1-20 Alderman Drive, Henderson, Auckland
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.
This Barnardos KidStart service is located in the Waitakere City recreational hub. It offers full-day education and care for children up to school age. The centre is a not-for-profit service under the auspices of Barnardos New Zealand Incorporated. The organisation has a range of home-based, centre-based and social services to support to families and the wider community. The service operates under the brand name KidStart Childcare.
The curriculum is guided by Te Whāriki, the early childhood curriculum. In the last six months the centre has moved to a mixed age setting. A new planning process has been implemented with a focus on promoting children's interests.
Since 2013 Barnardos New Zealand has undergone a significant restructure, changing from a regional to a nationally based organisation. The restructure of Barnardos has included the appointment of personnel and the creation of new roles and responsibilities. A recently appointed general manager now maintains oversight of Barnardos services. He reports to the CEO and is supported by a national operations manager responsible for all early learning services.
The leadership team at this service includes the early learning manager who oversees the centre's marketing, recruitment and budgets, the practice leader who supports best practice and guidance, and the acting head teacher who manages the curriculum and mentors teachers.
All the teachers and leaders are long serving and well experienced. Teachers are supported by regular visits from the practice leader assigned to the centre, periodic quality assurance audits and professional development opportunities.
The philosophy for the service has recently been reviewed and is in the final stages of consultation to include the views of whānau. The philosophy expresses values and beliefs that promote positive tuakana teina relationships, partnerships with whānau and learning through play.
The 2013 ERO report identified that the centre was well placed to promote positive outcomes for children in particular in the areas of tikanga Māori and the commitment to an inclusive culture. The report also identified strengths within the learning programme that give children a strong sense of belonging.
Children are supported to be confident and competent learners. Their wellbeing and sense of belonging are nurtured by caring and compassionate teachers. Teachers provide a variety of learning experiences that promote positive outcomes for children.
Children benefit from a relaxed pace and calm environment that allows them freedom and time to explore. They are respected and trust that teachers will tend to their needs.
Infants and toddlers appear secure and trusting in a mixed-age environment. They are supported by primary caregivers who ensure that there are comfortable, safe spaces to cater for children who are not yet mobile and for those who are crawling and learning to walk.
Teachers' interactions with children are caring and respectful. They affirm children in meaningful ways. These good practices encourage children to explore, develop positive relationships with others and engage in activities for long periods of time. Leadership among children occurs naturally. Children are articulate and know what they want.
The centre's programme is inclusive of whānau contributions and responsive to children's interests, strengths and abilities. Teachers have deliberately focused on improving the programme and environment for children. Well defined areas of play now encourage children to participate in the activities teachers provide.
The physical environment and wall displays encourage learning. A range of good quality resources is available for children to explore. The learning programme could be further strengthened by teachers taking a more systematic approach to evaluating and making decisions for improvement. This approach could include:
Teachers know the community well and they value partnerships with parents. Parents appreciate the whānau atmosphere in the centre. These positive relationships support children’s learning and their sense of belonging. There is a commitment among staff to seek the guidance of Māori kaumātua to enrich the development of a bicultural curriculum.
The leadership team is focused on improvement and works collaboratively to develop the curriculum and professional practice. Kidstart leaders agree that they could provide the teaching team with more regular written feedback, guidance and support about how to make improvements in the programme and their professional practice. The centre has developed an action plan to work with teachers in areas they have identified for improvement.
Centre leaders have identified next steps for improving outcomes for children, including:
Before the review, the staff and management of Barnardos KidStart Childcare - Waitakere City 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:
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 - Waitakere City Early Learning Centre will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
15 August 2016
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 |
Henderson, Auckland |
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Ministry of Education profile number |
20532 |
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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 |
50 children, including up to 20 aged under 2 |
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Service roll |
29 |
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Gender composition |
Girls 19 |
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Ethnic composition |
Māori |
3 |
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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 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
June 2016 |
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Date of this report |
15 August 2016 |
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Most recent ERO report(s) |
Education Review |
June 2013 |
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Education Review |
March 2010 |
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Education Review |
April 2007 |
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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:
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.
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.
The centre is well placed to promote positive outcomes for children
Waitakere Early Learning Centre is located in Henderson, Auckland. The service provides all-day education and care for children from birth to school age, in two age-related areas. It operates under the umbrella of Barnardos New Zealand which provides a broad range of family and social support services.
The roll has remained stable since the last ERO review. Currently there are 62 children on the roll, of whom 10 identify as Māori, and 14 are of Pacific origin. The roll and staff composition are culturally diverse.
The new head teacher, appointed in November 2012, is continuing to build a collaborative leadership team that includes the previous head teacher, now assistant head teacher. A recent innovation sees a family support social worker on site for one day a week. This initiative is to strengthen the service’s response to the identified needs of children and their families. There have been few other changes of staff since the 2010 ERO report.
Centre leaders have responded positively to the areas for development identified in the previous ERO report and progress is evident in the areas of literacy, planning and assessment. Current areas of review include aspects of the environment to improve opportunities for children to access resources in a mixed-age setting.
The Barnardos' philosophy is to ‘nurture, educate, connect, advocate and innovate’, with a particular emphasis on support for vulnerable children and their families/whānau. These principles are evident in centre operations and support systems. The new head teacher and staff have worked together to develop a philosophy statement appropriate for the centre. This philosophy promotes:
In liaison with the business manager and practice leader, Barnardos New Zealand effectively provides property, personnel and financial management oversight and support. In addition, the organisation undertakes a full governance role, with overall strategic planning, six-monthly centre audits and a policy framework. A recent innovation has been the establishment of professional practice teams to build the capacity of centre staff. These teams mentor head teachers and provisionally registered teachers, and oversee aspects of self review.
The head teacher is taking a considered approach to the management of change. She values and incorporates the knowledge and expertise of the previous head teacher and staff to review and improve centre operations and the programme for children. The head teacher is working in collaboration with Barnardos managers and encourages staff in their leadership roles. A feature of centre leadership is the conscious implementation of tikānga Māori. This commitment to an inclusive culture is led by the assistant head teacher, embraces all staff and children, and includes regular mihi/whakatau for visitors.
Teachers make a consistent and deliberate effort to establish and maintain respectful and supportive relationships with children, and parents/whānau. They have considerable knowledge of children and their families, and use this to respond to children’s emerging interests. Teachers plan activities, outings and topics of interest that stimulate and engage children in learning. Children and their families benefit from additional support initiated by teachers and provided by Barnardos and other associated support agencies.
Children’s portfolios record their ongoing involvement in learning activities at the centre. Recent well-illustrated learning stories include stronger recognition of children’s learning progress and development.
Teachers skilfully respond to the physical and emotional needs of children. Settling and transition times are sensitively managed. Teachers establish and reinforce expectations for considerate behaviour by children, and provide affirmation and ‘aroha’ to babies, toddlers and young children. Teachers listen respectfully to children, give time for them to respond, and engage them in conversations. They follow children into play, work at their level, and facilitate ongoing learning.
Current learning is displayed on the planning wall, and teachers encourage children’s further interest and investigation. The area for babies and toddlers is attractive, spacious and thoughtfully set out to allow safe exploration and develop a sense of belonging.
ERO, centre leadership and Barnardos' managers agree on the following areas for further development. These are:
Before the review, the staff and management of Waitakere City 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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Barnardos New Zealand and centre management should give consideration to reviewing, in collaboration with the building owners, provisions for ease of evacuation of children and staff in the case of fire or earthquake, especially from sleep and play areas. In addition, they should ensure that items stored on shelves are secure.
ERO is likely to carry out the next review in three years.
Dale Bailey
National Manager Review Services
Northern Region
6 June 2013
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Location |
Henderson, Auckland |
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|
Ministry of Education profile number |
20532 |
||
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Licence type |
Education and Care Service |
||
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
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Number licensed for |
50 children, including up to 20 aged under 2 |
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Service roll |
62 |
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Gender composition |
Girls 33 Boys 29 |
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Ethnic composition |
NZ European/Pākehā Māori Cook Island Samoan Niue Tongan African Indian Other |
27 10 5 5 2 2 6 3 2 |
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Percentage of qualified teachers |
80% |
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Reported ratios of staff to children |
Under 2 |
1:3 |
Exceeds minimum requirements |
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Over 2 |
1:4 |
Exceeds minimum requirements |
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Review team on site |
April 2013 |
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Date of this report |
6 June 2013 |
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Most recent ERO report(s) |
Education Review Education Review Education Review |
March 2010 April 2007 February 2004 |
The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.
ERO's education reviews in early childhood services focus on the factors that contribute to positive learning outcomes for children. ERO evaluates how well placed the service is to make and sustain improvements for the benefit of all children at the service. To reach these findings ERO considers:
Within these areas ERO considers the effectiveness of self review and partnerships with parents and whānau.
ERO reviews do not cover every aspect of service performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.