49 Budge Street, Blenheim
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Kidz Kindy @49 are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whakatō Emerging |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whakatō Emerging Whakatō Emerging |
Kidz Kindy @49 provides education and care for children from three years of age. A new internally appointed head teacher leads an established team, alongside a newly appointed centre manager and general manager. At the time of the review a small number of children enrolled were Māori.
A newly developed group planning system strongly guides the programme. Daily learning experiences reflect the current group focus and children’s interests. The learning environment encourages creativity and choice, in line with the service’s values.
Children, and their parents and whānau have some opportunities to contribute to the centre wide curriculum. Parent and whānau goals for their children’s learning are sought. Teachers are yet to use these, and the learning outcomes in Te Whāriki, the early childhood curriculum, to guide planning for individual children. Whānau and outside agencies engage with teachers to create plans for children with additional learning needs. These support their participation in daily routines and learning experiences.
Development of the bicultural curriculum is in the early stages. Aspects of te ao Māori are evident in the environment. There is some use of te reo Māori and tikanga Māori through daily routines. Leaders acknowledge the need to further develop relationships with whānau Māori and local iwi to strengthen bicultural practices.
The new leadership team is in the process of developing organisational conditions for improvement. Relational trust is building across the service. Changes to the provision of professional support and learning are being implemented. Teachers actively take responsibility for their own professional learning and development. A range of quality improvement processes such as teacher inquiry, reflection, and self-review, enable teachers to gather and use information on their teaching and to change individual and collective practice. However, the full process of internal evaluation is not understood by the wider team to promote its use to identify what impact these changes are having on children’s outcomes.
Kidz Kindy @49 will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Kidz Kindy @49 completed an ERO 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.
During the review, the service provided ERO with evidence that shows it has addressed the following non-compliance:
Since the onsite visit, the service provided ERO with evidence that shows it has addressed the following non-compliance:
Patricia Davey
Director of Early Childhood Education (ECE)
30 November 2023
| Early Childhood Service Name | Kidz Kindy @49 |
| Profile Number | 65227 |
| Location | Blenheim |
| Service type | Education and care service |
| Number licensed for | 30 children over the age of 2 |
| Percentage of qualified teachers | 100% |
| Service roll | 49 |
| Review team on site | October 2023 |
| Date of this report | 30 November 2023 |
| Most recent ERO report(s) | Education Review, February 2019 |
Not well placed | Requires further development | Well placed | Very well placed |
Kidz Kindy @49 is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Kidz Kindy @49 is one of two early learning centres owned by the same licensee. The centres operate in close proximity to each other. This centre is licensed for 30 children over the age of two years old. It caters for the care and education of children from a culturally rich community.
Since the March 2017 ERO review there has been a change in the ownership and management of the service. There have also been changes to the teaching team. A centre manager oversees the operation of both services. The owner is a trained teacher and is regularly in the programme working with children. Most of the staff are qualified and registered teachers.
The 2017 ERO report identified a need to improve management systems. The new owner and staff have made progress in addressing all areas identified in the report. They have developed a shared philosophy and ways of working across both of the centres.
This review was part of a cluster of two early learning centre reviews in the Kidz Kindy Service.
Leaders show a strong commitment to the philosophy and goals of the service. They promote shared understandings among teachers to ensure that the philosophy is clearly reflected in practice.
Leaders and teachers carefully consider children at the centre of their decision making. They are aware of their responsibility to advocate and provide equitable and positive outcomes for all children. Children with additional needs are well supported to succeed in their learning.
Teachers strive to understand the child in the context of family and whānau. They make purposeful use of the environment and provision of resources to engage children in the learning programme. Children are actively involved in a wide range of interesting learning experiences and activities that promote literacy, mathematics and fine motor skills. They are well supported to develop independence and to play well with and alongside others.
Teachers foster positive, sensitive and responsive relationships with children. They take time to genuinely listen to children and further develop oral language, ideas and learning. Children have many opportunities to engage in art experiences, physical activities, and to explore the natural outdoor environment.
Leaders value and make good use of teachers' strengths, interests and passions within the curriculum. They promote collaborative ways of working to build emergent leadership capacity and teacher capability. Together they have strengthened planning and assessment processes to support children's wellbeing and learning.
Leaders are building a reflective culture that is focused on continuous improvement and positive outcomes for all children.
The new centre owner and leaders have made significant progress in developing a number of new initiatives to support effective management and curriculum practices.
Centre leaders have identified, and ERO's evaluation has confirmed, that the key next steps are to strengthen:
ERO has identified that assessment, planning and evaluation documentation needs to be strengthened to better reflect the rich curriculum that is offered to children.
Before the review, the staff and management of Kidz Kindy @49 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 Kidz Kindy @49 will be in three years.
Alan Wynyard
Director Review and Improvement Services
Te Waipounamu - Southern Region
7 February 2019
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.
| Location | Blenheim | ||
| Ministry of Education profile number | 65227 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 30 children aged over two years old | ||
| Service roll | 40 | ||
| Gender composition | Girls 12 ; Boys 18 | ||
| Ethnic composition | Māori Pākehā Pacific Other ethnicities | 11 12 3 4 | |
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates | 80% + | ||
| Reported ratios of staff to children | over 2 | 1:8 | Better than minimum requirements |
| Review team on site | November 2018 | ||
| Date of this report | 7 February 2019 | ||
Most recent ERO report(s)
| Education Review | March 2017 | |
| Supplementary Review | May 2013 | ||
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
The licensee has yet to put in place effective management practices that promote high quality learning and teaching for all children. The leaders need to improve management systems and practices and aspects of the curriculum to provide better learning and teaching outcomes.
ERO's findings that support this overall judgement are summarised below.
Beavertown Early Learning Centre is one of two centres managed by the licensee. The centres operate in close proximity to each other. The Centre is licensed for 25 children and since the last ERO report the owner has dedicated this centre to children mostly over three. There are no children under two.
The staff are all qualified early childhood teachers. There have been a number of staff changes since the 2013 ERO report, including the recent resignation of the centre manager, who managed both centres. The head teacher was appointed in 2016.
Teachers provide children and their families with a welcoming, positive environment. The centre is flexible in meeting the diverse backgrounds and needs of families. Parents are supported and encouraged to be involved in their child's learning. Teachers have a good understanding of their parent community and use a range of ways to communicate with families.
Children are actively engaged, individually and in groups, in a broad range of activities. They are encouraged to follow their interests and to develop self-management, independence, creativity and problem-solving skills. Children are confident to make full use of the environment which encourages active exploration and the development of coordination and physical skills.
The centre's focus on sustainability and nutrition is well embedded in the curriculum through maintaining the garden, harvesting and cooking the produce. Professional development for teachers has led to the improved integration of mathematics and literacy in the programme and has extended staff understanding of the culture of Pacific children.
Children relate positively to each other and to adults. Children's learning is extended through teachers listening carefully, questioning and engaging them in sustained conversations.
Under the direction of the head teacher the teaching team works collaboratively and with a clear understanding of the centre's priorities for children's development and learning.
Since the previous ERO report teachers have successfully incorporated te reo Māori and te ao Māori into the programme and centre practices.
Teachers have well-established procedures for flexible child-centred transitions between both centres. The centre has developed close and useful links with the local primary school.
The leaders/managers need to improve management systems and practices to provide a better quality of service. They need to establish an effective management structure that includes:
strategic planning that is closely linked to the centre's philosophy and vision
well understood, planned and implemented programmes of internal evaluation
robust staff appraisal processes that meet the Education Council criteria for registered teachers
a useful and well understood assessment and programme planning process
continued development and embedding of bicultural perspectives to improve Māori success for Māori.
Before the review, the staff and management of Beavertown 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.
ERO found areas of non-compliance in the service related to:
the effective governance and management of the service in accordance with good management practices
appraisal
aspects of health and safety.
[Licensing Criteria for Early Childhood Education and Care Centres 2008, 47 1(a), 1(e), (GMA6)]
ERO recommends that the service, in consultation with the Ministry of Education, develops a plan to address the key next steps and actions outlined in this report.
The next ERO review of Beavertown Early Learning Centre will be within two years.
Dr Lesley Patterson
Deputy Chief Review Officer, Southern - Te Waipounamu
28 March 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.
|
Location |
Blenheim |
||
|
Ministry of Education profile number |
65227 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
25 children, including up to 15 aged under 2 |
||
|
Service roll |
24 |
||
|
Gender composition |
Girls 13; Boys 11 |
||
|
Ethnic composition |
Māori Pākehā Other Ethnicities |
10 9 5 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
|
Review team on site |
December 2016 |
||
|
Date of this report |
28 March 2017 |
||
|
Most recent ERO reports
|
Supplementary Review |
May 2013 |
|
|
Education Review |
July 2012 |
||
|
Education Review |
June 2009 |
||
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.