Wonder Kids, Whanganui

ERO’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.

ERO’s Judgement

At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.

Background

Previously known as Little Kiwi’s Learning Centre, this service changed ownership in February 2022. A small number of Māori children attend. A newly appointed centre manager and a team of teachers are supported by a general manager. The centre philosophy prioritises play as a vehicle for development and learning.

Summary of Review Findings

The service curriculum provides a language rich environment. Children have opportunities to learn individually and in groups. A sufficient quantity and variety of resources are provided for the learning and abilities of children attending. 

Assessment, planning and evaluation informs the curriculum. Regular opportunities are provided for parents to communicate with teachers and be involved in decision making concerning their child’s learning.

An ongoing process of self-review helps the service maintain and improve the quality of its education and care.

Key Next Steps

Next steps include:

• increase the opportunities that children have to hear and speak te reo Māori in meaningful learning contexts
• strengthen the extent to which information documented about children’s learning reflects their culture, language and identity
• build teachers’ knowledge about appropriate theories and research that underpin Te Whāriki, the early childhood curriculum.

Next ERO Review

The next ERO review is likely to be an Akarangi | Quality Evaluation.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

5 October 2022

Information About the Service

General Information about Assurance Reviews

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.

ERO undertakes an Akanuku | Assurance Review process in any centre-based service:

• 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.

Management Assurance on Legal Requirements

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
• observations of the environment/premises, curriculum implementation and teaching practice.

1 Evaluation of Little Kiwi's Learning Centre

How well placed is Little Kiwi's Learning Centre to promote positive learning outcomes for children?

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

Background

Little Kiwi's Learning Centre is a privately owned and operated early learning service in Whanganui. It provides education and care for children from two years to school age, five days a week for up to 30 children. At the time of this ERO review, eight of the children enrolled identified as Māori and 3 as Pacific heritage.

Daily operation is the responsibility of the centre manager who also provides support to the teaching team. A curriculum leader was employed in 2017 to provide teaching and learning leadership. Most teachers are fully qualified.

The June 2016 ERO report recommended the service consult with the Ministry of Education (MoE) and develop a plan to address areas identified for improvement. Including:

• developing assessment, planning and evaluation practices

• building teachers’ capacity for internal evaluation

• implementing systems and processes that build leaders’ and teachers’ capabilities; and

• building sustainable governance and management practices.

The service received targeted support through the MoE funded programme, Strengthening Early Learning Opportunities (SELO). Leaders developed a plan to address the key areas requiring improvement, in consultation with the MoE. Good progress has been made in addressing these areas.

The Review Findings

Leaders and teachers have undertaken a well-considered review of their values and priority learning areas in consultation with parents, whānau, families and community. Key learning outcomes are very well understood by teachers and are embedded throughout the programme. The service has identified that its vision and philosophy needs to more clearly align to these priorities and involve its community in this process. ERO affirms this direction.

Curriculum implementation is now effectively led. There is a strong commitment to teaching and learning that contributes to improving outcomes for children. Literacy and numeracy learning is skilfully woven into play-based, child-led interactions. Positive learning outcomes from this approach are evident.

Whānau aspirations, and the service’s learning priorities, form the basis of strong individualised learning programmes for each child. A systematic approach is taken to the planning, assessment and evaluation of individual learning goals. Robust documentation processes show how teachers collaborate on a variety of effective, targeted teaching strategies which result in improved learning outcomes.

Te ao Māori is well promoted and evident in the centre. Children have opportunities to celebrate and share their whakapapa with their peers. Aspects of kaupapa Māori concepts are evident. Leaders and teachers have a commitment to growing their practices in this area. They are developing purposeful partnerships with local iwi representatives to build their capabilities to enrich the programme. ERO's evaluation affirms this.

Children with additional learning needs are well supported. Teachers, parents, whānau and external agencies work in collaboration to support these learners to fully participation in the programme.

The centre has recently implemented a revised internal evaluation framework. Leaders are working alongside the teaching team to build their evaluative understanding and capability. This has the potential to improve teacher practice and to enable them to evaluate the impact of their practices on children’s learning. ERO identified further development is needed to deepen aspects of the evaluation process.

A sound appraisal system is in place to support and grow teachers' capability. Specific goals focus on improving teacher practice. Observations provide a way for identifying good practice as well as informing next steps for development. Aligning leaders and teachers goals to the centre's strategic plan will further enhance this process.

A well-considered strategic plan guides the direction for the service. Leaders access external support to grow their leadership capabilities and to develop sustainable systems and processes to meet their goals and objectives.

Key Next Steps

Priorities for improvement should include:

• aligning the centre's philosophy to the curriculum priorities and involving parents, families and whānau as part of this process

• further developing understanding and use of internal evaluation for improvement

• incorporating appraisal goals to the service's strategic direction.

Management Assurance on Legal Requirements

Before the review, the staff and management of Little Kiwi's Learning 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:

• 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 Little Kiwi's Learning Centre will be in three years.

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

22 June 2018

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

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.

1 Evaluation of Little Kiwi's Learning Centre

How well placed is Little Kiwi's Learning Centre to promote positive learning outcomes for children?

Little Kiwi's Learning Centre has recently experienced significant change in management roles. The owner/team leader has an increased workload and is improving systems with external support to guide centre direction and teaching and learning. These developments are at an early stage of implementation.

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

Background

Little Kiwi's Learning Centre is a privately-owned early childhood education and care facility. It is licensed to cater for up to 30 children aged over two years. Currently there are 10 Māori children on the roll. Since the June 2013 ERO report, aspects of the centre's outdoor play area have been redeveloped. Improvements have resulted in an enhanced environment for children.

The centre owners share financial and property-related aspects of service operations. Management of the day-to-day education and care is the responsibility of one owner whose role includes team leader of the teaching team.

The philosophy, values and beliefs promote a welcoming environment and encourage teachers to respond to children's strengths, capabilities and learning interests. It is timely to revisit the philosophy with this teaching team.

Since the previous ERO report managers and educators have made some progress in strengthening internal evaluation, assessment and planning and te reo me ngā tikanga Māori. These areas continue to require further refinement and development.

The Review Findings

Children are active, purposeful, busy learners engaging in, and motivated by, spontaneous and planned learning experiences. Teachers increasingly foster and encourage emerging interests, and support child-led inquiries and investigations.

Children play amicably with their peers. Attentive teachers respond promptly to children’s requests and play and work alongside them. They help with their developing abilities and skills that support them as capable, confident lifelong learners.

A positive tone is evident in the centre. Teachers are respectful and affirming in their relationships with children. The team leader and staff understand the importance of relationships. They work collaboratively to determine and responsively achieve parents' aspirations and expectations.

Narratives and photographs record children's engagement in the programme. Observations of their participation in individual and group experiences are reflected in portfolio books and a variety of visual displays within the centre. A recently introduced part of planning is the collection and sharing of assessment information with families through e-portfolios. This approach has the potential to extend children’s learning and further encourage parent contributions and communication.

Daily routines and programmes reflect the centre’s bicultural and multicultural community. Some te reo Māori is spoken by staff, and children recognise and use Māori words and phrases. Continuing to build teachers’ cultural awareness, knowledge and responsiveness is important as part of the ongoing integration of tikanga Māori in teaching and learning.

Children’s sense of belonging and wellbeing is effectively supported during and after transitions into the centre. The pre-school group requires review to ensure this programme is always relevant and responsive to children’s interests and not just adult-initiated ideas. Integrating early childhood approaches into the more structured times should enhance children's learning.

Provisionally certificated teachers do not receive appropriate mentoring from externally-based early childhood practitioners. Appraisal processes have yet to be implemented for all teaching staff. Management has identified these as immediate areas to address. ERO’s evaluation affirms this. Appraisal should be aligned to strategic intent and include:

• developing appropriate leadership goals

• ensuring opportunities for support and professional development

• making use of Tātaiako - Cultural Competencies for Teachers of Māori Learners.

Internal evaluation is in the early stages of development. The team leader and teachers use evidence systematically to review processes and practices and, to some extent, to reflect on the quality of teaching and learning. They continue to refine and develop various systems, policies and procedures. Strategic planning provides useful direction for centre operation and teaching and learning. Further consideration should be given to reviewing the desired objectives in the strategic plan and how these contribute to improving outcomes for children.

Key Next Steps

Leaders and managers should continue to seek external support to:

• develop assessment, planning and evaluation practices that more effectively highlight individual children’s progress over time

• continue to develop teachers’ capacity for internal evaluation to promote inquiry into the impact of teaching practice on outcomes for children

• implement robust systems and processes that build leaders’ and teachers’ capabilities

• build effective and sustainable governance and management practices that promote long-term, high quality education and care for children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Little Kiwi's Learning 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:

• 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

Actions for compliance

To meet requirements, the service needs to improve its performance in the following area:

• fully implement a system of regular appraisal and ensure provisionally certificated teachers receive appropriate mentoring from externally-based early childhood practitioners.[Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA7.]

Development Plan Recommendation

ERO recommends that the service consults with the Ministry of Education and plans to address the key next steps and actions outlined in this report.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Little Kiwi's Learning Centre will be within two years.

Joyce Gebbie

Deputy Chief Review Officer Central

16 June 2016

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

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.