Kereru Tots 'n' Dots Early Childhood Centre

Education institution number:
55342
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
9
Telephone:
Address:

Kereru Road, Hastings

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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

Regulatory standards

ERO’s judgement

Curriculum

Meeting

Premises and facilities

Meeting

Health and safety

Not meeting

Governance, management and administration

Not meeting

At the time of the review, ERO identified areas of non-compliance with regulatory standards that are an unacceptable risk to children.

Background

Kereru Tots 'n' Dots Early Childhood Centre is located in rural Hawkes Bay. The centre operates from 9am to 3pm on Tuesdays and Wednesdays in the local hall. The centre is governed by a parent committee. Daily management is delegated to the qualified, certificated supervisor.

Summary of Review Findings

Records of safety checking for all children’s workers and emergency drills that have been carried out require addressing. While ERO was onsite, steps were taken to ensure that daily hazard checks more clearly aligned to health and safety criteria requirements.

The service’s philosophy guides operation and teaching practice. Meaningful, positive interactions enhance children’s learning and nurture reciprocal relationships. The curriculum is inclusive and demonstrates an understanding of children’s learning, their interests and family life. Parents have regular opportunities to be involved in decision making concerning their child’s learning.

Actions for Compliance

ERO found areas of non-compliance in the service relating to:

  • records of safety checking of all children’s workers
  • records of emergency drills carried out on an at least three monthly basis.

[Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA7A, HS8]

Recommendation to Ministry of Education

ERO recommends that the Ministry reassess the licence issued to this service provider. ERO will not undertake a further review of this service until the Ministry of Education is satisfied that the service meets regulatory standards.

Next ERO Review

The next ERO review will be in consultation with the Ministry of Education.

Phil Cowie

Director Review and Improvement Services (Central)

Central Region | Te Tai Pūtahi Nui

17 February 2021

Information About the Service

Early Childhood Service Name

Kereru Tots ‘n’ Dots Early Childhood Centre

Profile Number

55342

Location

Hastings

Service type

Education and care service

Number licensed for

12 children aged over 2

Percentage of qualified teachers

50-79%

Service roll

6

Ethnic composition

NZ European/Pākehā 6.

Review team on site

December 2020

Date of this report

17 February 2021

Most recent ERO report(s)

Education Review, October 2016
Education Review, August 2013.

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 regulated 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; police vetting; teacher certification; ratios)
  • evacuation procedures and practices for fire and earthquake.

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 Kereru Tots 'n' Dots Early Childhood Centre

How well placed is Kereru Tots 'n' Dots Early Childhood Centre 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

Kereru Tots 'n' Dots Early Childhood Centre is a community-based service, located in rural Hawkes Bay. Licensed for 12 children with one fully qualified and one unqualified teacher, it operates from 9am to 2pm on Tuesdays and Wednesdays in the local hall.

The centre is governed by a parent committee. Day-to-day management is delegated to the qualified teacher (supervisor).

The centre philosophy emphasises the importance of turangawaewae, mana whenua, manaaki tamariki and rangatiratanga and promotes a holistic approach to children's learning.

As the only early childhood service in the district, Kereru Tots 'n' Dots is a focal point for the community. Teachers and parents work collaboratively to maintain positive partnerships that promote children's belonging and wellbeing.

Areas of strength, identified in the August 2013 ERO report, have been sustained and the areas for development, strategic planning, self review and supporting success for Māori, addressed.

The Review Findings

Aspects of the philosophy are highly evident in practice. Children are supported to be confident and competent learners by initiating their own involvement in learning experiences. They are encouraged to problem solve and take risks.

The well-resourced learning environment fosters children's curiosity, exploration and imagination. Children have many opportunities to develop literacy and mathematical skills, knowledge and language in the context of their play.

Children benefit from a curriculum with relationships at its heart. Teachers know children and families very well. Their responsive, respectful and reciprocal interactions encourage children in their work and play.

Through implementing effective assessment and planning processes, teachers are able to successfully notice, recognise and respond to children's strengths and interests. Planning to extend children's learning is highly collaborative with parents and families regularly contributing their perspectives.

Visual displays and learning narratives ensure parents are well informed about curriculum experiences. Information is shared about children's learning and development in their portfolios that provide strong links between experiences at home and in the centre.

Teachers are a highly collaborative team. They reflect on the impact of the actions they have taken to promote positive outcomes for children. The supervisor is committed to ongoing professional learning and development to support the achievement of personal and service goals.

Bicultural values and practices are well integrated into the curriculum in authentic ways. Parents’ and whānau aspirations for their children are sought and used to guide daily practices. The language, culture and identities of Māori children are valued. Te reo me ngā tikanga Māori are integrated throughout the programme. Teachers have identified that the next step is to continue to strengthen their understanding and use of te reo me ngā tikanga Māori.

Highly effective transition practices support children as they enter the centre and when they leave to attend school. A positive working relationship with the local school includes regular reciprocal visits. These promote children's sense of belonging. Information about children's learning is exchanged.

Organisational leadership is well defined and effectively promotes the centre's strategic direction. Decisions about curriculum change are appropriately informed by research and examples of best practice.

Teachers clearly understand the purpose of, and the process for, internal evaluation. There is a strong focus on improving teaching to enhance children’s learning. Teachers make good use of internal evaluation to ascertain the impact of teaching and programmes on children’s learning.

Sound systems, policies and procedures facilitate consistent delivery of and a sustained approach to the programme. The appraisal process focuses successfully on strengthening teachers' professional knowledge and practices, with a deliberate emphasis on outcomes for children.

The governance committee is well informed about operation and teaching and learning. Committee roles were recently reviewed to ensure clear definition between governance and management expectations.

A clear vision sets direction for the centre and in promoting positive outcomes for children through high quality education and care.

Key Next Steps

The teaching team has the capability to make sound decisions about development to maintain ongoing improvement. Continuing to strengthen their use and understanding of te reo me ngā tikanga Māori within the curriculum has been identified as a next step.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kereru Tots 'n' Dots Early Childhood 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 Kereru Tots 'n' Dots Early Childhood Centre will be in four years.

Joyce Gebbie

Deputy Chief Review Officer Central

26 October 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

Location

Hastings

Ministry of Education profile number

55342

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

12 children aged over 2 years

Service roll

7

Gender composition

Girls 4, Boys 3

Ethnic composition

Māori

Pākehā

1

6

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

50-79%

Reported ratios of staff to children

Over 2

1:7

Better than minimum requirements

Review team on site

September 2016

Date of this report

26 October 2016

Most recent ERO report(s)

Education Review

August 2013

Education Review

June 2010

Education Review

August 2007

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.