6 Tryon Street, Whakarewarewa, Rotorua
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Earlybirds Educare - Keas centre is one of three centres in the same complex, and is located in Rotorua. The centre provides full-day education and care service for children from 4 years to school age. It is licenced for 50 children, and has a current role of 45, which includes 8 children who identify as Māori. There are many (approximately 25%) children from diverse cultural backgrounds attending. The teaching team consists one of unqualified and four qualified teachers.
Since the last ERO review the centre has been purchased by Evolve Education Group which provides governance and management support. A new complex manager and head teacher have been appointed. Leaders and teachers have made positive progress in areas identified for development in the 2013 ERO report. These relate to self review and the emergent curriculum. This centre has a positive reporting history with ERO.
The centre's philosophy is inspired by Reggio Emilia, where the 'environment is the third teacher'. Children are encouraged to grow as competent and confident learners and communicators, secure in their sense of belonging and in the knowledge that they make valued contributions to the programme. The philosophy encourages children to be independent and to achieve the centre goals that underpin the programme as they transition from each centre within the complex.
Children demonstrate high levels of confidence, competence and engagement in the life of the centre. They have developed strong and trusting relationships with teachers and their peers. There is good provision for children to be involved in meaningful conversations with teachers and their peers, to develop social competencies and problem solve. Children are active explorers, and are encouraged to be independent, and investigate within the richly resourced environments.
Earlybirds Educare - Keas curriculum is clearly defined and influenced by:
a strong focus on the community and the wider world
Reggio Emilia inspired programmes
a mix of child-led and teacher-led responsive approaches to learning.
The above strands of the curriculum are underpinned by the centre's goals and the projects that develop from teachers and informed by children's interests.
ERO observed many examples of children engaged in sustained play, making choices and decisions about their learning. Aspects of the afternoon programme follows teacher-led and inspired project-based learning experiences. The programme supports children to develop a strong sense of belonging and wellbeing.
Children's learning is effectively identified and documented in their individual journals. Teachers are developing an online portfolio system that is engaging parents and whānau as partners in their children's learning. The assessment process is currently under review, with teacher's trialling different approaches to support deliberate involvement in children's assessment and learning from all staff.
Teachers respond well to children and use a wide range of effective teaching strategies to support and encourage thinking and learning. There is a strong focus on the integration of mathematics, oral language, name recognition, science and natural/real resources.
Leaders and teachers place high priority on supporting and responding to all children, particularly those with additional interests and needs. They work hard to develop reciprocal relationships with whānau and have implemented effective and inclusive transition practices throughout the complex, from centre to centre, and to school.
Leaders and teachers have developed effective and useful systems for regular self review. The outcome of self review is informing positive changes to procedures and teaching practice, such as the environment, literacy, mathematics and teacher appraisal. Relevant and useful professional learning and development is resulting in a more collaborative approach to learning and teaching.
Leadership is effectively focused on building teacher capability and viability of the centre. Leaders are committed to developing their knowledge and skills to further enhance the environment and teaching practice in order to extend quality outcomes for children.
Effective governance and management approaches are contributing to improved organisational practices and educational outcomes for children. There are now stronger lines of accountability from leaders, and provision has been made for additional resourcing and processes that support increased participation. This has resulted in a significant roll growth, improved sustainability and financial viability of the centre.
To provide increased continuity of learning for children as they move between the centres of the complex, leaders and teachers need to review and refine aspects of the curriculum and assessment practice. As part of this review, consideration should be given to:
developing a shared vison and expectation for Reggio Emilia inspired approach and curriculum goals
personalising assessment for learning and responsive planning for children's individual next learning steps
providing professional development for teachers about the online portfolio system
aligning the appraisal system with other centre practices.
Attention to these aspects of development is likely to further strengthen and promote positive outcomes of learning for children.
Before the review, the staff and management of Earlybirds Educare - Keas 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 Earlybirds Educare - Keas will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
17 February 2017
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Location |
Rotorua |
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Ministry of Education profile number |
40336 |
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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 0 aged under 2 |
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Service roll |
45 |
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Gender composition |
Girls 25 Boys 20 |
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Ethnic composition |
Māori Pākehā Indian Russian Chinese German |
8 25 8 2 1 1 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
December 2016 |
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Date of this report |
17 February 2017 |
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Most recent ERO report(s)
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Education Review |
August 2013 |
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Education Review |
July 2010 |
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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.
Earlybirds Educare - Keas is located in Rotorua and provides education and care of children from four years to school age. It operates under the Earlybirds umbrella and is the newest of three centres. At the time of this ERO review the centre’s roll was 55 of whom 19 children were identified as Māori. Children from a number of other ethnicities also attend the service.
Since the previous ERO review in 2010, the teaching team has remained consistent providing continuity for children and their families. In 2012, the Ministry of Education relicensed the centre under the Education (Early Childhood Services) Regulations, 2008.
The centre’s philosophy expresses a commitment to establishing close and caring relationships with children and their families through the integration of a Reggio inspired programme and building teacher’s professional practice. The curriculum combines centre-based interests, projects and responding to the needs, strengths and interests of children. The centre has a positive reporting history with ERO and has made good progress in addressing the areas for development identified in the 2010 Education Review report relating to assessment practice and appraisal. In 2012 -2013 the teaching team has participated in centre-wide professional development with a focus on literacy and mathematics in the outdoor environment.
The centre owner/director and educational manager provide effective governance and management for the service. They have a clear vision, policy and procedural framework for day-to-day management and administration. Centre management continues to provide strong support for teachers through the provision of professional development, teacher release and resourcing.
The head teacher provides strong professional leadership for the centre and across the Earlybird organisation. In her role as head teacher/educational manager she effectively guides teacher registration, appraisal and policy review. Her strong leadership is contributing to a highly effective teaching team and a quality learning programme for children.
The centre’s programme is derived from the principles of Te Whāriki [the early childhood curriculum] and inspired by a Reggio approach to learning. Teachers use a centre-wide project approach to inform their curriculum priorities. Features of the programme include:
An experienced and cohesive teaching team work well together to establish relationships with children and their families that are positive, inclusive and respectful. Teachers are welcoming of all families and effectively share information about their children. They promote flexible and responsive approaches to self management and care routines that allow children to make decisions about their needs.
Teachers effectively use a wide range of practices to engage children in purposeful learning. Children engage in sustained play, and through many conversations extend and challenge their learning. Teachers have developed a useful framework for assessment practices. These include individual children's portfolios that are easily accessible and strongly reflect centre interests and goals.
Children enjoy their time at the centre and are enthusiastic about playing in a stimulating environment alongside their peers. They are developing confidence, independence, skills and knowledge that will support them in their future learning.
Centre leadership and ERO agree that a key next step is to critically evaluate the effectiveness and extent to which the emergent curriculum is being planned for and enacted by teachers. This evaluation should consider current theories and practices identified in recent professional learning and development initiatives.
Self review requires strengthening at all levels of the service. The current review of the Earlybirds vision, philosophy and strategic direction is an important process to guide the ongoing developments that are necessary for the centre.
Before the review, the staff and management of Earlybirds Educare - Keas 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 Earlybirds Educare - Keas will be in three years.
Graham Randell
National Manager Review Services Northern Region (Acting)
19 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 |
Rotorua |
||
|
Ministry of Education profile number |
40336 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
50 children over two years |
||
|
Service roll |
55 |
||
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Gender composition |
Boys 33 Girls 22 |
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Ethnic composition |
NZ European/Pākehā Māori Chinese Other Asian Other Other European |
29 19 2 2 2 1 |
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Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
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Reported ratios of staff to children |
Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
June 2013 |
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Date of this report |
19 August 2013 |
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|
Most recent ERO report
|
Education Review |
July 2010 |
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Review Type |
Click here to enter a date. |
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|
Review Type |
Click here to enter a date. |
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.