Just Kidz Educare - University - 13/03/2018

1 Evaluation of Just Kidz Educare - University

How well placed is Just Kidz Educare - University 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

Just Kidz Educare - University provides either sessional or all day education and care for a maximum of 75 children, including 25 children up to two years. While areas are designated for infants, toddlers and children over two years, children are able to interact with other age groups, especially in the outdoor area. Children are provided with meals.

The centre's roll reflects its multicultural community. Staff representing different cultures are able to converse with children in their home languages. Two of the four staff are long-serving and provide continuity to the delivery of the centre's curriculum, and maintain positive relationships with whānau.

Teaching practices are guided by Te Whāriki, the early childhood curriculum. The toddler and preschool rooms are also influenced by teaching and learning philosophies that advocate deep, respectful relationships between adults and children.

At the time of the 2015 ERO, report good quality relationships and interactions between children, staff and whānau featured. This aspect of the curriculum remains a strength. The significant turnover of staff, including three changes in centre management, contributed to a lack of centre development and internal evaluation. As a result of more established centre management and Ministry of Education support, there have been improvements in programme planning and assessment of children's learning and teacher appraisal. A recently appointed operations manager, a position created in the organisation since the 2015 ERO review, helps the centre supervisor with centre improvement, including the recruitment of staff.

This centre is one of three in Auckland owned by a family group. All permanent teachers are registered.

The Review Findings

Children and families experience a centre environment that is welcoming and inclusive. Children are happy and engaged in their learning. They demonstrate a strong sense of belonging. Children have good opportunities to play and learn together, and develop their social skills. They freely choose from a variety of areas of play that cater for their interests and preferences.

Children experience close and trusting relationships with staff. Teachers are respectful, and support children well in their play and exploration. They help children to develop their confidence to talk about their ideas, and describe their play and learning.

Infants and toddlers receive good quality care and appropriate learning opportunities in a calm environment. They benefit from the nurturing interactions they experience with their primary carer. Teachers follow children's preferences and create areas and activities that promote their interests and exploration.

Māori children's cultural identity and knowledge are respected and built-on by staff. Teachers have a good understanding of te āo Māori, including te reo and tikanga Māori. They have an ongoing commitment to enhancing culturally responsive teaching practices that contribute to positive outcomes for Māori children and children from other cultural backgrounds.

Teachers are keen to receive more information from parents about their children’s learning. They are actively exploring ways to encourage parents/whānau to share more about what they notice about their children's learning. This development will build on some of the centre's worthwhile assessment and planning practices. Parents/whānau are able to access interactive electronic portfolios that show their children's learning journey. Printed copies of these learning records enable children to review and share their learning with other children, their teachers and parents/whānau.

The centre manager demonstrates a collaborative style of leadership that builds on teachers' talents and capabilities. Teachers meet regularly to plan activities and resources that reflect children’s current interests. They could now deepen their evaluations of their teaching in order to gauge how well they extend children's learning.

The centre is very well led and governed. The owners and centre managers review policies and procedures regularly. Internal evaluation is well understood and is increasingly being used as a tool for ongoing improvement.

Key Next Steps

ERO endorses the centre's self-identified next steps that are focused on:

  • exploring ways to increase parent partnership in their children's learning
  • helping staff to build on, and extend effective teaching practices that support children as capable learners
  • enhancing strategic planning so that it better aligns to teachers' professional learning and appraisal.

Management Assurance on Legal Requirements

Before the review, the staff and management of Just Kidz Educare - University 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 Just Kidz Educare - University will be in three years.

Julie Foley

Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

13 March 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

St Johns, Auckland

Ministry of Education profile number

45281

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

75 children, including up to 25 aged under 2

Service roll

36

Gender composition

Boys 21 Girls 15

Ethnic composition

Māori
Pākehā
Indian
Chinese
South East Asian
other Asian
other European
other Pacific
other

2
9
5
3
3
4
4
3
3

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

1:4

Better than minimum requirements

Over 2

1:9

Better than minimum requirements

Review team on site

January 2018

Date of this report

13 March 2018

Most recent ERO report(s)

Education Review

August 2015

Education Review

October 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.