25 Queen St, Te Kuiti
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.
Creative Kids Preschool is a privately owned service. Infants, toddlers, and young children play and learn within a mixed-age setting. Of the children enrolled approximately a quarter are Māori with a small number of Pacific and Indian children attending. Governance and management are provided by the owner who is supported by a head teacher.
The service is not meeting regulatory standards in a number of areas. Effective governance and management systems are not established and implemented. The curriculum is yet to reflect the right of each child to be confident in their own culture. The service’s health and safety practices and governance practices do not currently meet regulatory standards.
ERO found areas of non-compliance in the service relating to:
suitable human resource management practices being implemented in relation to selection and appointment procedures and a system of regular appraisal
all children’s workers who have access to children being safety checked in accordance with the Vulnerable Children Act 2014. Safety checks must be undertaken, and the results obtained before the worker has access to children
the service curriculum respecting and supporting the right of each child to be confident in their own culture and encourages children to understand and respect other cultures
adults providing education and care being familiar with relevant emergency drills and carrying these out with children on an at least three-monthly basis
[Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA7, GMA7A, C6, HS8.]
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliances:
the service curriculum is consistent with any prescribed curriculum framework that applies to the service (C1)
the practices of adults providing education and care demonstrate an understanding of children’s learning and development, and knowledge of relevant theories and practice in early childhood education (C4)
toilet and associated hand washing/drying facilities intended for use by children, allow children capable of independent toileting to access them safely without adult help (PF20)
furniture and items intended for children to sleep on (such as cots, beds, stretchers, or mattresses) that will be used by more than one child over time are securely covered with or made of a non-porous material (that is, a material that does not allow liquid to pass through it) that, protects them from becoming soiled (PF30)
a procedure for the hygienic laundering (off-site or on-site) of linen used by the children or adults (HS2)
a list of safety and emergency supplies and resources sufficient for the age and number of children and adults at the service, and details of how these will be maintained and accessed in an emergency (HS7)
hazards to the safety of children are eliminated, isolated or minimised. Consideration of hazards must include but is not limited to, electrical sockets (HS12).
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.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
19 September 2022
|
Early Childhood Service Name |
Creative Kids Preschool |
|
Profile Number |
30351 |
|
Location |
Te Kuiti |
|
Service type |
Education and care service |
|
Number licensed for |
24 children, including up to 8 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
19 |
|
Review team on site |
July 2022 |
|
Date of this report |
19 September 2022 |
|
Most recent ERO report(s) |
Education Review, October 2016; Education Review, August 2013 |
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.
having its first ERO review – including if it is part of a governing organisation
previously identified as ‘not well placed’ or ‘requiring further development’
that has moved from a provisional to a full licence
that have been re-licenced due to a change of ownership
where an Akanuku | Assurance Review process is determined to be appropriate.
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 regulatory 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; safety checking; teacher certification; ratios)
relevant evacuation procedures and practices.
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 |
ERO's findings that support this overall judgement are summarised below.
Creative Kids Preschool is a privately owned centre in Te Kuiti. It is licensed for 24 children and in October 2014, it was relicensed to include up to 8 children under 2. About one third of the children are of Māori descent. At the time of this ERO review there were 26 children on the roll. Children learn and play in a mixed-age, family-like setting.
The leadership team includes the owner/manager and the head teacher. There is one other permanent staff member as well as two part-time educators. Staffing organisation ensures that the focus on quality ratios and small numbers remains a priority. Two thirds of the teaching staff are qualified in early childhood education.
Centre leaders have responded positively to the areas for further development in the 2013 ERO report. They have engaged in professional learning and development and strengthened processes about transitions to school. They have also attended workshops with local iwi to extend their knowledge and understandings in relation to Maniapoto protocols and history.
The centre is guided by a well-written strategic plan with clear objectives. Self review is well embedded and there are strong, positive relationships with parents and whānau. The centre philosophy is regularly reviewed and aims to provide a holistic, child-centred programme fostering self-care and independence, enriching children with the bicultural heritage of Aotearoa, and engaging parents in their child's learning and progress.
Creative Kids Preschool is very well placed to promote positive learning outcomes for children.
Children learn and play in a warm and welcoming, family-like setting. They willingly approach visitors to the centre and speak confidently about their learning and play. Tuakana-teina relationships encourage older children to support and help younger ones. Children are happy and well engaged in learning activities supported by their teachers.
Infants and toddlers experience responsive and supportive care giving from teachers who know them and their families well. Known and predictable routines support their sense of security and independence. The indoor environment is spacious and well presented to invite children into play. There is easy indoor outdoor flow that allows babies and toddlers the opportunity to safely experience and explore the natural environment outdoors. Children confidently choose resources and initiate their own learning activities.
High quality interactions between children and teachers are respectful, responsive and calm. This allows children the opportunity to use their own language and offer explanations. Sustained teaching moments extend children’s thinking and value their contributions. Teachers listen carefully to children's ideas and working theories, and ask appropriate questions. They also provide affirming feedback to children.
Literacy and numeracy are strongly promoted by teachers. Teachers engage in deliberate acts of teaching to ensure that children have many opportunities to develop knowledge and skills in a range of learning areas including mathematics, reading, writing, science, creative arts, music and imaginary play. Transitions to school are competently managed and teachers gain assurance that children settle in well to school.
Te reo and tikanga Māori practices are visible, heard and embedded throughout the centre curriculum, documentation and activities. Teachers introduce learning contexts that include Māori themes and history from the local area. Māori children and their whānau have their language, culture and identity acknowledged and respected, and Māori staff contribute to the building of bicultural perspectives.
Teachers observe children's learning activities and record this learning regularly in rich and meaningful learning stories and evaluations. These observations and evaluations record children's development and progress over time, and establish next steps for ongoing learning. Parents are encouraged to contribute to planning for future directions for individual children and for the centre as a whole. Teachers make links to the objectives and strands of Te Whariki, the early childhood curriculum, and explain these to parents.
Centre leaders work collaboratively with staff and parents. Leaders have clear roles and responsibilities which reflect their complementary skills and expertise. They establish high expectations for centre safety and hygiene, effective organisation, and good quality documentation to support policies, procedures and strategic direction. They also model and encourage effective teaching strategies and relationships, and grow teacher capability through mentoring and appraisal, especially for new teachers.
Self-review processes are well developed, evidence-based, purposeful and focused on improving outcomes for children. Centre leaders consult with children and whānau, and use theory about good practice in early childhood education to support their findings. They regularly review the centre philosophy to align their values and beliefs with their current practice.
ERO has suggested that next steps for ongoing development should include:
using evidence gathered from meetings, reflections, assessment, professional learning and self review to evaluate progress in relation to strategic goals
using Māori perspectives and concepts about what the child brings to their learning to enhance assessment practices.
Before the review, the staff and management of Creative Kids 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 Creative Kids Preschool will be in four years.
Lynda Pura-Watson
Deputy Chief Review Officer
5 October 2016
|
Location |
Te Kuiti |
||
|
Ministry of Education profile number |
30351 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
24 children, including up to 8 aged under 2 |
||
|
Service roll |
26 |
||
|
Gender composition |
Boys 13 Girls 13 |
||
|
Ethnic composition |
Māori Pākehā Indian Other |
8 14 2 2 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
50-79% |
||
|
Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
July 2016 |
||
|
Date of this report |
5 October 2016 |
||
|
Most recent ERO report(s) |
Education Review |
August 2013 |
|
|
Education Review |
May 2010 |
||
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.
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.
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.
Creative Kids Preschool is a privately owned education and care centre located in the rural town of Te Kuiti. It caters for up to 24 children between two years and school age. It is open between 8.00 am and 5.00 pm. Since the 2010 ERO review the centre has maintained consistent staffing. Three permanent staff members have been in the centre since it opened. Centre managers have continued to upgrade the buildings and outdoor environment. Teachers have been involved in relevant professional development that is enabling them to reflect on their teaching and keep up-to-date with effective practice in early childhood education.
The centre aims to deliver a holistic, child-centred programme, where children have a strong sense of belonging, develop social skills and become independent, self managing learners. The centre philosophy acknowledges and values the bicultural heritage of Aotearoa New Zealand. Approximately one third of the children on the roll are identified as being of Māori descent.
Centre managers have chosen to keep the group size small, and say that this is to ‘increase the opportunities for learning, and quality interactions’.
Children are welcomed into a well-prepared learning environment that offers them extensive choice of activities and experiences. Children have access to high quality resources, and provision has been made for wet weather by developing sheltered outdoor areas. Children initiate their own exploration and, during their play, are highly engaged in areas that interest and challenge them.
A feature of the centre is the quality of the respectful and trusting relationships among teachers and children. Teachers use a range of effective interactions to support and extend children’s learning. They notice children’s interests and strengths, respond to and encourage further thought and exploration, and plan further opportunities for learning. They have high expectations of children to succeed, and recognise their knowledge and capability. Teachers are skilled at encouraging and supporting children’s social development and communication skills. Many children have developed close friendships, which support their wellbeing and transition to school.
Children are developing their knowledge and understanding of concepts in literacy, mathematics and science in meaningful and enjoyable contexts. They are also learning about te reo and tikanga Māori through waiata, stories, karakia and the daily incidental use of the language. The centre takes children on trips and outings that connect them with the local community and provide additional, relevant learning experiences. Children are developing as confident, competent and enthusiastic learners.
Teachers value their partnership with parents, and develop a good knowledge of children’s life experiences and earlier learning. They use this information to respond effectively to children’s ideas and interests and extend their learning. Parents are well informed about their children’s progress and achievement through highly valued individual profiles.
The centre manager and head teacher provide knowledgeable and professional leadership. They encourage a collaborative approach, and lead whole-centre self review that is focused on improving the quality of education and care.
Centre management and ERO agree that the next step is to continue current self review about transitions into, within and beyond the centre, with a focus on achieving positive outcomes for children and their families.
Management and teachers also intend to further develop Māori perspectives in the centre programme to strengthen children’s experiences of the bicultural nature of Aotearoa New Zealand.
Before the review, the staff and management of Creative Kids 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:
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 Creative Kids Preschool will be in three years.
Graham Randell
National Manager Review Services Northern Region (Acting)
13 August 2013
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 |
Te Kuiti |
||
|
Ministry of Education profile number |
30351 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
24 children, including up to 0 aged under 2 |
||
|
Service roll |
29 |
||
|
Gender composition |
Girls 17 Boys 12 |
||
|
Ethnic composition |
Māori NZ European/Pākehā |
11 18 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
50-79% |
||
|
Reported ratios of staff to children |
Over 2 |
1:8 |
Better than minimum requirements |
|
Review team on site |
June 2013 |
||
|
Date of this report |
13 August 2013 |
||
|
Most recent ERO report(s)
|
Education Review |
May 2010 |
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.
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.