130 Beach Haven Road, Beach Haven, Auckland
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Kauri Kids Beach Haven are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whakaū Embedding |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whakaū Embedding Whakaū Embedding |
Kauri Kids Beach Haven is a community-based service that is managed by the Auckland City Council. An operations manager provides governance and management for the 10 Kauri Kids services. The teachers, including the manager are experienced and qualified.
Children at Kauri Kids Beach Haven are settled and engaged in their play. Their developing social and emotional skills are well supported through nurturing relationships with teachers and other children. They experience a calm, unhurried, and well-resourced, homely environment. Children have frequent opportunities to revisit their learning, which supports a strong sense of belonging at the service.
Assessment practices show the progression of children’s learning over time. Assessment is aligned to children’s interests, skills and development. Teachers use this information well to inform a child-led curriculum. Teachers could improve how they respond to parent/whānau aspirations in assessing, planning, and evaluating the curriculum.
Children experience an environment where teachers include basic te reo Māori and aspects of tikanga Māori, as well as New Zealand Sign Language (NZSL) in the curriculum. Teachers’ culturally responsive practices contribute to children’s growing understanding of, and respect for other cultures. They could now further develop a local curriculum by exploring more deeply into the history of the local community.
Teachers have a shared understanding of the service’s philosophy, vision and improvement goals. Internal evaluation is collaborative, and improvement focused. Teachers could continue to strengthen and monitor the impact of their internal evaluation processes on outcomes for children.
A well-developed strategic plan with clear development goals and an annual plan guide the Kauri Kids group. Teachers’ professional goals align with the overarching strategic objectives. Well-developed policies, systems and procedures provide guidance for everyday operations.
Kauri Kids Beach Haven will include the following actions in its Quality Improvement Planning:
Continue to develop the local curriculum to reflect what is important to children and their families.
To increase the visibility of how teachers respond to parent/whānau aspirations in curriculum planning, evaluation information and in assessment of children’s learning.
The Kauri Kids Governance group will include the following actions in its Quality Improvement Planning:
Strengthen teachers’ individual appraisals through ongoing monitoring and provision of feedback to support teachers’ growth in practice.
Improve internal evaluation processes and monitor the implementation of improvement actions, including evaluating the impact of these actions on improved outcomes for children.
Before the review, the staff and management of Kauri Kids Beach Haven completed an ERO 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; safety checking; teacher registration; ratios)
relevant evacuation procedures and practices.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Patricia Davey
Director of Early Childhood Education (ECE)
1 June 2023
|
Early Childhood Service Name |
Kauri Kids Beach Haven |
|
Profile Number |
20015 |
|
Location |
Beach Haven, Auckland |
|
Service type |
Education and care service |
|
Number licensed for |
30 children, including up to 8 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
30 |
|
Review team on site |
March 2023 |
|
Date of this report |
1 June 2023 |
|
Most recent ERO report(s) |
Education Review, May 2018 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Kauri Kids Beach Haven on Auckland's North Shore is a well-established service providing full-day and sessional education and care for children up to school age. The centre is licensed for up to 30 children, including eight up to the age of two years.
The centre is part of the Auckland Council and is led by an ECE group, which provides a governance and management framework, and support personnel to assist the centres. An ECE operations manager is responsible for the overall operations of the 11 Kauri Kids services. The recent restructure of leadership has resulted in further reallocation of roles. There continues to be a period of transition for all staff as they adapt to new systems and responsibilities.
The philosophy of all Kauri Kids centres has been reviewed. It outlines the organisation's commitment to providing a service that is underpinned by Te Whāriki, the early childhood curriculum. The Kauri Kids philosophy values quality learning experiences and opportunities for exploration, the inclusion of all children and their families, and the bicultural nature of Aotearoa New Zealand.
The 2014 ERO report identified good quality adult interactions with children and noted that children responded positively to adults. These aspects remain a key feature in the centre’s programme.
This review was part of a cluster of three Education and Care Service reviews in the Auckland City Kauri Kids organisation.
Warm relationships and respectful interactions underpin the programme and contribute to centre’s calm and welcoming tone. Children are confident, play cooperatively and communicate well in a mixed-age setting. They have a strong sense of belonging and show care and consideration forothers. Children are capable, competent and sociable learners.
Teachers foster whanaungatanga and encourage tuakana/teina relationships. They include aspects of te reo and tikanga Māori and offer experiences that support Māori children's sense of identity. Centre leaders are keen to further develop bicultural practices.
Children have good opportunities to make choices and are highly engaged in purposeful play. The environment is well resourced. Children are aware of the routines of the day and take advantage during periods of outside play to engage in active and imaginative play. Teachers are considering ways to increase opportunities for more complex learning through play in the outside area. They should also review how effectively the programme meets the needs of children up to two years of age.
Teachers affirm and support children’s ideas. They provide a balance between structured and child-initiated play. Children’s independence and self-management skills are valued and fostered. Teachers engage children in meaningful sustained conversations that support language development and encourage problem solving.
Parents/whānau receive good information about their children'slearning and development. They are encouraged to contribute to the programme and join in events. There is a high level of parent satisfaction and appreciation of provision for their children.
Managers are aware that internal evaluation could be more evaluative, collaborative and child focused. They are aware of the benefits of developing a centre-specific strategic plan that aligns with an annual action plan. External professional development would assist the centre to develop robust internal evaluation to guide improvements to teaching practices and the educational programme.
The Kauri Kids governance group is strongly focused on improving the quality of the service, providing a safe, nurturing environment for children, and supporting families. Managers have a strong commitment to providing programmes that include bicultural practices and celebrate children's cultural identities and languages. To support these aims, the organisation provides regular opportunities for teachers to engage in professional development, and gain support from the operations manager and the governance group.
Managers agree that next steps for teachers should include:
The Kauri Kids governance group is currently reviewing its appraisal processes to better reflect the requirements of the Education Council of NZ. Appraisal could be better aligned with the philosophy and strategic plan, and be more individualised to teachers' roles and responsibilities. Managers are also reviewing policies and procedures, including those relating to personnel, to ensure that they respond to recent changes in legal requirements.
Before the review, the staff and management of Kauri Kids Beach Haven 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.
To improve provision for children's health and safety, the governance group should:
The next ERO review of Kauri Kids Beach Haven will be in three years.
Julie Foley
Deputy Chief Review Officer Northern (Acting)
Te Tai Raki - Northern Region
7 May 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.
|
Location |
Beach Haven, Auckland |
||
|
Ministry of Education profile number |
20015 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, including up to 8 aged under 2 |
||
|
Service roll |
48 |
||
|
Gender composition |
Girls 26 Boys 22 |
||
|
Ethnic composition |
Māori |
8 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
50-79% |
||
|
Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
February 2018 |
||
|
Date of this report |
7 May 2018 |
||
|
Most recent ERO report(s)
|
Education Review |
November 2014 |
|
|
Education Review |
June 2011 |
||
|
Education Review |
April 2008 |
||
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.
Kauri Kids Beach Haven, formerly known as Beach Haven Community Early Learning Centre, has provided education and care for children in Beach Haven for many years. Before March 2014 the centre operated under the umbrella of the Birkdale Beach Haven Community Project which included two community houses and two early childhood centres.
The early childhood centres now operate under an Auckland Council management structure that includes a Manager Early Childhood Services, and policies and procedures, for guidance about operating systems and expectations. These changes have been efficiently established in the centre.
Kauri Kids Beach Haven is licensed for 30 children with a maximum of eight up to two years of age. Children attend several days during the week, some for morning or afternoon sessions and some for longer days. The centre’s philosophy acknowledges Te Tiriti o Waitangi as a guiding document for providing children with programmes that reflect New Zealand’s bicultural heritage.
The long-standing staff members live locally and have good knowledge of the culturally diverse community. Teachers encourage parents and families to provide them with words and phrases in children’s home languages. This helps children to settle more confidently into the centre.
The centre has had a positive reporting history with ERO and has responded well to recommendations in the 2011 ERO report.
Children settle well into the centre showing a sense of belonging and wellbeing. Teachers respectfully and responsively interact with children and families. Parents appreciate teachers’ care of their children and are welcome to stay and be involved in the programme.
Teachers regard children as competent learners and encourage them to make independent choices about their play. Children select from a wide range of activities. They are given plenty of time to develop and enjoy their play. Teachers encourage children to think about their learning and contribute to conversations.
Teachers provide a strong foundation of te reo and tikanga Māori in the programme. They use words and phrases with children in conversations. Children learn to develop tuakana/teina relationships and an awareness of protocols that are important for Māori.
Children have good opportunities to learn about literacy, mathematics and science. Teachers are aware of the wide range of mathematical concepts they could include in the programme. They could consider ways of including mathematics as a more deliberate strategy in all areas of play.
Teachers are becoming familiar with the assessment and planning expectations of Kauri Kids centres. Information collected under the new system is helping teachers to align what they know about children with Te Whāriki, the early childhood curriculum. This information is displayed for parents. Children’s portfolios are attractive records of their time in the centre.
Teachers sensitively manage children’s transitions into and out of the centre. As a result, children enjoy their time in the centre and are well prepared for school. Teachers have developed strong relationships with local schools, which contribute to positive outcomes for children and their families.
Teachers work collaboratively and they consult and share children’s learning with parents/whānau. Teaching practices are guided by self review which is used well to continually improve children’s experiences at the centre.
The Manager Early Childhood Services supports the centre to adapt to new systems and expectations. Managers acknowledge that strategic and annual planning should be better aligned to promote shared understanding and direction to guide the centre’s development.
The manager and head teacher agree that key next steps include continuing to:
Before the review, the staff and management of Kauri Kids Beach Haven 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 Kauri Kids Beach Haven will be in three years.
Dale Bailey
National Manager Review Services Northern Region
14 November 2014
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 |
Beach Haven, Auckland |
||
|
Ministry of Education profile number |
20015 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, including up to 8 aged under 2 |
||
|
Service roll |
57 |
||
|
Gender composition |
Boys 29 Girls 28 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Chinese Middle Eastern other Asian other |
15 29 4 1 3 5 |
|
|
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 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
August 2014 |
||
|
Date of this report |
14 November 2014 |
||
|
Most recent ERO report(s) |
Education Review |
June 2011 |
|
|
Education Review |
April 2008 |
||
|
Education Review |
July 2005 |
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.