315 S Great South Road, Papatoetoe, Auckland
View on mapAkarangi | 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 Cuddly Kiwis Childcare Papatoetoe are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whakaū Embedding |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whakaū Embedding Whakaū Embedding |
Cuddly Kiwis Childcare Papatoetoe is one of two services operated by the same owner. The owner is responsible for governance, management, and daily operations. She leads a team of four qualified kaiako. The service provides for children aged between two and five years. A small number of Māori and Samoan children are enrolled. The community is culturally diverse.
Children demonstrate a strong sense of belonging and cultural connectedness. They have good opportunities to develop their social skills. Kaiako support children’s exploration and learning in a well-resourced environment that promotes their mana, discovery and creativity.
Children and whānau from diverse cultural backgrounds benefit from a learning environment that celebrates and responds to their identity, languages and cultures. Leaders work with external agencies to ensure children have access to inclusive education and care.
Teachers are culturally responsive and provide experiences that incorporate te reo me ngā tikanga Māori. Kaiako could continue to build their understanding of Te Tiriti o Waitangi to improve teaching practices and strengthen their provision of a bicultural curriculum.
Children’s assessment records demonstrate that kaiako promote children’s holistic learning, underpinned by Te Whāriki, the early childhood curriculum. Kaiako identify children’s dispositions and skills, and plan resources and activities to extend their learning. Children’s funds of knowledge and interests are purposefully identified by the teaching team and contribute to curriculum planning. Kaiako actively seek parent aspirations to inform their planning for children’s learning.
Leaders have a strong, strategic focus on ongoing improvement through professional development. Their shared leadership approach contributes to teachers taking collective responsibility for daily operations. Leaders engage in deliberate, systematic internal evaluation processes, and they monitor the impact of change that contributes to equitable outcomes for children. Kaiako are not yet evaluating how well the curriculum achieves their priorities for children’s learning, and how they can improve their practice to support better outcomes for children.
Cuddly Kiwis Childcare Papatoetoe will include the following actions in its Quality Improvement Planning:
For leaders and kaiako to deepen their understanding and knowledge of Te Tiriti o Waitangi and extend teaching practices, to enhance learning outcomes for tamariki Māori and for all children.
For leaders and kaiako to continue using evaluation to monitor the effectiveness of practices and the impact of improvements on learning outcomes for children.
Before the review, the staff and management of Cuddly Kiwis Childcare Papatoetoe 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.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
8 August 2022
|
Early Childhood Service Name |
Cuddly Kiwis Childcare Papatoetoe |
|
Profile Number |
25291 |
|
Location |
Papatoetoe, Auckland |
|
Service type |
Education and care service |
|
Number licensed for |
50 children aged over 2 years |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
42 |
|
Review team on site |
May 2022 |
|
Date of this report |
8 August 2022 |
|
Most recent ERO report(s) |
Akanuku | Assurance Review, October 2019 |
Regulatory standards |
ERO’s judgement |
|
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.
Cuddly Kiwis Childcare Papatoetoe is one of two centres managed by the same service provider. This is the first review of the service since a change of ownership.
The centre manager is an experienced early childhood teacher and leads a new team of five staff, including four registered teachers. The staff team reflects the cultural diversity of the community.
Adults engage in positive meaningful interactions to enhance children’s learning and nurture relationships. The curriculum recognises Māori as tangata whenua. Children have opportunities to develop knowledge of te reo and tikanga Māori. The curriculum is responsive to children as learners and their preferences are respected. It supports each child to be confident in their own culture and encourages them to respect other cultures.
Parents have opportunities to communicate with staff about their children’s learning. They have access to a range of information and contribute to centre development and review. A philosophy statement and annual plan guide centre operations. A system of regular appraisal is implemented across both centres.
Next steps include:
The next ERO review is likely to be an Education Review.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
1 October 2019
|
Early Childhood Service Name |
Cuddly Kiwis Childcare Papatoetoe |
|
Profile Number |
25291 |
|
Location |
Papatoetoe, Auckland |
|
Service type |
Education and care service |
|
Number licensed for |
50 children over the age of two years |
|
Percentage of qualified teachers |
80%+ |
|
Reported ratio of staff to children under 2 |
No children under two years |
|
Reported ratio of staff |
1:10 - Meets regulatory standards. |
|
Service roll |
44 |
|
Gender composition |
Girls 27 Boys 17 |
|
Ethnic composition |
Indian 28 |
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Review team on site |
September 2019 |
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Date of this report |
1 October 2019 |
|
Most recent ERO report(s) |
As Prodigy Preschool Papatoetoe: |
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:
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:
As part of an Assurance Review ERO also gathers and records evidence through:
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Prodigy Preschool in Papatoetoe offers all day education and care for children over two years of age. The service is one of the Prodigy group of centres whose management systems, administration procedures and curriculum management framework underpins the operations of the centre.
A centre manager is guided by the Prodigy Director and Business Manager to oversee the daily management of the centre. She works with a well established teaching team to ensure that the centre’s care routines and programme caters for the children and families of the community. Children, families and staff have diverse cultural backgrounds. They are reflective of the predominately Indian community that they serve.
The centre philosophy places importance on improving children's chances of success and happiness in life through effective teaching. The centre promotes mixed-age play. Children have opportunities to share ideas and play freely with and alongside all age groups. Partnerships with family are valued.
Centre leaders have responded positively to recommendations for ongoing improvement made in the 2012 ERO report. These focused on strengthening the programme provided for children and some management processes.
Prodigy Preschool-Papatoetoe provides good quality education for children. Children are supported to be confident and capable learners. They enjoy rich learning opportunities, and use their good verbal skills to articulate and organise their play. Children are active in decision making and purposeful about their learning. Children show respect for and value their peers’ contribution.
Culturally appropriate interactions between teachers and children are evident. Teachers’ cultural understanding enables them to connect well with children and their families. They play alongside children intentionally to stimulating children’s curiosity and problem solving. Teachers support children in their imaginative play and help children to extend their language development and ideas. They provide many literacy and numeracy learning opportunities for children throughout the day.
Te reo and tikanga Māori are integrated into the programme, the environment and centre practices. The different cultural heritages and languages of staff and children are evident in the environment and reflected in learning programmes.
The centre environment and routines support positive outcomes for children’s’ learning. Significant improvements made to the outdoor play area give children good opportunities for physical challenge and exploration. Both the indoor and outdoor environments have displays and resources that reflect the multicultural community. The indoor environment is particularly rich in cultural signs, symbols, words, song and dance. However, there is some variation in the quality of the resources in the centre. Managers should review this and ensure that resources are improved and upgraded. This would improve children’s opportunities for play.
Programme planning and assessment are clearly aligned to Te Whāriki, the early childhood curriculum. Teachers plan for children’s individual and group interests. They effectively capture and respond to children’s learning journeys. Teachers also respond well to the contributions parents make to programme planning. Learning is clearly documented to show how individual children are learning and how their interests develop over time.
Strategic decisions are made by the umbrella organisation. This helps create consistency across Prodigy’s four centres. The Prodigy group supports this individual centre’s needs and its priorities and cultural celebrations.
The centre manager provides teaching support for the programme as well as her management duties. She and the staff have a good understanding of self review. They use it well to promote ongoing improvements in the centre. Children have had input into developing the outdoor environment and play areas that interest them. Staff, parents and children’s perspectives are reflected in reviews and as a result ownership of outcomes is shared.
Key next steps for the Prodigy management group include continuing to:
Before the review, the staff and management of Prodigy Preschool - Papatoetoe 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 Prodigy Preschool - Papatoetoe will be in three years.
Dale Bailey
Deputy Chief Review Officer Northern
10 April 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 |
Papatoetoe, Auckland |
||
|
Ministry of Education profile number |
25291 |
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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 |
50 children, including up to 0 aged under 2 |
||
|
Service roll |
36 |
||
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Gender composition |
Boys 26 Girls 10 |
||
|
Ethnic composition |
Māori Indian Chinese Samoan Cambodian Fijian |
2 26 4 2 1 1 |
|
|
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 |
January 2015 |
||
|
Date of this report |
10 April 2015 |
||
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Most recent ERO report(s) |
Education Review |
May 2012 |
|
|
Education Review |
December 2008 |
||
|
Supplementary Review |
October 2006 |
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.