Community Kindy Naenae - 28/07/2017

1 Evaluation of Community Kindy Naenae

How well placed is Community Kindy Naenae to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.

Background

Community Kindy Naenae provides education and care for children from two to five years of age, five days a week. It is licensed for 47 children, providing for both sessional and full-day enrolments. Of the 75 enrolled, 28 identify as Māori and 24 as Pacific.

The philosophy places emphasis on giving children opportunities to lead and achieve positive learning experiences enhanced by collaborative relationships with whānau and the community.

Most staff are fully qualified. Day-to-day operation is the responsibility of the manager. A head teacher leads curriculum delivery.

The centre is owned and operated by BestStart Educare Ltd. It is a large organisation that owns early learning services across New Zealand. Regional BestStart personnel support the manager in her role.

The service was established in 2015 with funding from the Ministry of Education's Targeted Assistance Programme. This programme aims to create new opportunities for participation in early childhood education within high priority areas.

This is the service's first ERO report.

The Review Findings

Children lead their own learning within a play based programme guided by Te Whāriki, the early childhood curriculum. They make choices about their involvement in play, demonstrating confidence and curiosity. The centre's open ended resources promote creativity, exploration, investigation and problem solving.

Literacy, numeracy and science experiences are highly evident throughout the programme, in keeping with community objectives. Children's sense of belonging is enhanced through representation of themselves, their work and their whānau within the surroundings.

Children confidently engage with a range Māori and Pacific resources. Waiata, some use of te reo Māori and legends are used to support a bicultural curriculum. Increasing the use of te reo Māori in meaningful contexts is a next step.

Teachers are warm, welcoming and responsive to children's needs. They continually reflect on how to support children to achieve their learning goals. Positive relationships with others are promoted.

Fostering wellbeing is a strong focus for the service. Leaders proactively develop relationships with local health providers to meet their community's needs. Children with additional learning needs are well supported to achieve positive outcomes. Teachers work collaboratively with external agencies and parents to set goals for them.

Teachers should continue to strengthen aspects of learning stories assessment by:

  • identifying specific next steps to extend children's learning
  • clearly reflecting children's cultures, languages and identities through the process
  • increasing parents' aspirations in their approach.

Leaders and teachers undertake a range of initiatives that are highly effective in supporting children's successful transition to school. A partnership with the neighbouring school is well established and there are regular opportunities to experience school life.

Relationships with parents and whānau are strong. Regular opportunities for consultation and to take part in centre celebrations support families' participation in the programme. Staff are developing their knowledge of educational success for Māori and children of Pacific heritage. Further promoting the culture, language and identity of Māori and Pacific learners is a next step.

A planned approach to self review is aligned with the centre's strategic goals. Staff are developing their understanding and use of internal evaluation for improvement to children's learning outcomes.

Teachers and leaders are well supported in their roles. BestStart provides opportunities for them to participate in a wide range of professional learning opportunities. A comprehensive policy framework, including procedures and systems, guides the operation of the centre. The Professional Service Manager provides regular feedback, support and guidance to contribute to improving positive outcomes for children.

Key Next Steps

Teachers should continue to strengthen:

  • the meaningful use of te reo Māori across the programme

  • responsiveness in promoting educational success for Māori and Pacific children

  • the consistency of assessment, planning and evaluation practices

  • internal evaluation to support ongoing improvement. 

Management Assurance on Legal Requirements

Before the review, the staff and management of Community Kindy Naenae 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Community Kindy Naenae will be in three years.

Alan Wynyard

Deputy Chief Review Officer Central (Acting)

28 July 2017

The Purpose of ERO Reports

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.

2 Information about the Early Childhood Service

Location

Lower Hutt

Ministry of Education profile number

46715

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

47 children aged over 2

Service roll

75

Gender composition

Girls 35, Boys 40

Ethnic composition

Māori
Pākehā
Samoan
Other Pacific groups
Other ethnic groups

28
9
10
14
14

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

June 2017

Date of this report

28 July 2017

Most recent ERO report(s)

 

No previous ERO reports

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.