Edukids Montel - 18/04/2018

1 Evaluation of Edukids Montel

How well placed is Edukids Montel 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

Edukids Montel is licensed to provide sessional and full-day education and care for up to 86 children including up to 20 aged under two years. There are separate indoor and outdoor play areas for infants and toddlers. Older children are cared for in two separate rooms that share an outdoor space.

The centre manager works alongside an assistant manager and two head teachers to provide leadership for the team. There are seven qualified teachers in the centre.

The philosophy of the service is strongly based on children learning through play, and recognises each child as unique. Teachers acknowledge their responsibility to honour Te Tiriti o Waitangi and to respect and promote the culture, language and identity of all children. The development of positive, respectful relationships with children and their whānau is important to the teaching team.

The team has responded positively to key next steps identified in the 2014 ERO report. Teachers have reviewed the outdoor environment, and focused on encouraging children's communication and exploration skills. They have identified that strengthening teachers' knowledge of te reo me ōna tikanga Māori is an ongoing goal.

The centre is part of the BestStart Education and Care organisation, which provides an overarching governance and management framework, as well as personnel to support individual centres.

This review was part of a cluster of seven education and care service reviews in the BestStart organisation.

The Review Findings

Children display a good sense of belonging in the centre environment. Centre routines allow for long periods of uninterrupted play. This allows older children to engage in imaginative and dramatic play where they set the scene, negotiate roles and learn to play cooperatively. Strong friendships among the children are evident.

A calm, unhurried programme for infants and toddlers encourages them to explore at their own pace. Teachers are well aware of children's individual preferences and interests. Interactions between teachers, children and their whānau are warm and caring.

Effective teaching strategies support children's oral language development and promote collaboration amongst the children. Teachers provide resources that promote exploration and extend children's learning. Children's achievements are celebrated. There are good opportunities for children to revisit their learning throughout the environment.

Children are purposeful in their play. They are keen to share their discoveries with teachers who take time to genuinely listen and to explore their ideas. This encourages children to engage in conversations with adults and each other. Teachers support children to lead the programme, and to develop social competence.

Teachers' commitment to providing a bicultural curriculum is very evident in centre displays. They are in the early stages of working to include te ao Māori perspectives throughout the programme and in centre documentation. They are also working to improve their knowledge and use of te reo Māori.

Programme planning is informed by teachers' observations of children's interests and learning dispositions. Children's portfolios contain regular entries of learning stories and samples of their work. Teachers have good knowledge of children as learners. They value their partnerships with whānau and support the cultural diversity of children attending.

Centre leaders are working well together to promote more collaborative ways of working and to establish a culture of ongoing improvement. They provide professional learning opportunities that have positively influenced teachers' practices. Teachers are in the process of reviewing the centre's philosophy statement in collaboration with parents and whānau.

BestStart has recently developed a strategic plan to guide the organisation's future direction. Managers are working to increase coherence and alignment between organisational and individual centres' annual and strategic planning. The teacher appraisal process has been redeveloped with a focus on lifting teacher practice through individual inquiry. Managers will continue to provide targeted support to ensure these documents become familiar to teachers, and contribute to improved consistency in the quality of programmes across centres.

To support the provision of a broader curriculum in the outdoors, it would be worthwhile for BestStart managers and teachers to review and improve the design and layout of these learning environments. Renovations in Edukids Montel are expected to be completed in mid-2018.

Key Next Steps

Key next steps for centre development include:

  • developing alignment between internal evaluation, staff appraisal, and the centre's annual and strategic plans
  • strengthening the evaluative aspects of internal evaluation
  • enhancing teachers' analysis of learning stories to more explicitly identify significant learning for children, and how they might respond.

Management Assurance on Legal Requirements

Before the review, the staff and management of Edukids Montel 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 Edukids Montel will be in three years.

Julie Foley
Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

18 April 2018 

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

Henderson, Auckland

Ministry of Education profile number

45295

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

86 children, including up to 20 aged under 2

Service roll

96

Gender composition

Boys      51
Girls       45

Ethnic composition

Māori
Pākehā
Indian
Chinese
Samoan
Tongan
Filipino
African
Fijian
Niuean
other

29
13
14
10
  9
  4
  3
  2
  2
  2
  8

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

January 2018

Date of this report

18 April 2018

Most recent ERO report(s)

Education Review

November 2014

Education Review

October 2011

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.