Kauri Kids Takapuna

1 Evaluation of Kauri Kids Takapuna

How well placed is Kauri Kids Takapuna to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Kauri Kids Takapuna is well placed to promote positive learning outcomes for children.

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

Background

Kauri Kids Takapuna is located in the Takapuna Leisure Centre. It is licensed for 30 children, including up to 10 under the age of two years. The facility offers a variety of full-day, session and casual attendance options. It provides for mixed-age play and has a separate area for infants and toddlers. The head teacher leads a mostly qualified staff team.

Kauri Kids Takapuna is one of 11 early childhood education (ECE) centres across the wider Auckland region managed centrally by Auckland Council. Kauri Kids Auckland Council Management (KKACM), provides a governance and management framework, and support personnel to assist the centre. An ECE curriculum leader is responsible for the overall operation of the Kauri Kids services. The head teacher in each service reports to the manager of the facility where the service is based.

The principles of Te Whāriki, the early childhood curriculum, are reflected in the centre programme. The recently reviewed philosophy of all Kauri Kids centres emphasises the organisation's commitment to providing a service that values quality learning experiences and opportunities for exploration, the inclusion of all children and their families, and the bicultural nature of Aotearoa New Zealand.

Leaders continue to strengthen the good practices noted in ERO's 2015 report, along with bicultural practices and partnerships with parents.

This review was part of a cluster of three services reviews in the Auckland City Kauri Kids organisation.

The Review Findings

Children are social, confident and highly engaged learners. They lead the direction of their learning and choose play areas based on their interests. They have strong, trusting connections with their teachers, who talk with them in meaningful ways. A strong sense of respect and belonging is evident in the centre. Children have plentiful opportunities for uninterrupted, inclusive and friendly play. Routines are unhurried and the centre is very calm.

Children under the age of two benefit from responsive, caring interactions with their teachers. They enjoy mixed-age play opportunities and confidently move around the centre. Teachers skilfully nurture children's independence and self-help skills.

The experienced teachers work collaboratively, and provide a welcoming and attractive environment for families. Relationships with parents and whānau are well established. Transitions into and through the centre are child focused and tailored to suit families.

Thoughtful presentation of the environment fosters children's creativity and imaginative play. There is a wide variety of natural resources that are easily accessible by children. After significant refurbishment and redesign, the outdoor environment offers good provision for creative and imaginative exploration, and promotes physical play. Regular access to leisure centre facilities provides extra opportunities for physical activity.

Teachers implement a child focused, play-based programme. Assessment and planning are responsive to children's interests. Assessment portfolios provide very good information about learning experiences, and these are shared with parents electronically. Informal discussions and informative wall displays also keep parents well informed. Teachers build children's capability to transition to school by promoting opportunities through the programme.

Centre routines acknowledge the bicultural heritage of Aotearoa New Zealand. Te reo and tikanga Māori are integrated in the programme. Professional development has built teachers' capability and confidence. Children's cultural backgrounds are acknowledged and respected.

The leadership team has a strong focus on continual development. Leaders support team members to develop their leadership capability. Teacher appraisals are aligned with the centre's strategic goals and required teaching standards. Teachers' professional learning is impacting positively on outcomes for children.

Well-developed strategic plans and annual plans guide centre operations. Health and safety, and employment policies align with Auckland Council expectations.

Key Next Steps

Key next steps include:

• continuing to review how effectively teachers identify their role in children's learning

• making children's cultural identities more visible in the learning programme and documentation

• building bicultural practice by developing a local curriculum that explores the history of the immediate area.

The KKACM operations manager and centre leaders agree that, across the organisation, they should continue to strengthen:

• bicultural practice in all centres

• appraisal systems, to meet Teaching Council requirements

• internal evaluation through more evaluative questioning

• assessment, programme planning and evaluation practices.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kauri Kids Takapuna 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

21 June 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		Takapuna, Auckland
Ministry of Education profile number		20332
Licence type		Education & Care Service
Licensed under		Education (Early Childhood Services) Regulations 2008
Number licensed for		30 children, including up to 10 aged under 2
Service roll		47
Gender composition		Boys 26 Girls 21
Ethnic composition		Māori NZ European/Pākehā other ethnic groups	4 37 6
Percentage of qualified teachers		80% +
Reported ratios of staff to children	Under 2	1:2	Better than minimum requirements
	Over 2	1:3	Better than minimum requirements
Review team on site		May 2019
Date of this report		21 June 2019
Most recent ERO report(s)		Education Review	October 2015
		Education Review	February 2012
		Education Review	February 2009

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.

1 Evaluation of Kauri Kids Takapuna

How well placed is Kauri Kids Takapuna 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

Kauri Kids Takapuna was previously known as the North Shore Leisure-Takapuna Crèche. While still located at North Shore Leisure, the service is now one of 10 early childhood education (ECE) centres across the wider Auckland region centrally managed by the Auckland Council.

The centre’s operations have benefitted from the Auckland Council’s new ECE management structure and systems. Since ERO’s 2012 review, the centre has been relicensed, and the new council licensee and curriculum leader are now strategically positioned to support the on-site head teacher and staff.

Other significant changes have occurred during this time. The service now offers a wider variety of full day, session and casual attendance options. This enables parents to utilise the government’s twenty hour subsidy and consequently roll numbers and attendance have increased.

The centre has places for 30 children including 10 up to the age of two years. The facilities provide for mixed age play, with separate play area for infants and toddlers. Teachers are reviewing centre routines and practices. Health and safety and employment policies have been updated and are now aligned to Auckland Council’s expectations.

The staff work very collegially and many, including the head teacher, have worked at the centre for an extended period. The majority are registered teachers. They are aware of ongoing changes and plans for future improvements.

The Review Findings

Children attending Kauri Kids Takapuna are very familiar with the routines and expectations of the programme. They are confident children who make friends with each other and make good use of the equipment provided. They relate positively to the teachers and can share their interests, feelings and concerns.

Children benefit from the small roll number and opportunities for mixed age play. They are considerate of one another and include others in their play. Infants and toddlers are nurtured and well cared for. Infants have appropriately selected resources and enjoy periods of one-to-one interaction with designated staff.

Teachers are currently reviewing and evaluating their planning and assessment practices. They have recently introduced portfolios to document each child’s learning journey, using observations and photographs to identify children’s progress and learning dispositions. A centre goal is to build stronger learning partnerships with parents to better share and extend the use of portfolios.

Children can independently access a wide variety of good quality learning resources. The programme reflects key aspects of Te Whāriki, the early childhood curriculum, and provides opportunities for self-selected play. Children are encouraged to explore the environment and use equipment creatively. Well developed centre plans to extend the outdoor area will greatly enhance opportunities for learning.

Teachers’ planning is becoming more child-centred and individualised. Teachers recognise and respond to children’s strengths and interests. Positive engagement enhances learning relationships. Teachers should now increase ways for children to lead their own learning and limit interruptions to this self directed learning time. This would create greater opportunities for extended and sustained play.

More children are staying at the centre until they are five and making the transition from this centre to school. Teachers have introduced “Tui Time” a useful programme to support skills for school readiness. They have included aspects of writing and numeracy, together with drawing, oral language and self management. Teachers are planning to strengthen these ‘transition to school’ procedures in consultation with parents.

Centre leadership has been strengthened. The head teacher has had good opportunities for professional development and increased support for leading the teaching team. Teachers are benefitting from opportunities to share with others in the wider Kauri Kids organisation.

Centre leaders are preparing to implement a new appraisal system that will encourage teachers to reflect on their practice in response to the Practicing Teacher Criteria. Self review is improvement focused and documented, and recent staff training has usefully included aspects of the early childhood Licensing Criteria.

Centre leaders anticipate that new Kauri Kids vision and philosophy statements will provide a useful framework for whole centre self review and teachers’ individual reflection.

Key Next Steps

Kauri Kids’ centre managers are developing more strategic approaches to guiding the development of its learning centres. This is enabling Kauri Kids Takapuna to identify key next steps in its centre goals and action plans. These include:

• upgrading and extending the outdoor learning environment
• enhancing learning partnerships with parents
• reviewing bicultural practises and use of te reo Māori
• ensuring the programme challenges and extends older children.

These steps have a clear focus on outcomes for children. They are likely to sustain recent developments and lead to further improvements.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kauri Kids Takapuna 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 Kauri Kids Takapuna will be in three years.

Graham Randell

Deputy Chief Review Officer Northern

14 October 2015

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	Takapuna, Auckland
Ministry of Education profile number	20332
Licence type	Education & Care Service
Licensed under	Education (Early Childhood Services) Regulations 2008
Number licensed for	30 children, including up to 20 aged under 2
Service roll	53
Gender composition	Boys 31 Girls 22
Ethnic composition	Māori Pākehā Asian Pacific other	3 41 4 1 4
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates	80%
Reported ratios of staff to children	Under 2	1:2	Better than minimum requirements
	Over 2	1:3	Better than minimum requirements
Review team on site	July 2015
Date of this report	14 October 2015
Most recent ERO report(s)	Previous reviews as: North Shore Leisure - Takapuna Crèche
	Education Review	February 2012
	Education Review	February 2009
	Education Review	February 2006

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.