15 Broadway Street, Martinborough
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 DOT Kids Ltd are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whakaū Embedding |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whakaū Embedding |
DOT Kids Ltd is one of several early childhood services in the Dot Kids group that comes under the ownership of the Provincial Education Group 1 Limited in August 2016. The centre serves a diverse community. A third of enrolled children identify as Māori. Improvements have been made in response to the key next steps identified in ERO’s 2018 review report.
Leaders and teachers collaboratively implement a rich responsive curriculum that is consistent with Te Whāriki, the early childhood curriculum. Teachers provide a wide range of curriculum experiences that reflect children’s current interests and use these as contexts to extend and promote learning.
Since ERO’s 2018 review improvements have been made to planning assessment and evaluation practices. Planning for learning is child-centred and parents’ aspirations are sought and responded to. Leaders continue to embed these improvements as they build consistency in assessment practices across the teaching team.
All children have opportunities to learn within a curriculum that embraces and promotes Māori values and worldviews. This is evident in the use of karakia, waiata and te reo Māori. Significant cultural events are celebrated, and inquiries into local Māori myths and legends undertaken. A strong focus on whanaungatanga supports a sense of belonging. Increasing the frequency and complexity of te reo Māori in daily teaching practice is an area for all teachers to strengthen.
Infants and toddlers are well supported. Teachers have developed trusting relationships with children and are respectful and responsive to their needs. They affirm children’s efforts to be independent and self-managing. Teachers support infants and toddlers' language development through meaningful sustained interactions.
Leaders are improvement focused. A revised and improved internal evaluation process supports changes and decision making. Leaders are yet to evaluate and monitor the extent to which changes made have improved outcomes for children and how well the changes have been sustained.
Compliance across services and implementing well developed systems and processes to assist with the smooth operation of the service has been a strong governance focus. A revised strategic plan has a greater emphasis on outcomes for learners and the quality of teaching and learning. It is timely that reporting to governance is now aligned to the measures of success in the strategic plan.
DOT Kids Ltd will include the following actions in its Quality Improvement Planning:
embed consistency in assessment practices across the teaching team
increase the capability for all teachers to use te reo Māori more frequently in daily teaching practice
when undertaking internal evaluation measure the impact of decisions and changes to practice on outcomes for children over time
align governance reporting to the strategic plan and report on outcomes for children.
Before the review, the staff and management of DOT Kids Ltd 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:
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; safety checking; teacher registration; ratios)
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.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
6 October 2022
|
Early Childhood Service Name |
DOT Kids Ltd |
|
Profile Number |
50064 |
|
Location |
Martinborough, Wairarapa |
|
Service type |
Education and care service |
|
Number licensed for |
45 children, including up to 13 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
60 |
|
Review team on site |
August 2022 |
|
Date of this report |
6 October 2022 |
|
Most recent ERO report(s) |
Education Review, April 2018; |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
DOT Kids Ltd, is located in Martinborough. It caters for up to 45 children, including 10 up to the age of two years. Of the 48 children enrolled, 10 are Māori. Many children are from rural families in the surrounding district.
All members of the teaching team are qualified. The centre manager, with the support of the assistant manager, is responsible for day-to-day centre operations.
In August 2016 there was a change of ownership, to Provincial Education Group, which provides management and governance support. There is a commitment to the provision of high quality education and care.
The centre philosophy emphasises the importance of relationships with parents and whānau, community and the environment. It is underpinned by the principles of Te Whāriki, the early childhood curriculum.
The February 2015 ERO report for DOT Kids Ltd identified key next steps for development. These included: continuing to strengthen strategic reviews; ensuring procedures were consistent with practice; developing alignment of strategic and annual planning; and providing for cultural inclusion as part of the appraisal system. The centre, with the support of Provincial Education Group, has made considerable progress in responding to these areas for development.
Children learn in a positive, supportive environment that reflects the service's philosophy. Teachers know them and their families well. Strong friendships amongst children are evident.
Children follow their interests and lead their own learning. A wide range of resources encourages investigation and imagination, and enables children to be physically active. They show confidence and competence as learners and sustain their play for long periods. Early literacy, mathematics and science development is meaningfully integrated into learning contexts.
Group planning is responsive to children's emerging interests and themes within the centre. Teachers plan a range of activities and strategies to extend children's knowledge and skills. Children's voice is valued, regularly gathered and used to show what they know and can do. Teachers should continue to strengthen the identification of the learning that is occurring and how this will be extended over time for individuals and groups.
Portfolios are valuable records of children's engagement and participation in the programme. An online programme provides an opportunity for parents to contribute to their children's learning. Leaders and teachers are focused on developing learning partnerships with parents and whānau and are considering what this might look like in their community.
A vision statement identifies what the service values for children up to the age of two years. They are nurtured in a calm, peaceful environment where they can actively explore and investigate. Teachers are attuned to infants' non-verbal cues and respond sensitively to each child's needs and preferences. They find opportunities to model and support developing language. With the recent changes to the teaching team it is now timely to review the vision statement to ensure that there is a shared understanding of what is valued for this age group.
Children requiring additional learning support are well provided for through inclusive practices and positive relationships with parents, whānau and external agencies. Responsive planning supports their full participation in the programme alongside their peers.
Māori children experiencing success as Māori and what this means in the service is a strategic focus. Leaders and teachers are committed to their own learning and have actively sought a range of professional learning opportunities. This has strengthened their knowledge and understanding of te ao Māori and their relationship with local iwi. As a result, the curriculum is increasingly responsive to Māori children's culture, language and identity. Teachers have identified that this continues to be an area for further development.
Provincial Education Group has developed some useful systems and processes to support and monitor centre operations, management and teaching and learning. Ongoing monitoring enables governors and managers to identify where support is needed and to respond accordingly.
The revised appraisal process has been strengthened and provides a sound framework for teachers to reflect on and improve their practice through active inquiry.
The centre's 2017 - 2019 strategic plan identifies appropriate priorities and goals. Regular reflection on progress enables the centre to identify what is working well, or not working well, and why.
A collaborative culture is evident. Leaders and teachers are improvement focused. Internal evaluation is developing well as a means to measure the impact of processes and practices on outcomes for children. More clearly identifying indicators and expected outcomes for children should further strengthen this process.
ERO and centre leaders agree that the centre's next steps are to:
Before the review, the staff and management of DOT Kids Ltd 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 DOT Kids Ltd will be in three years.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
6 April 2018
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 |
Martinborough |
|||
|
Ministry of Education profile number |
50064 |
|||
|
Licence type |
Education & Care Service |
|||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|||
|
Number licensed for |
45 children, including up to 10 aged under 2 |
|||
|
Service roll |
48 |
|||
|
Gender composition |
Girls 26, Boys 22 |
|||
|
Ethnic composition |
Māori |
10 |
||
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
|||
|
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 |
February 2018 |
|||
|
Date of this report |
6 April 2018 |
|||
|
Most recent ERO report(s)
|
Education Review |
February 2015 |
||
|
Education Review |
March 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.
DOT Kids Ltd, located in Martinborough, is one of two all-day early childhood centres owned and operated jointly. It caters for children from infants to school age. Most of the children are New Zealand European/Pākehā and 25 % identify as Māori.
The centre is licensed for 45 children, including 10 aged up to two years. The children up to two years old have a separate, well-designed space and designated caregivers.
The March 2012 ERO report was the first under the new ownership. All of the issues identified in the previous report have been addressed. There is ongoing improvement to the physical environment to continue to challenge and stimulate children’s interests.
The centre’s philosophy is highly evident in practice. It is regularly reviewed through community consultation. There is a strong commitment to connecting with local context and this is supported through iwi collaboration. The philosophy is firmly based on Te Whāriki, the early childhood curriculum.
The programme and stimulating physical environment enable children to be engaged, active, and confident learners. Children move freely between the range of learning areas and are often engaged in sustained play.
The centre is well led. Teachers informally integrate early mathematics and literacy learning into the curriculum. The service recently reviewed the way it supports children to become confident, capable mathematical learners. The outcome confirmed the value of their approach and identified some useful next steps.
The centre is well resourced to assist children's language development. A well-considered art area enhances children’s skills and facilitates good conversations. Teachers interact well with children and skilfully use resources such as books to extend language. Children's thinking and language should be further enriched with more open-ended questioning by teachers.
The centre is inclusive. Many deliberate strategies have enhanced learning opportunities for children needing additional support. Examples include:
accessing outside agenciesfunding a support teacher for children under the age of threeall children learning sign languageproviding a translator for parents of children with English as another languageteaching te reo Māori to all childrenenabling all children to participate fully in the centre programme.
The owners have a strong commitment to iwi consultation to facilitate positive learning experiences for Māori children and implement an authentic bicultural programme. A next step is for the owners and teachers to consider using Tātaiako: Cultural Competencies for Teachers of Māori Learners as part of the appraisal system.
Teachers of children aged up to two years have developed a vision statement. Teachers “endeavour to provide a peaceful environment which focuses on calm, respectful routines and rituals while also promoting a child initiated programme, extending and enhancing children’s interests.” These practices are clearly evident.
Teachers have a collaborative approach that enables them to share and develop their practice and increase their responsiveness to the needs of individual learners. Portfolios describe children's participation in many activities and these are freely accessed and enjoyed by the children. Teachers acknowledge the next step is to show a closer link between planning and the programme. Learning for children with complex needs is clearly documented and development over time is celebrated.
Families are confident to visit, talk with staff, ask questions, offer information about their child and participate in assessing and planning for learning. Transition into and within the centre is responsive to individual needs. Regular newsletters, informal conversations and centre events are valuable opportunities for parents to meaningfully contribute and actively participate in their child’s learning.
The centre has well-developed processes to support parents and their children as they prepare for school. Teachers have a good relationship with staff at the local primary school and carefully manage each child’s transition.
DOT Kids is a self-reviewing centre. All initiatives are regularly reviewed to affirm or to improve practice. Using researched indicators to judge the quality of outcomes is a next step.
The centre is improvement focused. Next steps identified by the centre owners and ERO include:
Before the review, the staff and management of DOT Kids Ltd 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 DOT Kids Ltd will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
23 February 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 |
Martinborough |
||
|
Ministry of Education profile number |
50064 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
45 children, including up to 10 aged under 2 |
||
|
Service roll |
53 |
||
|
Gender composition |
Girls 29, Boys 24 |
||
|
Ethnic composition |
Māori Pākehā Pacific Other ethnic groups |
11 36 3 3 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
December 2014 |
||
|
Date of this report |
23 February 2015 |
||
|
Most recent ERO report(s)
|
Education Review |
March 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.