70 Hare Puke Drive, Flagstaff-Hamilton, Hamilton
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Borman Village Kids
1 ERO’s Judgements
Akarangi | 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 Borman Village Kids are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whāngai Establishing |
Ngā Akatoro Domains |
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Learning Conditions
|
Whakaū Embedding |
2 Context of the Service
This service caters for children across three age-based rooms, with a philosophy that features partnership between families and teachers to support children’s growth. The centre owner and a manager lead a team of qualified and unqualified teachers. A small number of children enrolled are Māori, alongside an ethnically diverse roll.
3 Summary of findings
Children’s learning and development are enhanced by partnerships between children, parents, and teachers. A range of strategies support children’s growing social competence. Effective transitions for children, including those under two, are responsive to individual and family needs. Teachers gather a range of information about parents' goals for their children. Some of this is reflected in planning and assessment for children’s learning. Teachers’ knowledge of a meaningful bicultural curriculum is developing. Most cultures in the service are responded to.
Interventions and support for children with additional learning needs are effective. Teachers and leaders understand the impact of how they respond to diversity and individual needs. There is positive professional growth in this area.
Children benefit from curriculum planning that is intentional and informed by their developing dispositions for learning. Assessment makes children’s learning visible and identifies progress over time. Identifying how this learning links to the outcomes in Te Whāriki, the early childhood curriculum, is growing in consistency across all areas. There is evidence of positive learning outcomes for children due to shifts in teaching practice. Clear understanding of the full impact of change on children, and how this reflects the centre local curriculum is not yet in place.
Relational trust among adults is well established, with leaders’ and teachers’ collaboration leading to improvement. Leaders clearly enact the service philosophy and priorities for children, ensuring conditions are in place to support debate, problem solving and reflection on practice. They have prioritised mentoring and coaching to develop teaching practice that supports equitable outcomes for children.
4 Improvement actions
Borman Village Kids will include the following actions in its Quality Improvement Planning:
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Align the centre’s established dispositions for learning to the learning outcomes from Te Whāriki to strengthen documented assessment of children’s learning and the enactment of the centre’s local curriculum.
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More intentionally use information gathered from parents and whānau about their children, and ensure this is reflected in planning for, and assessment of, children’s learning.
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Develop the final stages of evaluation practices within internal evaluation, planning and strategic planning, to understand the impact of actions taken on individual and groups of children.
5 Management Assurance on Legal Requirements
Before the review, the staff and management of Borman Village Kids 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:
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curriculum
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premises and facilities
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health and safety practices
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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:
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emotional safety (including positive guidance and child protection)
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physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)
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suitable staffing (including qualification levels; safety checking; teacher registration; ratios)
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relevant evacuation procedures and practices.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
6 Actions for Compliance
During the review, the service provided ERO with evidence that shows it has addressed the following non-compliances:
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Ensuring furniture and items intended for children to sleep on are securely covered with or made of a non-porous material (PF30).
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Ensuring equipment, premises and facilities are checked every day for hazards to children, including hazards present in the kitchen and laundry (HS12).
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Ensuring parents have given written approval for their child’s participation in regular excursions, and the proposed adult:child ratio, at the time of enrolment (HS17).
Patricia Davey
Director of Early Childhood Education (ECE)
14 August 2023
7 About the Early Childhood Service
Early Childhood Service Name |
Borman Village Kids |
Profile Number |
47357 |
Location |
Flagstaff, Hamilton |
Service type |
Education and care service |
Number licensed for |
80 children, including up to 20 aged under 2 |
Percentage of qualified teachers (delete if not applicable) |
80-99% |
Service roll |
86 |
Review team on site |
June 2023 |
Date of this report |
14 August 2023 |
Most recent ERO report(s) |
Akanuku | Assurance Review, July 2019 |
Borman Village Kids - 01/07/2019
ERO’s judgement
Regulatory standards |
|
Curriculum |
Meeting |
Premises and facilities |
Meeting |
Health and safety |
Meeting |
Governance, management and administration |
Meeting |
At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.
Background
Borman Village Kids opened in 2017 and is privately owned. It caters for children from birth to school age in three aged-based areas. The roll includes a diverse range of ethnicities. The centre manager leads a team which includes three head teachers and a mix of fully-qualified and in-training teachers.
Summary of review findings
Children experience positive and respectful relationships with their teachers. Children’s social and emotional competencies are well supported through the centre’s curriculum. Information and guidance are sought from external agencies to support children with additional learning and development needs.
The centre’s philosophy has been collaboratively developed with parents, families and teachers. An ongoing process for internal evaluation helps the centre monitor and improve the quality of education and care. Suitable human resource management practices are implemented. Both indoor and outdoor environments are effectively designed to promote adult supervision and are monitored for health, safety and cleanliness.
Next ERO Review
The next ERO review is likely to be an Education Review.
Phillip Cowie
Director Review and Improvement Services
Central Region
1 July 2019
Information about the service
Early Childhood Service Name |
Borman Village Kids |
||
Profile Number |
47357 |
||
Location |
Hamilton |
||
Service type |
Education and care service |
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Number licensed for |
80 children, including up to 20 aged under 2 |
||
Percentage of qualified teachers |
80% + |
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Reported ratios of staff / adults to children |
Under 2 |
1:4 - Better than regulatory standards |
|
Over 2 |
1:10 - Meets regulatory standards |
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Service roll |
86 |
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Gender composition |
Female 52 Male 34 |
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Ethnic composition |
Māori 6 |
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Review team on site |
May 2019 |
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Date of this report |
1 July 2019 |
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Most recent ERO report(s) |
First ERO review of the service |
General Information about Assurance Reviews
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include:
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the Licensing Criteria for Home-based Education and Care Services 2008
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the Licensing Criteria for Hospital-based Education and Care Services 2008.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.
ERO undertakes an Assurance Review process in any service:
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having its first ERO review – including if it is part of a governing organisation
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previously identified as ‘not well placed’ or ‘requiring further development’
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that has moved from a provisional to a full licence
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that have been re-licenced due to a change of ownership
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where an Assurance Review process is determined to be appropriate.
Management Assurance on Legal Requirements
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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.
As part of an Assurance Review ERO assesses whether the regulated standards are being met. In particular, ERO looks at a 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 certification; ratios)
-
evacuation procedures and practices for fire and earthquake.
As part of an Assurance Review ERO also gathers and records evidence through:
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discussions with those involved in the service
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consideration of relevant documentation, including the implementation of health and safety systems
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observations of the environment/premises, curriculum implementation and teaching practice.