Otara Leisure Centre Newbury Street, Otara, Auckland
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Kauri Kids Otara is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Kauri Kids Otara is one of 11 Kauri Kids community-based childcare centres owned by the Auckland Council. It operates out of the Otara Leisure Centre (Norman Kirk Memorial Swimming Pool). The centre is licensed for full-day education and care for 29 children, including three children aged under two years. It caters for children from the multicultural community.
The philosophy of the organisation is based on setting an environment that empowers children to lead their own learning. Strong emphasis is placed on building partnerships with whānau based on trust, respect and the best interests of each child. Te Tiriti O Waitangi and Te Whāriki, the early childhood curriculum, are recognised as guiding documents.
Children play together in one large room with easy access to an outdoor play area. Children under two years of age have access to a separate space if required.
Kauri Kids Otara has undergone recent staff changes. A newly appointed experienced head teacher from Kauri Kids supports two other qualified and two unqualified teachers.
The Kauri Kids centres are managed centrally by Auckland Council. Kauri Kids, as part of Auckland Council, provide a governance and management framework, and support personnel to assist centres. An early childhood education (ECE) operations manager is responsible for the overall operation of the Kauri Kids services. The head teacher in each service reports to the centre manager of the leisure centre facility where the service is based.
The 2016 ERO review identified areas of good practice, which have been maintained. Some of the areas identified for ongoing improvement have been addressed.
This review was part of a cluster of four education and care reviews in the Auckland-wide Kauri Kids organisation.
Children happily participate in mixed-age, child-led activities and engage cooperatively in their chosen play. They are respected and cared for within the inclusive environment. Children gain a sense of belonging through sensitive care from their key teacher. Children's home languages and backgrounds are valued. Teachers know children well and build positive and supportive relationships with families. Children up to the age of two years benefit from tuakana/teina relationships.
The centre philosophy has a strong focus on the environment. Children have spacious areas to play and investigate teacher provided resources. The centre is resource-rich, and children have opportunities to supplement their activities through open-ended materials that encourage imaginative play. Many aspects of the philosophy are evident in practice.
Children's learning benefits from the high teacher-child ratios. Teachers are growing in confidence to ask open-ended questions that encourage and deepen children's thinking and curiosity. Current professional learning and development (PLD) is focused on increasing teachers' skills in using deliberate acts of teaching to enhance children's oral language development. The head teacher and teachers are considering ways to broaden the curriculum and children's experiences within the local area.
Teachers use stories to assess children's learning and their progress in relation to the goals of Te Whāriki. They identify and record children's learning dispositions. These stories could be more useful if teachers identified and planned to enhance children's individual interests, skills and dispositions. Teachers are participating in PLD to enhance their understanding of ways to evaluate the impact of their role on children's learning and for ongoing improvements in practice.
The ECE operations manager effectively oversees the centres. She implements appropriate processes to increase head teacher communication and develops a shared understanding of the philosophy. Kauri Kids provides a comprehensive framework of policies and procedures and a robust appraisal process. Internal evaluation frameworks are now being established.
For ongoing centre improvement and to enhance children's learning, the ECE curriculum manager and head teacher agree they should:
continue to extend teachers' use of planning, assessment and evaluation procedures that result in positive and ongoing outcomes for children
consider implementing Tāpasa Cultural Competencies Framework for Teachers of Pacific Learners to enrich the curriculum
ensure all teachers have a shared understanding of their role in children's play when planning to enhance children's learning dispositions, interests and skills.
It would be beneficial for Kauri Kids to:
continue to offer leadership PLD and provide opportunities to further enhance the leadership skills of head teachers and teachers
deepen educators' use of planning, assessment and evaluation processes for ongoing children’s learning
continue to identify how well new initiatives have impacted on learning outcomes for children
ensure children have opportunities to experience and enhance their language, culture and identity.
Before the review, the staff and management of Kauri Kids Otara 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.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki
25 March 2020
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 |
Otara, Auckland |
||
|
Ministry of Education profile number |
45780 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
29 children, including up to 3 aged under 2 years |
||
|
Service roll |
14 |
||
|
Gender composition |
Boys 10 Girls 4 |
||
|
Ethnic composition |
Samoan |
9 |
|
|
Percentage of qualified teachers |
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 |
January 2020 |
||
|
Date of this report |
25 March 2020 |
||
|
Most recent ERO report(s) |
Education Review |
August 2016 |
|
|
Education Review |
April 2013 |
||
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.
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.
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 Otara provides education and care for up to 29 children, including three children under two years of age. The centre is located in the Auckland Council Leisure Centre in Otara. Many of the families who use the facilities also use this service. The centre provides casual, part-time and full-time education and care. Three of the four staff are fully qualified teachers.
Culturally responsive relationships, partnerships with whānau and community connections are key aspects of the centre philosophy which is based on Te Whāriki, the early childhood curriculum and includes an organisational belief that ‘active bodies have active minds'.
Since the centre’s 2013 ERO review, staff have maintained their good practices. There have been two new staff members, provision has been made for some children under two and internal evaluation has been improved. The longstanding head teacher continues to build credibility with the local community and models culturally appropriate practices for teachers, parents and children. There has been targeted professional learning and development which has resulted in significant improvements.
Kauri Kids Otara is one of ten early childhood centres that are owned by and operate within policies and framework of Auckland Council. Auckland Council delegates management responsibility to the Childcare Services Manager. The centre’s head teacher works closely with a newly appointed curriculum manager, who visits regularly and provides professional advice and support for teachers.
This review was part of a cluster of four Kauri Kids reviews.
Children in this centre are busy and play enthusiastically in groups and in pairs or alone. They are very actively involved in the indoor and outdoor environments and engage in sustained play. There is an increasing focus on promoting language and literacy as part of play. Infants and toddlers have their own separate space, but also benefit from mixed age play which reflects the centre’s belief in maintaining family connections.
Teachers provide a welcoming learning environment. Children’s languages and cultural identities are very well reflected and valued. They enjoy a strong sense of belonging. Well resourced and carefully placed play areas support children’s play. Wall displays reflect teachers’ respect for New Zealand’s bicultural heritage and children’s family backgrounds. Children have fun as they explore and learn. Regular access to the community facilities, including the gym and swimming pool provide extra opportunities for children to be physically active.
Warm, responsive relationships between teachers, children, parents / whānau and the community are a longstanding feature of this centre. Teachers’ caring interactions support children’s play and language development. Teachers work well as a team and are responsive to children and their families and cultures. Children’s and teachers’ home languages are heard in meaningful conversations.
Teachers know children and their family backgrounds well and use their home languages with children. There is evidence that teachers know about parents’ aspirations and continue to support parents to have input into their children's learning. Teachers now need to support children to develop more complex play and use conversations that build on children’s prior knowledge.
Teachers plan and implement a responsive curriculum that reflect Te Whāriki, the early childhood curriculum,and the centre philosophy, and nurtures children’s languages and cultural identity.
Te reo and tikanga Māori are a strength in the programme. Teachers have re-established planning systems and, with support from the curriculum manager, continue to improve planning and assessment. Portfolios are good records of children’s involvement in the programme and show children’s strengths and interests.
Teachers work collaboratively and benefit from the mentoring and effective leadership of the head teacher. They are encouraged to take responsibility and share their strengths and knowledge. The Auckland Council also provides leadership and professional development opportunities for teachers as well as administration and professional support.
Self review is established and becoming more focused on improving outcomes for children. There is a shared vision and clear direction guided by the strategic and annual plans. A rigorous appraisal system has been implemented that aligns to the strategic plan and teacher goals. Teachers’ appraisals identify appropriate professional learning needed to support their development.
The Auckland Council has good systems to guide centre management and governance, maintain ongoing improvement and ensure accountability. A robust system is in place to monitor health and safety practices and ensure all centres meet legislative requirements. The Auckland Council has a strong commitment to implementing bicultural practices and responding to community needs.
The centre leaders agree that key next steps for the centre include:
Before the review, the staff and management of Kauri Kids Otara 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 Otara will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
25 August 2016
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 |
Otara, Auckland |
||
|
Ministry of Education profile number |
45780 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
29 children, including up to 3 aged under 2 |
||
|
Service roll |
27 |
||
|
Gender composition |
Boys 14 |
||
|
Ethnic composition |
Māori |
7 |
|
|
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 |
June 2016 |
||
|
Date of this report |
25 August 2016 |
||
|
Most recent ERO report(s) |
Education Review |
April 2013 |
|
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.
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.