Giggles Rainbow Kidz - 28/06/2017

1 Evaluation of Giggles Rainbow Kidz

How well placed is Giggles Rainbow Kidz 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

Giggles Rainbow Kidz is a privately owned early childhood centre located in Te Puke. It provides education and care for children up to two years of age. Rainbow Kidz is one of two Giggles centres situated on the same site. The adjacent Giggles Rainbow Kidz caters for children up to two years of age. Rainbow Kidz is licensed for 10 children. Its roll of 11 includes 4 Māori and 3 children of Indian descent.

The centre's philosophy makes a commitment to growing whanaungatanga from the beginning.

The previous ERO in 2015 review identified a need to strengthen key aspects of centre operations about:

  • professional leadership

  • strategic planning

  • staff appraisal

  • strengthening teaching practices.

Since the 2015 ERO review there have been significant changes in the teaching team including the appointment of a new team leader. Giggles Educare Limited management and staff have been involved in significant professional learning and development provided by the Ministry of Education.

The Review Findings

Centre owners express a clear intention for promoting positive outcomes for children. They have benefited from extensive professional learning and development to strengthen their governance knowledge and to build leadership and teacher capability. Under the guidance of their external professional advisor centre owners have developed:

  • respectful and reciprocal relationships with teachers

  • robust teacher appraisal processes that aligns to Education Council requirements

  • a meaningful strategic plan that provides a clear direction to promoting positive outcomes for children.

Children benefit from improved centre governance that is focused on providing a quality service.

Centre leadership is becoming more effective. Ongoing professional development is supporting leaders to further strengthen their leadership, teaching knowledge, and expertise. Leaders are working with the centre owners and teachers to establish a more collaborative approach that utilises teacher's strengths and interests. Improved centre leadership is contributing to building teacher capability to provide positive outcomes for children.

Significant improvements have been made to the centre's programme. A key teacher system, where teachers undertake a primary caregiver role for individual children, has been introduced. This approach helps to build strong partnerships with parents and supports teachers to provide individualised care routines that reflect parent preferences. Literacy and mathematics learning is well integrated into the programme through children's play. Children's learning is enhanced by frequent visits into the local and wider community. Māori children’s sense of identity and belonging are promoted through access to resources that reflect te ao Māori, the regular singing of waiata, and teachers' use of te reo Māori with children. Children benefit from participating in a programme that is responsive to their care needs and interests. Further developing the centre's outdoor environment and quality of learning resources is likely to further enhance children's learning opportunities.

Centre owners and teachers have undertaken an extensive review of the centre environment and resources. This review has led to significant improvements to children's access to good quality resources within the indoor areas that reflect a home-like environment.

Teachers have nurturing and respectful relationships with children. They make good use of care times to engage with children in conversation to extend their language development. Caring and nurturing interactions contribute to the centre’s calm and settled atmosphere.

Assessment practices have been significantly strengthened. These improvements reflect the professional learning undertaken by teachers and centre leaders. Children's individual profiles more consistently acknowledge children's learning, as well as participation in the programme. They are easily accessible to parents who appreciate also having access to this valuable information in an online version. Strengthened assessment is supporting teachers to more effectively respond to children's emerging interests, learning and parent aspirations.

Self review has been strengthened. Under the guidance of the centre’s professional advisor meaningful self-review practices are being implemented. Centre owners and teachers regularly review centre policies and procedures. Teachers undertake personal self reviews of key aspects of the programme and their teaching practice. Useful-self review processes are contributing to ongoing centre improvement.

Key Next Steps

The key next step for the centre owners is to implement the centre's plans to provide greater opportunities for children to experience safe physical challenge and aspects from the centre environment self review. 

Management Assurance on Legal Requirements

Before the review, the staff and management of Giggles Rainbow Kidz 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 Giggles Rainbow Kidz will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer Waikato/Bay of Plenty

28 June 2017 

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

Te Puke

Ministry of Education profile number

30270

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

10 children under 2

Service roll

11

Gender composition

Girls 8 Boys 3

Ethnic composition

Māori
Pākehā
Indian
Samoan

4
3
3
1

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

1:3

Better than minimum requirements

Review team on site

June 2017

Date of this report

28 June 2017

Most recent ERO report(s)

 

Education Review

April 2015

Education Review

January 2012

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.