Turua Domain Raupoiti St, Turua
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Barnardos KidStart Childcare - Turua/Hauraki Early Learning Centre provides full-day education and care for children from birth to school age in a mixed-age setting. The centre operates under the umbrella of Barnardos Kidstart Childcare. It is situated in the rural village of Turua, near Thames, and is licensed for 36 children including eight under the age of two years. Currently 36 children are on the roll, including seven who identify as Māori.
The centre philosophy is focused around relationships where children, whānau and teachers have a sense of belonging. The principles of Te Tirity o Waitangi, and the languages, cultures and beliefs which reflect the community are valued.
The 2015 ERO report identified significant areas for development and the centre was placed on a two year review cycle. Since the last review the centre has had a complete change of staff. Barnardos Kidstart have also appointed a new regional manager and practice advisor. The service has addressed the regulatory and legislative area identified in the ERO report relating to earthquake safety.
Teachers have a strong commitment to establishing and maintaining reciprocal and positive relationships with children and their families. Effective communication with parents encourages them to take an active role in centre life and provides them with opportunities to have input into the programme. Parents and whānau are well-informed about their children's learning.
Children up to the age of two years benefit from nurturing respectful interactions. They are able to explore their environment in a safe, secure and calm way. Their communication skills are fostered by teachers' deliberate use of rich language through responsive and engaging interactions. Young children are encouraged to become increasingly knowledgeable and capable self-managing learners.
Teachers prepare a well-designed learning environment. The mixed-age learning spaces encourage independence and enables children to learn alongside each other at their own pace. Children's learning is supported by a stimulating, engaging and well-resourced environment. All areas of play are visible and accessible to children. A feature of the learning environment is the deliberate use of natural resources.
The curriculum is well designed to reflect a play-based approach to learning. There is a strong emphasis on child-directed learning experiences that promote social competence and independence. Literacy and numeracy learning is well-embedded into children's play. Excursions into the community are well utilised as additional learning experiences. The Ngahere Bush learning programme effectively promotes the outside environment as a rich learning experience. Children experience a curriculum where they are listened to and encouraged to become confident and successful learners and explorers. To further improve planning and assessment, teachers need to be more intentional when planning for children interests.
Teachers are committed to providing children with experiences and opportunities to learn about te ao Māori. Tikanga and te reo practices such as waiata, karakia and pōwhiri are integrated into the programme. Children are increasingly building their knowledge and understanding of the unique bi-cultural heritage of Aotearoa New Zealand.
Teachers are respectful and responsive to children's wellbeing and belonging. Distributed leadership empowers teachers to take responsibility and lead aspects of centre operations. Leaders have established a culture in which children are first and foremost valued, celebrated and affirmed for who they are and what they bring to their learning. Effective ways of working between leaders and teachers ensure children are respected and affirmed as confident explorers.
The services philosophy, vision, goals and policies have been established to promote positive outcomes for children. There is a commitment to improvement through ongoing self review. Internal evaluation has been effective at governance level including regular review of policies and operational procedures. Appraisal systems and processes have been developed that guide teacher practice and goal setting. A priority for ongoing development is for teachers and leaders to continue the implementation and alignment of appraisal and teachers' reflective practice.
Barnardos Kidstart have developed useful quality-assurance systems that support ongoing centre improvement.
Leaders and ERO agree that the important next steps for the centre are to:
further implement the organisations current appraisal process to include teacher’s self-assessment, manager feedback and formal observations to continue to build teacher capability
implement centre-wide professional learning and development about programme planning and assessment to support teachers to effectively set goals, identify children’s learning outcomes and show progress of their learning over time.
ERO recommends that managers and leaders access external professional learning and development to address the key next steps in this report in relation to programme planning and assessment.
Before the review, the staff and management of Barnardos KidStart Childcare - Turua/Hauraki Early 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:
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 Barnardos KidStart Childcare - Turua/Hauraki Early Learning Centre will be in three years.
Lynda Pura-Watson Deputy Chief Review Officer
Te Tai Miringa - Waikato / Bay of Plenty Region
27 September 2017
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.
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Location |
Turua |
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Ministry of Education profile number |
30350 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
38 children, including up to 8 aged under 2 |
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Service roll |
36 |
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Gender composition |
Girls 19 Boys 17 |
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Ethnic composition |
Māori |
7 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
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Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
August 2017 |
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Date of this report |
27 September 2017 |
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Most recent ERO report(s) |
Education Review |
February 2015 |
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Supplementary Review |
October 2011 |
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Education Review |
August 2010 |
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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.
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Not well placed |
Requires further development |
Well placed |
Very well placed |
This service is under new management and requires further support for programme planning, assessment and evaluation, upgrading resources and the learning environment, and establishing a collaborative staff culture.
Barnardos KidStart managers have recently conducted a quality assurance audit and an action plan is being developed to address a number of issues. However, ERO identified that there is a need for external support to assist with bringing about the changes required by the centre’s internal audit and ERO’s findings in this report.
ERO's findings that support this overall judgement are summarised below.
Barnardos KidStart Turua provides full-day education and care for children from infants to school age. It is licensed for 38 children including eight under the age of two. Of the 60 children on the roll, 13 identify as Māori. Over 50% of the staff are qualified teachers.
The 2011 ERO report states that there was a need to continue developing areas of governance, management, programme planning and delivery, and teaching and learning. Managers and teachers have made positive responses to the findings of that report. In particular a new outdoor deck has been provided for children under two, and a teacher in this area has researched and implemented responsive and developmentally appropriate teaching approaches for infants and toddlers. There are designated play and sleep areas for children under two.
The centre operates under the umbrella of Barnardos KidStart Childcare, which has recently been restructured. A practice leader and business manager provide support advice and guidance for the centre manager as required, ensuring Barnardos' expectations for the centre and centre compliance with ECE regulations are met. The Barnardos' strategic, early childhood education and Māori strategy plans inform centre direction and planning. Since the 2011 ERO review, there have been a number of management and staff changes.
Children benefit from positive interactions and guidance as they engage in self-selected play and centre routines. They are able to pursue their interests and have easy access to indoor and outdoor areas of play. Meal and snack times are relaxed social occasions, where children demonstrate competent social and self-management skills. Parents and whānau are encouraged to be partners in their children’s learning. Teachers know children and their families well.
Teachers tune in to children’s interests and play choices, engaging in conversations that promote oral language development. They ensure that children from different backgrounds are able to access the programme. While learning is visible to parents in portfolio records and wall displays, there is a need for more consistency in the quality and quantity of portfolio entries. Learning stories generally identify children’s interests and strengths, but are yet to clearly show learning progress over time. Teachers assist children, parents and whānau with transition to school, through organising regular fortnightly visits to the local school’s new entrant classroom. Children participate in Calf Club Day and other school events.
Infants and toddlers experience respectful and continually responsive interactions with teachers. Their indoor play area is a calm and settled home-like environment, where they can explore and learn. Teachers plan specific activities related to children’s interests and development, and communicate regularly with parents to ensure children’s physical, emotional and social needs are met. There are frequent opportunities for young children to enjoy supervised play with older children.
Te reo Māori is incorporated into mat times and some conversations. A recent development has been the introduction of a play ground whare with patterns that reflect stories and themes from the local Māori community. With parents’ help, teachers have researched local Māori (Ngati Hako) history and traditions, but these are no longer visible in the programme or environment. Children sometimes visit a nearby stand of native trees to increase their awareness of native plants and trees and to enjoy the native bush environment.
The new centre manager has been proactive in gathering and collating teachers’ aspirations for the centre. These have resulted in a shared mission, which states, 'Children are happy and nurtured at Barnardos KidStart Turua; they gain valuable lifelong learning skills'. Common ideas drawn from teachers’ individual comments and aspirations should now assist in developing shared understandings and delegations to move the centre forward.
Recent self review has included consultation with parents and staff and this is beginning to guide centre improvement. The new appraisal process has the potential to support teachers’ continual reflection and ongoing progress through the year.
ERO and centre managers identify that the centre would benefit from Ministry of Education support to address the following key next steps.
Establish shared understandings and expectations for:
Develop a collaborative approach to staff leadership and management, which is necessary to create a positive staff culture, agreed responsibilities and delegations, and the continuing review of the centre’s vision and philosophy.
Prioritise the review and upgrade of learning resources and environments, and also improve facilities for children and staff including:
Fully implement Barnardos' Goals and Growth appraisal process.
Before the review, the staff and management of Barnardos KidStart Childcare - Turua/Hauraki Early 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:
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:
To meet requirements the service needs to improve its performance in the following area:
ERO recommends that the service consult with the Ministry of Education and plan to address the key next steps and action outlined in this report.
The next ERO review of Barnardos KidStart Childcare - Turua/Hauraki Early Learning Centre will be within two years.
Dale Bailey
Deputy Chief Review Officer Northern Northern Region
27 February 2015
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Location |
Turua, Waikato |
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|
Ministry of Education profile number |
30350 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
38 children, including up to 8 aged under 2 |
||
|
Service roll |
60 |
||
|
Gender composition |
Boys 31 Girls 29 |
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Ethnic composition |
Māori NZ European/Pākehā Dutch Samoan Cambodian |
13 40 3 3 1 |
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Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
50-79% |
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Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
December 2014 |
||
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Date of this report |
27 February 2015 |
||
|
Most recent ERO report(s) |
Supplementary Review |
October 2011 |
|
|
Education Review |
August 2010 |
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.