Kids Corner

Education institution number:
55514
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
35
Telephone:
Address:

8 Delhi Street, Wairoa

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Kids Corner - 15/05/2020

1 Evaluation of Kids Corner

How well placed is Kids Corner to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Kids Corner is well placed to promote positive learning outcomes for children.

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

Background

Kids Corner is one of two early learning services governed by the Wairoa Early Learning Centre Association Incorporated (previously known as the Wairoa Community Child Care Centre Association Inc). It is licensed for all day education and care for up to 35 children, including 20 up to the age of two. Of the 40 children currently enrolled, 26 are Māori. Most children attending the service are under the age of three, at which age they transition to neighbouring Kids House.

The philosophy prioritises learning experiences that enable children to understand who they are, strengthen their independence and resilience, and develop belonging through kind, caring and respectful relationships.

A governance board, consisting of elected parents and a teacher representative, is responsible for operational decisions and setting strategic direction. The centres manager oversees day-to-day operation and provides professional leadership for both services. An assistant head teacher supports the centres' manager with curriculum implementation at Kids Corner.

The service is a member of the Mata Nui o Kahungunu Kāhui Ako.

The Review Findings

A calm and relaxed environment allows children the space and time to lead their own learning. Teachers are attuned to the needs of individuals and respect their choices. They work collaboratively to promptly respond to infants' and toddlers' changing needs. A range of effective strategies support children to develop self-care and social competence skills. Their sense of security and ownership is enhanced through participation in daily routines.

Children are well engaged in a curriculum that encourages choice, exploration, creativity and collaboration. Te ao Māori is experienced through routines, activities, events and teachers' meaningful use of te reo Māori. Strategies that foster children's oral language and early literacy are evident.

The curriculum is increasingly reflective of the local community. Teachers deliberately make links to children's home lives and experiences through play and planned activities. A growing knowledge of places of local significance is supported through the environment. Children display a sense of belonging.

Parents and teachers have strong relationships. Daily communication supports children's wellbeing and transitions in to and out of the service. Teachers, leaders and governors are highly focused on responding to the needs of families. Recently introduced strategies are progressing these relationships toward learning-centred partnerships.

Extensive consultation on the philosophy and values has resulted in clearly defined priorities for children's learning. Staff continue to unpack and define these to build a shared understanding of intentional teaching to achieve them. Through this work it is timely for teachers to strengthen practices that recognise and respond to individual Māori children's cultural connections to further promote their educational success.

Regular summaries of children's learning and individual planning clearly align to the centre's priorities for learning. Alongside learning journals these give a picture of each child's strengths, interests, current learning and developing skills. To better inform their learning journey, assessment should be further strengthened to show how:

  • learning is becoming deeper and more complex over time

  • identified goals and parent aspirations are responded to

  • individual children's culture and language is acknowledged and enhances their learning.

Governors and managers are improvement focused. They promote a quality learning environment that is responsive to the community and inclusive for children requiring additional learning support. Leaders have progressed their understanding of internal evaluation and this informs change. They recognise that establishing a shared understanding of internal evaluation across the service is a priority to better determine improved outcomes for children. ERO's external evaluation affirms this.

Key Next Steps

ERO and leaders agree that teachers should continue to:

  • implement teaching strategies that promote the service's learning priorities

  • strengthen assessment, planning and evaluation

  • build a shared understand and use of internal evaluation for enhanced decision making.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kids Corner 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.

ERO identified an area of non-compliance.

Managers must ensure that records of medicine given to children while attending the service include parent acknowledgement that the medicine has been administered.
[Licensing Criteria for Early Childhood Education and Care Centres 2008, HS28]

During the onsite phase of the review the centre manager addressed this.

Darcy Te Hau

Acting Director Review and Improvement Services (Central)

Central Region - Te Tai Pūtahi Nui

15 May 2020

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

Wairoa

Ministry of Education profile number

55514

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

35 children, including up to 20 aged under 2

Service roll

40

Gender composition

Female 20, Male 20

Ethnic composition

Māori
NZ European/Pākehā
Other ethnic groups

26
11
3

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

1:5

Better than minimum requirements

Review team on site

February 2020

Date of this report

15 May 2020

Most recent ERO report(s)

Education Review

June 2017

Education Review

April 2014

Education Review

March 2011

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.

Kids Corner - 23/06/2017

1 Evaluation of Kids Corner

How well placed is Kids Corner 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

Kids Corner is one of two early learning services governed by the Wairoa Community Childcare Centre Association. A Board of Governors, consisting of elected parents of children attending, governs Kids House and Kids Corner. The centre is licensed for 35 children, including 20 aged up to two years. Children are generally aged between six months and three years. Of the 42 children enrolled, 28 are Māori.

Kids Corner was purpose-built and opened in 2009. The second centre, Kids House, was opened in its present premises in 1993. Infants and toddlers attend Kids Corner and then transition over to Kids House, usually after their third birthday.

The centre has a positive reporting history with ERO. A new manager/senior teacher has been appointed since the April 2014 ERO report. The service has taken positive actions to address the key next steps identified in the previous report.

The Review Findings

Transition practices nurture children's sense of belonging. Their transition within the centre and between the two centres is well managed. Children have opportunities to spend time in Kids House while enrolled at Kids Corner. The service is a member of the Wairoa Community of Learning|Kāhui Ako. This provides further opportunities to engage in meaningful partnerships with schools.

The centre is welcoming to children, their parents and whānau. Through genuine partnerships parents and whānau share their knowledge about their children. Staff follow through and promote authentic experiences for children based on information shared. They use a range of strategies to respond to the languages, identities and cultures of all children. Interventions are inclusive. 

Teachers have recently made positive changes to the way they identify and extend children's learning. Assessment, planning and evaluation builds children's identity as successful learners. Individual education plans form the basis for each child's learning. These are clearly linked to the centre philosophy. Staff keep abreast of current theories and practices to enhance infants' and toddlers' growing curiosity of the world around them. Through assessment, parents and whānau contribute to their children's learning. Continuity in learning and progress in a range of contexts is clearly evident.

Children engage in an environment where they can lead and extend their own learning. Teachers value children's contributions. Routines are flexible and children show they know and understand what is expected. Infants and toddlers are confident in their environment and develop a strong sense of belonging.

The board demonstrates a clear commitment to children receiving high quality education and care. Through the use of equity funding, an education support worker is employed across the two centres to work with children with additional learning needs. She assists teachers to provide continuity of teaching and learning for these children. Children with additional learning needs are well supported to achieve successful learning outcomes in an inclusive environment.

Board members are developing a growing awareness of their responsibilities as governors and employers. They are parents of children attending Kids Corner or Kids House. As a newly elected board, they have identified some priorities to strengthen their governance role. They should continue to develop clear processes and ways of working to support new members understanding their roles and responsibilities. Training is planned to assist this development.

Key Next Step

The board, managers and teachers should further develop internal evaluation to determine the effectiveness of decisions on outcomes for children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kids Corner 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 Kids Corner will be in three years.

Alan Wynyard

Deputy Chief Review Officer Central (Acting)

23 June 2017 

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

Wairoa

Ministry of Education profile number

55514

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

35 children, including up to 20 aged under 2

Service roll

42

Gender composition

Girls 21, Boys 21

Ethnic composition

Māori
Pākehā
Other ethnic groups

28
13
1

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

1:5

Better than minimum requirements

Review team on site

May 2017

Date of this report

23 June 2017

Most recent ERO report(s)

 

Education Review

April 2014

Education Review

March 2011

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.