Happy Kids Childcare Centre - 29/03/2019

1 Evaluation of Happy Kids Childcare Centre

How well placed is Happy Kids Childcare Centre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Happy Kids Childcare Centre is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

Happy Kids Childcare Centre is located in the industrial area of Henderson. The centre is licensed for up to 50 children aged two years and over. The roll reflects a range of cultures, including Māori, Pacific, Indian and Chinese. Since ERO's 2015 review the centre has undergone significant changes with a new owner, head teacher and several new teachers. Most staff are qualified ECE teachers.

The centre philosophy acknowledges the importance of Te Tiriti o Waitangi principles and Te Whāriki, the early childhood curriculum, to help teachers plan learning that encourages children to self-manage. There is a commitment to establishing respectful, trusting relationships with children and their whānau by welcoming and celebrating all cultures.

The 2015 ERO report noted children's engagement in problem solving, being creative, and developing self-management skills through exploration and discovery. These are still evident in children's play. ERO recommended adding complexity to children's play, and improving the monitoring of procedures and systems. There have been positive developments in these areas.

The Review Findings

Children settle well to engage in activities set up by teachers. They independently access a wide range of resources, and confidently engage within mixed age groups. Children know centre routines well. They are supported by teachers to initiate play with others and build friendships. These social interactions support children in their transition to school.

Teachers respect children and their choices of play. They meet regularly to reflect on children's learning and development. Teachers respond to children's interests and promote strategies that foster their strengths. They plan activities and create spaces for children to explore, including easy access to outdoor areas. Teachers work with children in small groups and provide good support for play and learning. They could now improve assessment and planning practices to more clearly identify approaches to support and extend children's learning.

Portfolios provide information about children's learning and participation in the programme. Parent feedback is purposefully sought about children's emerging interests.

Diversity is valued and celebrated. Children's cultural heritages and languages are reflected in the environment and the learning programme. The culturally diverse teaching team enables teachers to converse with children and whānau in home languages. Teachers are using centre routines to develop their knowledge and use of te reo and tikanga Māori.

Leaders and teachers carried out an in-depth review focused on improvement at all levels of centre operations. The review of the indoor environment resulted in an increase in children's participation and learning through art.

The centre is well managed. The policy framework that guides centre practices continues to be reviewed and refined. The teachers' appraisal system is building teachers' evaluative capability. Leaders have been proactive in seeking support to be involved in a local community of learning.

Key Next Steps

Key next steps include:

  • aligning the philosophy to the centre vision, and refreshing the strategic plan to reflect and help achieve that vision and philosophy

  • professional development to improve teaching practice to extend children's thinking and learning

  • evaluating the effectiveness of planned strategies and their impact on children's learning outcomes

  • further developing learning-focused partnerships with parents and whānau.

Management Assurance on Legal Requirements

Before the review, the staff and management of Happy Kids Childcare Centre 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.

Steve Tanner

Director Review and Improvement Services Northern

Northern Region

29 March 2019

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

45176

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children aged over 2 years

Service roll

51

Gender composition

Boys 27 Girls 24

Ethnic composition

Māori
Chinese
Indian
Samoan
other Pacific groups
other ethnic groups

11
12
8
4
6
10

Percentage of qualified teachers

80%

Reported ratios of staff to children

Over 2

1:8

Better than minimum requirements

Review team on site

January 2019

Date of this report

29 March 2019

Most recent ERO report(s)

Education Review

August 2015

Education Review

September 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

The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:

  • Very well placed

  • Well placed

  • Requires further development

  • Not well placed

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.