260 Wainoni Road, Wainoni, Christchurch
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Edukids Wainoni is well placed to promote and sustain positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Edukids Wainoni operates under the BestStart Educare Ltd management structure. BestStart is a large national organisation that owns early childhood education centres across New Zealand.
The service and its community have continued to experience impacts of the 2011 Canterbury earthquakes. The existing building is due to be repaired and refurbished during 2017.
The service provides full day education and care for up to 100 children, aged from birth to school age, from diverse backgrounds. Children play and learn in four separate learning areas. Infants and toddlers share a separate indoor and outdoor area. Children in the preschool and prep rooms have their own indoor space and share the outdoor area.
An experienced centre manager is responsible for the day-to-day operations. A BestStart business manager and professional services manager visit regularly to support the service. There is a mix of qualified and registered early childhood teachers, some of whom are in training. Other staff have a caregiving role.
The service has responded well to the recommendations in the 2013 ERO report. Teachers have made good progress in addressing all areas for improvement, including bicultural practices, self review and assessment and planning.
Children's sense of belonging and confidence within the centre is strongly promoted. They benefit from respectful and positive relationships with teachers, who know them well. Teachers warmly welcome children into the centre and help them to settle quickly into the programme.
Children play well alongside others and choose from a wide range of interesting and fun activities to encourage their engagement and participation. Science is a key focus and feature of learning in all learning spaces. Children have easy access to a variety of natural and appealing resources.
Children's physical and social development is supported through carefully considered learning opportunities. Teachers specifically prepare learning environments that are responsive to the different ages and stages of children's development.
Teachers value children's language, culture and identity and work with parents to ensure they have a good understanding of children's strengths and needs. They have given priority to making children’s cultural backgrounds visible in the centre and in the programme.
Infants and toddlers enjoy a calm and settled environment. They have familiar adults who are caring and nurturing. Routines are paced appropriately to meet each child's needs. Teachers make good use of young children’s non-verbal communication. They give careful consideration to the arrangement of spaces to encourage children’s exploration and freedom of choice.
Children's transitions into and within the centre are strategically planned to ensure children and their families are well supported and informed. Centre managers and teachers have developed positive, professional relationships with teachers at local schools to support children's transition to school.
Teachers' planning and assessment practices clearly identify children's specific learning needs and ways teachers can support them. Teachers work closely with parents to ensure that there are opportunities for parents to know about and contribute to their child's learning. Parents' involvement in the centre is valued and encouraged.
Teachers work collaboratively and are focused on positive outcomes for children. They are provided with regular and targeted professional development and mentoring to help build reflective and evaluative practices.
Centre managers have good links with external support specialists and agencies. They regularly seek and use advice and guidance from these agencies and specialists to support children and their families.
The centre leaders and teachers have a useful self-review process. They regularly reflect on what is working for children and what could be improved.
The centre manager, business manager and professional services manager work effectively in partnership to implement BestStart systems to ensure accountability and continuous improvement. They have clear expectations for teaching and learning and appropriate systems for supporting teachers' and leaders' capability and professional growth.
Centre managers have identified, and ERO agrees, that key next steps for the service are to continue to focus on:
further strengthening teachers’ cultural competencies, including Pacific cultures
continue to ensure consistency of practice for new individual planning process
extending parent and whānau contributions to learning.
Before the review, the staff and management of Edukids Wainoni 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 Edukids Wainoni will be in three years.
Lesley Patterson
Deputy Chief Review Officer Southern (Te Waipounamu)
5 July 2017
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.
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Location |
Christchurch |
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Ministry of Education profile number |
45477 |
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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 |
100 children, including up to 25 aged under 2 |
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Service roll |
145 |
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Gender composition |
Girls 77 Boys 68 |
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Ethnic composition |
Māori |
28 |
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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 |
Under 2 |
1:8 |
Better than minimum requirements |
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Over 2 |
1:4 |
Better than minimum requirements |
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Review team on site |
May 2017 |
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Date of this report |
5 July 2017 |
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Most recent ERO report
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Education Review |
October 2013 |
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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 |
Edukids Wainoni is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Edukids Wainoni is owned and administered by Kidicorp Education and Care Centres. It was opened in July 2010. The purpose-built centre provides education and care for children from birth to school age in four separate rooms; a nursery, toddler room, preschool and prep school. The prep and preschool share an outdoor space while the nursery and toddler areas have their own outdoor play areas.
The local Wainoni community has been significantly affected by the Christchurch earthquakes. In response to this managers and teachers have ensured the centre environment is safe and nurturing for children and their families.
The centre has a range of qualified teachers and teachers in training. Managers are currently employing some new staff. As a newer centre, good progress has been made in establishing routines, centre practices, and staffing.
Managers and teachers provide a calm and supportive environment for children and their families. Relationships are respectful and caring. Infants, toddlers and young children settle easily. Parents often stay to play with their children, talk with staff and share information about their child.
Teachers actively support infants, toddlers and young children in their play. They notice and respond quickly when children show an interest in play equipment or an activity. They sit with children and actively involve themselves in their play. Teachers listen carefully, suggest choices and provide praise and encouragement. Children are busy, confident and happy in the programme.
Routines are respectful and a familiar part of the day for children. Teachers actively encourage children to be independent and to develop self help skills.
The four classrooms are interesting and welcoming for children and families. The rooms and the outdoor areas are well presented and resourced. Children can easily select activities, and move between the indoor and outdoor areas. Attractive notice boards keep parents well informed about children’s interests, how they can be involved in the programme and about visits from members of the wider community.
The centre’s culture is inclusive of all children and their families. Children with special needs are well supported and participate in all aspects of the programme, including group times with other children. Te reo Māori is sometimes used during the programme in each room. Children in the preschool and prep rooms show genuine enjoyment in practicing te reo Māori during group times.
The centre manager is providing good leadership to the teaching team. She is well supported by the Kidicorp managers. The head teachers are active members of the leadership team. They keep their teams well informed, and involve them in decisions for the centre. Teachers work well as a team. Their involvement in the review process to develop the centre philosophy has helped to identify shared values and beliefs. This includes priorities for the centre culture and the curriculum based on Te Whāriki, the New Zealand Early Childhood Curriculum.
The Kidicorp management framework provides clear direction for centre operations. It is well used by centre managers and teachers to identify where improvements should occur. There are clear links between future planning, organisational and centre self review, staff appraisal and professional development.
Kidicorp and centre managers have identified, and ERO agrees, that the next steps for the centre include strengthening:
Before the review, the staff and management of Edukids Wainoni 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 Edukids Wainoni will be in three years.
Graham Randell
National Manager Review Services
Southern Region (Acting)
2 October 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 |
Christchurch |
||
|
Ministry of Education profile number |
45477 |
||
|
Licence type |
Education and Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
100 children, including up to 25 aged under 2 |
||
|
Service roll |
161 |
||
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Gender composition |
Boys 50% Girls 50% |
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Ethnic composition |
Māori NZ European/Pākehā Pacific Asian |
17% 74% 6% 3% |
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Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
50-79% |
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Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
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Over 2 |
1:10 |
Meets minimum requirements |
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|
Review team on site |
August 2013 |
||
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Date of this report |
2 October 2013 |
||
|
Most recent ERO reports |
No previous ERO reports |
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.