathematical concepts.
Comprehensive review has been undertaken by leaders and educators to promote a clear and shared understanding of planning, assessment and evaluation.
Leaders and teachers share a philosophy and commitment to biculturalism. The principles of the Treaty of Waitangi (partnership, protection and participation) are acknowledged in strategic decision making. Staff are involved in relevant professional learning and development. Leaders and teachers are committed to delivering a culturally responsive curriculum and promoting bicultural partnerships. The significant iwi support planned is likely to help enhance teachers’ knowledge and confidence in things Māori.
Young children’s sense of belonging is nurtured as they transition into the service. Home routines are observed and high levels of parent involvement support consistency and continuity in establishing a secure foundation for babies' and toddlers' care and education.
Leadership is shared and collaborative. The senior teacher provides mentoring, advice and guidance for teachers' registration and appraisal. Team leaders model good practice. All staff have opportunities to take responsibility and initiate ideas. Whānau willingly share their knowledge and link home experiences and routines to centre practice. Children lead their learning by following their interests and making choices about their learning.
The centre manager is responsible for overseeing provision for infants, toddlers and young children and the initiatives to assist families as partners in teaching and learning. She is supported by the Trust to implement a vision that reflects a commitment to high quality education and care for all children. She liaises across local and national networks and participates in research to ensure high quality in those centres she has direct responsibility for and in the wider early childhood community.
Centre leaders and ERO agree that leaders and teachers should continue to use:
Before the review, the staff and management of KIDZ @ 303 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 KIDZ @ 303 will be in four years.
Joyce Gebbie
National Manager Review Services
Central Region (Acting)
3 October 2013
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 |
Whanganui |
||
|
Ministry of Education profile number |
50101 |
||
|
Licence type |
Education and Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
22 children aged up to 2 |
||
|
Service roll |
35 |
||
|
Gender composition |
Boys 21 Girls 14 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Samoan Other ethnic groups |
12 18 1 4 |
|
|
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 |
N/A |
||
|
Review team on site |
August 2013 |
||
|
Date of this report |
3 October 2013 |
||
|
Most recent ERO report(s) |
Education Review |
July 2008 |
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.