2a Lilian Street, Kamo, Whangarei
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.
BestStart Kamo Central is licensed to provide full-day education and care for 40 children, including up to 20 children aged under two years. Children are cared for in two age related groups. Infants and toddlers have their own separate indoor and outdoor play spaces. After children turn two, as teachers and families recognise they are ready, they transition through to the area for older children.
The centre is led by a manager and two head teachers. These appointments have been made since the 2014 ERO report. Two other qualified teachers, a teacher in training, and an unqualified teacher complete the teaching team.
The service's philosophy strongly values relationships with children and their families. The teaching team strives for a holistic approach that develops happy, healthy children, who can be themselves and become the best they can be.
The 2014 ERO report identified high quality teaching practices. The rich and dynamic environment provided by a skilled teaching team was highlighted as providing a good foundation for children's learning. These positive aspects have been maintained. An agreed area for ongoing development was the need to extend the complexity of children's play through teacher interactions and planning processes. There has been very good progress in these areas.
The centre is one of the BestStart Education and Care Centres. The BestStart organisation provides an overarching governance and management framework as well as personnel to support the operation and curriculum development in individual centres.
This review was part of a cluster of three centre reviews in the BestStart organisation.
A high quality programme supports children to reach their potential. Teachers' warm, genuine conversations and interactions with children foster strong relationships, which enrich children's language and support their wellbeing. Teachers provide a sound foundation for children's learning.
Children are independent problem solvers. Their easy access to resources and equipment enriches their sense of belonging and ownership of the centre environment. Children are increasingly demonstrating the social skills that support their positive engagement with their peers. They play successfully in small groups or independently, for sustained periods.
Infants and toddlers receive personalised care from teachers who provide rich opportunities for them to grow, develop and learn. Effective communication with children's whānau enables teachers to follow the individual routines and preferences of these young children, and to be sensitive to each family's culture. Thoughtful improvements made by teachers to the environment enrich the opportunities children have to learn through their play.
Teachers maintain a high quality, responsive curriculum that is meaningful to the centre's context. They prioritise valuable learning which includes children's social competence, language and literacy development. An in-depth review of the centre environment has resulted in carefully considered spaces that reflect children's learning needs, interests and abilities. The broad range of activities provided by teachers promotes exploration and creativity.
A comprehensive process of programme planning has been developed based on teachers' careful observations of children at play. This collaborative process includes parents' aspirations for their children's learning, and strategies teachers will use to deliver a highly responsive programme. The planning process recognises individual children and acknowledges each child's learning as a member of a group. This innovative model underpins the positive impact that the programme is having on children's learning and engagement.
Teachers implement the bicultural principles of Te Whāriki, the early childhood curriculum. Bicultural practices are an integral part of the learning environment and feature in interactions with children and whānau. Teachers have creative ways of engaging with whānau, which enable children to connect their families to centre daily routines and rituals.
Effective regional and centre leadership promotes teachers' confidence to adapt and develop systems and practices that are meaningful to the centre's context. Strategic appointments and promotions in a range of different roles have strengthened the teaching programme. A high level of relational trust empowers leaders and teachers to take ownership of their roles. This results in a transparent and collaborative way of working that facilitates ongoing centre improvement.
Leaders and teachers have a strong commitment to the centre philosophy and vision. Ongoing teacher development is valued and supported by an effective appraisal system. Internal evaluation is reflective of all perspectives, wide ranging, and results in positive change. Deep reflection drives an ongoing spiral of inquiry into all aspects of centre operations. This is further lifting teaching practice and resulting in positive outcomes for children's learning and wellbeing.
Centre operations are guided by a strategic plan and a shared vision. These are linked to the recently developed strategic goals of the BestStart organisation. This good practice promotes teachers' recognition that they belong to a wider learning community, and supports collaboration amongst teaching teams. Leaders and teachers regularly review progress towards centre's strategic and annual plans. They monitor the quality of the centre operations and promote ongoing improvement.
Leaders and teachers will continue to use their current processes of effective internal evaluation to evaluate how effectively their environment and teaching practices support children to engage in sustained complex play.
Before the review, the staff and management of BestStart Kamo Central 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 BestStart Kamo Central will be in four years.
Julie Foley
Deputy Chief Review Officer Northern (Acting)
Te Tai Raki - Northern Region
14 August 2018
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 |
Kamo, Whangarei |
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Ministry of Education profile number |
10408 |
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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 |
40 children, including up to 20 aged under 2 |
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Service roll |
63 |
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Gender composition |
Girls 33 Boys 30 |
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Ethnic composition |
Māori |
40 |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
|
Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
July 2018 |
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Date of this report |
14 August 2018 |
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Most recent ERO report(s) |
Education Review |
September 2014 |
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|
Education Review |
April 2011 |
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Education Review |
September 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:
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 |
ERO's findings that support this overall judgement are summarised below.
ABC Kamo Central offers an all day care and education service for children from birth to school age. It is licensed for 40 children, including up to 20 children under 2 years old. The Kidicorp Management group provides a wide range of systems that underpin centre operations. This support includes professional guidance, curriculum advice, and mentoring support for provisionally registered teachers. The Northland Area Manager works closely with the newly appointed centre manager, who leads a new team of provisionally registered teachers.
The centre’s philosophy is currently being reviewed. It aims to promote respect for children as capable and confident learners, to foster strong partnerships with whānau, and to promote the bicultural heritage of Aotearoa, New Zealand.
Children are highly regarded by their teachers as capable and confident learners. Children’s identity is respected and their individual interests are promoted in the programme. They play well with each other and develop good friendships with peers. Children make decisions about their play. They are engaged for extended periods of time in purposeful learning experiences and activities. Children display a strong sense of belonging to the centre. They settle quickly and happily into areas of play and show respect for the environment and centre resources.
Children benefit from a rich and dynamic environment where signs, symbols, words, dance, art and displays reflect their cultural identity. The thoughtful layout of the environment shows the value that teachers place on children and their whānau. Teachers are gentle and affirming with children and promote a calm atmosphere. Transitions into the centre and to school are managed well. Care routines support children to be more independent and to develop very good self help skills that foster personal confidence.
Teachers are increasingly providing activities that focus on extending learning experiences for children. Children are encouraged to problem solve and make decisions about their learning. Literacy and numeracy is well integrated through play for all children. Teachers focus strongly on language development in the under two room.
The centre’s curriculum values children’s interests and seeks to build on their strengths. External expertise is used to help teachers further develop their programme planning, assessment and evaluation practices. Planning and assessment activities are based on collaborative team efforts that include teachers seeking and valuing parent’s views. Programme planning is attractively displayed for children and families.
There is a high level of commitment to Te Ao Māori and promoting a bicultural programme. Teachers work very well together. They model positive learning relationships with each other and for children. They work as a cohesive team of professionals to promote a culturally responsive programme that promotes positive outcomes for children.
The centre manager provides high quality professional leadership. Her leadership style fosters trustful and respectful relationships and promotes a strong sense of belonging for children, whānau and staff. She is well supported by Kidicorp’s management systems. Very good systems are in place to support health and safety provisions for children. A strategic approach to professional learning provides teachers with relevant professional development that aligns with the centre’s vision while extending personal learning about effective teaching practice.
The centre manager, Kidicorp’s area manager and ERO agree that key next steps for the centre include developing opportunities to extend the complexity of children’s play through improved teacher interactions and planning and assessment processes, especially for older children.
Before the review, the staff and management of ABC Kamo Central 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 ABC Kamo Central will be in three years.
Dale Bailey
National Manager Review Services
Northern Region
29 September 2014
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 |
Kamo, Whangarei |
||
|
Ministry of Education profile number |
10408 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, including up to 20 aged under 2 |
||
|
Service roll |
61 |
||
|
Gender composition |
Girls 31 Boys 30 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Asian Cook Island Māori Samoan other |
36 20 2 1 1 1 |
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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 |
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
July 2014 |
||
|
Date of this report |
29 September 2014 |
||
|
Most recent ERO report(s) |
Education Review |
April 2011 |
|
|
Education Review |
September 2007 |
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.