6 Hurley Road, Paraparaumu Beach South, Kapiti Coast
View on mapERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
Regulatory standards |
ERO’s judgement |
|
Curriculum |
Not meeting |
|
Premises and facilities |
Meeting |
|
Health and safety |
Not meeting |
|
Governance, management and administration |
Not meeting |
At the time of the review, ERO identified areas of non-compliance with regulatory standards that are an unacceptable risk to children.
Centre Kidz Preschool, owned by the Paraparaumu Centre Church, is governed by a board under the Centre Education Trust. The roll of children attending includes a diverse range of ethnicities. Approximately one quarter of the children are Māori, and a small number are of Chinese and Pacific heritages.
The service curriculum is informed by assessment, planning, and evaluation that demonstrates an understanding of children’s interests, their learning, whānau, and life contexts. Teachers engage in meaningful positive interactions with children. A well-resourced and designed learning environment supports the supervision and provision of different kinds of indoor and outdoor play.
Since the 2019 ERO report, good practice in relation to aspects of the curriculum, governance and management and health and safety has not been sustained over time. Greater monitoring of the service operation by the Board of Trustees is required to ensure the service consistently maintains the regulatory standards.
ERO found areas of non-compliance in the service relating to:
the curriculum supports the right of each child to be confident in their own culture and encourages children to understand and respect other cultures
evaluation of the drills has informed the annual review of the service’s emergency plan
safe and hygienic handling practices are implemented with regard to any animals at the service
excursion documentation must include the names of adults and children involved, assessment and management of risk and the signature of the person responsible consistently recorded
a record of written authority from parents for the administration of medicine and evidence of parental acknowledgment of medication given
a system of regular appraisal.
Licensing Criteria for Early Childhood Education and Care Services, 2008, C6, HS8, HS16, HS17, HS28, GMA7.
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:
a procedure for monitoring children’s sleep that includes children are checked for warmth, breathing and general wellbeing
daily hazard checks should include vandalism, dangerous objects and foreign material e.g. broken glass; windows and other areas of glass; and bodies of water
a record of the food provided by the service that includes the types of food
consistent records for injury, illness and incident that include the time, actions taken and by whom; and evidence that parents have been informed.
Licensing Criteria for Early Childhood Education and Care Services, 2008, HS9, HS12, HS19, HS27.
ERO recommends that the Ministry reassess the licence issued to this service provider. ERO will not undertake a further review of this service until the Ministry of Education is satisfied that the service meets regulatory standards.
The next ERO review will be in consultation with the Ministry of Education.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
17 November 2022
|
Early Childhood Service Name |
Centre Kidz Preschool |
|
Profile Number |
45437 |
|
Location |
Paraparaumu |
|
Service type |
Education and care service |
|
Number licensed for |
25 children, over the age of 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
30 |
|
Review team on site |
October 2022 |
|
Date of this report |
17 November 2022 |
|
Most recent ERO report(s) |
Education Review, February 2019; Education Review, October 2015. |
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for 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.
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 Akanuku | 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 Akanuku | Assurance Review ERO also gathers and records evidence through:
discussions with those involved in the service
consideration of relevant documentation, including the implementation of health and safety systems
observations of the environment/premises, curriculum implementation and teaching practice.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Centre Kidz Preschool is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Centre Kidz Preschool, owned by the Paraparaumu Centre Church, is located in Kāpiti. It provides all day education and care for up to 25 children, aged over two years. At the time of this ERO review, six of the 21 children enrolled were Māori.
The centre philosophy focuses on providing opportunities for children to become competent, active explorers, capable of leading their own learning journeys. The core values of aroha, manaakitanga, excellence, whānaungatanga and kaitiakitanga underpins operation.
The service is governed by a Board of Trustees, under the Centre Education Trust that sets the service's strategic direction. Day-to-day operation is the responsibility of the director, supported by the supervisor. Most staff are long serving and all are fully qualified.
The October 2015 ERO report identified a number of areas requiring development. These included: assessment and planning; the bicultural curriculum; self review; appraisal and guiding documents; leadership support; and improved governance and management. Significant progress has been made in most areas.
A positive, calm learning environment where a commitment to high quality care and education for children is evident. The values identified in the centre’s philosophy underpinning teaching and learning are visible in the programme.
Children are active, purposeful learners confidently engaging in a child-led, play-based programme. The learning environments and activities promote, collaboration, exploration and creativity through a range of authentic resources. Literacy, mathematics and science are evident in curriculum provision. A strong focus on kaitiakitanga has seen the development of the Te Māra o Te Aronui (the community garden). Regular excursions into the community enhance learning experiences.
Teachers have respectful and responsive relationships with children. Intentional teaching reflects the centre’s special character and nurtures a sense of belonging. Social competence and self-management skills are actively promoted. Children with additional learning needs are well supported through collaborative provision with external agencies and whānau. An inclusive environment is evident.
There is a clear emphasis on developing strong relationships between children, teachers and parents. Teachers know children and their families well. Parents have opportunities to contribute to their children's learning through regular information sharing and consultation. Kaiako work collaboratively with whānau to provide supportive transitions into the centre and on to school. Purposeful relationships with local schools support children’s continuity in their learning.
The centre’s bicultural curriculum is becoming more evident in practice. There has been an increased focus on providing opportunities for children to engage with te ao Māori. Teachers are strengthening their use of te reo Māori through the guidance of the supervisor. Leaders recognise the need for partnerships with local iwi to deepen teachers’ cultural responsiveness and further integrate tikanga Māori. This development should support ongoing Māori learner success.
Significant improvements in assessment, planning and evaluation processes place a stronger focus on individual children. Teachers notice and respond to children's interests and needs. Learning successes are regularly shared with parents. A next step is to ensure the enacted curriculum, that makes connections to children's culture, language and identity, is visible through their documentation.
Leaders appropriately focus on building the quality of teaching and learning through relevant professional learning opportunities. A useful appraisal process is currently being implemented through external support, to further develop teacher capability and meet accountabilities. Formal observations of teacher practice is required to strengthen the appraisal process.
Self review is helping staff to make ongoing improvements for children and their families. A suitable framework is in place. Further work is needed to deepen understandings of evaluation to better inform decision making for improvement across the centre.
The centre has developed and implemented a governance manual to clearly define roles and responsibilities for the centre and board of trustees. Trustees are well informed through monthly reporting. A strategic plan identifies centre priorities for development over time. An annual plan suitably guides centre operation.
Priorities for improvement are to continue to strengthen:
understanding and use of internal evaluation
visibility of children’s culture, language and identity in children’s learning documentation, especially for Māori learners
appraisal. This includes the implementation of regular formal observations of teacher practice.
Before the review, the staff and management of Centre Kidz Preschool 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 Centre Kidz Preschool will be in three years.
Alan Wynyard
Director Review and Improvement Services
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 |
Kapiti Coast |
||
|
Ministry of Education profile number |
45437 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
25 children, aged over 2 |
||
|
Service roll |
21 |
||
|
Gender composition |
Boys 15, Girls 6 |
||
|
Ethnic composition |
Māori |
6 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
1:9 |
Better than minimum requirements |
|
|
Review team on site |
December 2018 |
||
|
Date of this report |
7 February 2019 |
||
|
Most recent ERO report(s)
|
Education Review |
October 2015 |
|
|
Education Review |
October 2012 |
||
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 |
ERO's findings that support this overall judgement are summarised below.
Centre Kidz Preschool is owned by the Paraparaumu Centre Church and administered through the Centre Education Trust. It provides a full-day early childhood education service for children aged over two years. Day-to-day management is delegated to the director. The supervisor is responsible for the development and implementation of the education programme
Four out of the five staff are registered teachers. One new teacher has been employed since the October 2012 ERO report.
The philosophy emphasises the importance of Christian values and nurturing each child’s uniqueness through the provision of a warm, caring and supportive environment.
Relationships with parents and families are well developed. Strong community support is in place. Teachers continue to build communication pathways that facilitate parents’ input and feedback. The supervisor has identified the need to continue to enhance the learning partnership between the centre and families.
The environment is well organised to support children’s interest and participation in learning experiences. Staff are caring and responsive. There is a good range of resources for children to freely investigate. Teachers should continue to work on developing the quality of practices that promote children’s sustained engagement in learning.
Careful consideration is given to supporting children’s transitions into the centre and on to primary school. Induction for new families includes visits and the sharing of information. Teachers agree they should continue to develop purposeful links with local primary schools to discuss each child's learning and early childhood and school programmes.
A bicultural perspective is becoming apparent. An enrichment programme led by a visiting teacher is promoting children’s and teachers’ understanding of aspects of te reo me ngā tikanga Māori. ERO and the supervisor agree that a next step is for teachers to study recent Ministry of Education resources to develop understanding of suitable ways to work with Māori learners and their whānau. A focus on strengthening cultural responsiveness should continue to be promoted.
Children with additional learning needs are welcome at the service. Teachers have knowledge of community agencies and information to support the participation of these children in the programme.
Teachers are proactive in developing the centre programme. Children’s emerging ideas, exclamations, interests and strengths increasingly form the basis of planning for learning. Teachers document rich records of children’s participation and significant learning over time. Parents’ input and feedback are encouraged and valued. Next steps for the team should include:
Teachers work well together as a team. Leaders actively seek appropriate development opportunities to improve the curriculum and teachers’ practice. Regular opportunities for discussion support the sharing of ideas and information about children.
The appraisal process supports teachers’ reflection on some aspects of their practice. A revised approach is being considered. Links with practising teacher requirements are being developed. The following should add rigour and help ensure all legislative requirements are met:
Leadership aspects should be included in the appraisal of the director and supervisor. The provision of formal appraisal and focused professional development, linked to an early childhood education context, should be a priority to support the director in her role. A suitable induction and mentoring programme must be put in place for the provisionally registered teacher.
Self review is valued and regularly undertaken by teachers to improve outcomes for children. Professional development is in place to support increased understanding and use of a more evaluative process.
The quality of governance needs improvement. Priorities for development are policies, procedures and guidelines to support trustees to define, understand and undertake their governance responsibilities. Other elements of a more sustainable approach should include trustees taking a more active role in strategic planning, policy review and development and the appraisal of the director. Trustees should seek more comprehensive reporting from service management to support decision making at board level.
The director and supervisor should continue to develop:
The director and board of trustees should:
Before the review, the staff and management of Centre Kidz Preschool 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.
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.
To improve practice, the board of trustees should ensure a suitably rigorous appraisal process is implemented for the director.
The next ERO review of Centre Kidz Preschool will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
7 October 2015
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 |
Paraparaumu |
||
|
Ministry of Education profile number |
45437 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
25 children, aged over 2 |
||
|
Service roll |
43 |
||
|
Gender composition |
Girls 22, Boys 21 |
||
|
Ethnic composition |
Māori Pākehā Chinese Pacific |
12 24 4 3 |
|
|
Percentage of qualified teachers |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:9 |
Better than minimum requirements |
|
Review team on site |
August 2015 |
||
|
Date of this report |
7 October 2015 |
||
|
Most recent ERO report(s) |
Education Review |
October 2012 |
|
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.