113-115 Main Road, Katikati
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Katikids Educare is located in the township of Katikati, north of Tauranga. The service is licensed to provide all-day education and care for 75 children, including 40 aged up to two years. At the time of this review, 30 Māori children attended.
The service philosophy emphasises respectful relationships, partnerships and a curriculum that fosters exploration and challenge. Since the June 2015 ERO report, renovations to the building and an upgrade of the outdoor environment have occurred. There has been a number of changes to staffing. Most teachers are qualified.
Katikids Educare, previously known as Katikati Childcare Centre, was purchased by Provincial Education Group in March, 2016. Provincial Education Group Limited (the organisation) provides governance and management support. A substantial management team oversees a number of services nationwide. This includes a professional leader who provides support and guidance to centre staff. Te Tiriti o Waitangi principles are central to the organisation's philosophy and practices.
The previous ERO report identified areas for improvement for the service. These included: deepening teachers' knowledge of good practice and assessment; clarifying the role of leaders; and providing greater financial support for resources and renovations. Since the organisation has taken ownership of the service, improvements have been made to the physical environment, resourcing and in the support provided for teachers to improve their practice. Progress is ongoing.
This review was one of a cluster of seven services in the Provincial Education Group Limited.
Children participate in self-initiated play. Teachers provide resources and an environment that engages children in their learning through respectful interactions. Infants and toddlers have the time and space to lead their learning. Teachers are responsive to their emerging interests and care needs. A next step is for leaders to provide an increased level of guidance to teachers to support them to be more intentional in recognising and responding to children’s learning.
The philosophy has recently been revisited with leaders and teachers. They are developing indicators of good practice to guide and support the effective implementation of this. As part of this process leaders and teachers should investigate, how best they can effectively engage with whānau Māori and their Pacific community to understand parent, family and whānau aspirations for educational success for these children.
Bicultural practice is in the early stages of development. Teachers are committed to building their knowledge of te ao Māori. Further consideration should be given to how leaders can support teachers to increase and integrate their use of te reo Māori in their daily interactions with children and their families.
Children’s portfolios highlight children’s engagement in the programme, their developing friendships and show their emerging interests. Building a shared understanding of what high quality assessment practice for learning looks like is an important next step. This should then guide teacher practice, help leaders to monitor expectations and inform centre planning.
The appraisal process provides a sound framework for teachers to reflect on and improve their practice. Further consideration should be given to:
the setting of specific, measurable and aspirational goals
clearly identifying the purpose of any observations
reflecting all aspects of the Education Council’s expectations for appraisal.
A well-considered process for internal evaluation is in place to improve practice. Leaders should continue to build teacher evaluation capabilities to enable them to better measure the effectiveness of the curriculum and in promoting outcomes for children.
A recent parent survey has provided some useful guidance to leaders about how they needed to enhance centre practices. The next step is for them to develop a plan of action to guide ongoing improvements.
The organisation's senior leadership has high expectations for teacher practice. Systems and processes are in place to promote improvements, for the benefit of children and whānau. Teachers are encouraged to grow their understanding and take on distributed leadership roles.
A well-considered policy framework is in place to guide teacher practice. The organisation places considerable emphasis on the health, safety and wellbeing of children.
The organisation has recognised the importance of providing formal feedback to teachers from their visits and a reporting process is currently being developed.
Leaders agree to provide a stronger focus on building teacher capability and pedagogical leadership to promote high quality outcomes for children. Areas of priority include:
assessment for learning
intentional teaching practice, including the use of rich oral language and adding depth and complexity to children’s learning
internal evaluation for improvement.
Essential to these key next steps is the targeted support and pedagogical guidance from the professional leader. ERO and leaders agree that the priority next steps are to:
further develop the bicultural programme and explore how success for Māori children as Māori and success for Pacific children can be promoted in the curriculum
review the philosophy and develop clear indictors of quality to guide teaching practice
develop a shared understanding of high quality assessment practices
continue to strengthen appraisal to reflect the Education Council New Zealand requirements and build the evaluative capability of teachers.
ERO and Provincial Education Group Limited agree that to further strengthen practice, their next steps are to:
establish nationally consistent reporting frameworks
monitor the progression of strategic goals, through evaluation of improved outcomes for children
use formal internal evaluation processes at senior leadership level
increase opportunities for whānau to actively contribute to the organisation’s strategic direction.
The service has provided ERO with an action plan to show how the key next steps will be addressed. ERO will request progress updates.
Before the review, the staff and management of Katikids Educare 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 Katikids Educare will be in three years.
Alan Wynyard
Director Review and Improvement Services
Te Tai Pokapū - Central Region
12 October 2018
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 |
Katikati |
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Ministry of Education profile number |
45018 |
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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 |
75 children, including up to 40 aged under 2 |
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Service roll |
93 |
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Gender composition |
Boys 48, Girls 45 |
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Ethnic composition |
Māori |
30 |
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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 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
August 2018 |
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Date of this report |
12 October 2018 |
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Most recent ERO report(s) |
Education Review |
June 2015 |
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|
Education Review |
August 2012 |
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|
Education Review |
June 2009 |
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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 |
ERO's findings that support this overall judgement are summarised below.
Katikati Childcare Centre is located in the township of Katikati, north of Tauranga. At the time of this ERO review there were 52 children on the roll including 10 who identify as Māori. Children learn and play in two age-related rooms that include 0 to 3 year olds in the Little Learners unit, and 3 to 5 year olds in the preschool room. The centre has recently been relicensed to incorporate Little Learners and the preschool under the one licence. The current licence is for 75 children including 40 up to two years of age.
The owner/licensee is well known in the Katikati community. She delegates onsite management to a centre manager. In 2014, the centre was restructured and appointments, including a new centre manager, head teachers, and teachers were made. Centre leaders are in the process of building a stable and collegial teaching team.
New philosophies have been developed with teachers for each room. The centre vision and values, policies and procedures, and expectations for teaching and learning have been reviewed and re-written. In response to the area for review and development in the 2012 ERO report, self review has been strengthened and is used to bring about improvements to centre organisation and outcomes for children.
Children experience positive and respectful relationships with their teachers and one another in an inclusive centre culture. Parents and whānau are warmly welcomed into the centre. Children demonstrate a strong sense of belonging and quickly settle on arrival. Teachers promptly respond to children’s interests, requests and care routines. They effectively manage children’s behaviour and help them make appropriate choices.
Babies and toddlers receive comfort and affirmation from their teachers and experience unhurried routines. They are encouraged to develop their independence and confidence. They use their language and gestures to make their wishes known and communicate with each other. Teachers listen to children, model language, engage in rich conversations, and use questions to encourage thoughtful responses.
Children experience a rich curriculum where they can choose activities that foster imaginative and creative play, challenge their physical skills, and develop a sense of exploration. Teachers are increasing the use and visibility of te reo Māori and are using waiata to reinforce bicultural development. They integrate literacy and mathematics that are strongly evident across the centre and on the centre walls along with children’s work. Children are encouraged to participate in music, science, carpentry and excursions into the wider community.
Head teachers have introduced a new planning process, which acknowledges the interests and strengths of individual children, and considers ways to extend their learning. Teachers write meaningful learning stories that are accessible for parents in portfolios and in an on-line programme. They prepare regular summaries for parents and encourage them to discuss their child’s learning with them. These processes are likely to result in increased engagement and participation by parents and whānau. A next step for teachers is to deepen their understanding and use of current good practice in early childhood education to further improve their teaching and assessment practices.
With support from the centre manager, head teachers have been allocated time to:
A next step is to review and clarify roles and responsibilities in the leadership team to strengthen their leadership of teaching and learning.
The centre owners, using external support, have restructured the centre and combined the two separate rooms under one licence. The appointment of new staff, including a new head teacher in each room, has made a positive difference to centre operations and the education and care for children.
A key next step for the centre owners is to ensure that high-quality practices for children are sustained by providing greater financial support for resources, refurbishments, and the implementation of strategic goals.
Before the review, the staff and management of Katikati 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:
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 Katikati Childcare Centre will be in three years.
Dale Bailey
Deputy Chief Review Officer Northern
25 June 2015
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Location |
Katikati, Bay of Plenty |
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|
Ministry of Education profile number |
45018 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
75 children, including up to 40 aged under 2 |
||
|
Service roll |
52 |
||
|
Gender composition |
Girls 32 Boys 20 |
||
|
Ethnic composition |
Māori Pākehā Indian Tongan |
10 36 3 3 |
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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 |
1:2 |
Better than minimum requirements |
|
Over 2 |
1:5 |
Better than minimum requirements |
|
|
Review team on site |
May 2015 |
||
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Date of this report |
25 June 2015 |
||
|
Most recent ERO report(s) |
Education Review |
August 2012 |
|
|
Education Review |
June 2009 |
||
|
Education Review |
June 2006 |
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.