16 Lisa Crescent, Mangakakahi, Rotorua
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.
Kids.Com.Educare is located in the western suburbs of Mangakakahi, Rotorua. The service is licensed to provide all-day education and care for 46 children, including 14 aged up to two years. At the time of this review 42 Māori children attended.
The service philosophy principles give prominence to whanaungatanga, rangatiratanga, whakamana, kotahitanga and whānau tangata. Since the September 2014 ERO report, the outdoor learning space has been upgraded to extend the learning opportunities provided for children. Most teachers are qualified.
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 the services key next step as reflecting the bicultural curriculum in children's portfolios and programme evaluations.
This review was one of a group of seven in Provincial Education Group Limited.
Children participate in a play-based programme. They have many opportunities to visit and experience significant sites in the community that are unique to hapū and iwi. Group times provide opportunities for children to lead and celebrate their cultures. A specific waiata has been composed to celebrate the local history of the maunga and Te Arawa waka. This placed-based approach is highly valued and strongly reflected throughout the curriculum. Children participate in culturally responsive and engaging contexts for learning.
Tikanga and kawa practices are highly valued and well understood by children. Teachers use te reo Māori in meaningful conversations with tamariki.
Teachers are warm and welcoming and a strong sense of whanaungatanga and manaakitanga is evident. The overarching philosophy principles are apparent in practice.
A range of effective strategies is used by teachers to engage children in the curriculum. These include:
providing an environment that encourages wonderings and creativity
working alongside children supporting and extending their learning
giving children feedback that acknowledges their effort and success.
Younger children participate in a calm and unhurried environment. Responsive and respectful caregiving is evident. Children with additional learning needs are well supported to fully participate in all aspects of the curriculum; inclusive practice is promoted. Leaders and teachers work in partnership with parents and external agencies to improve outcomes for children.
Learning portfolios show ongoing observations of children’s interests, developing friendships and participation in the programme. Parents have opportunities to actively engage in many aspects of the curriculum and contribute to the planning for their child's learning. Further strengthening of the assessment process is required. This includes teachers:
identifying learning outcomes for the child
planning for complexity of learning
highlighting how the child's learning has progressed overtime.
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 clear, specific, measurable and aspirational goals
formalising the purpose of any observations.
Teachers are highly reflective and improvement focused. A well-considered process for internal evaluation is in place to guide improvements. A stronger evaluative focus is required to assist teachers to effectively judge how well the curriculum and teachers' practices supports positive outcomes for children’s learning.
A recent positive parent survey has affirmed teacher practice and provided feedback for ongoing consideration by leaders.
Strong leadership with clear expectations of teacher practice are in place and well monitored. This approach supports positive outcomes for all.
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. The organisation has recognised the importance of providing formal feedback to teachers from their visits and a reporting process is currently being developed.
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.
ERO and leaders agree that their priority next steps are to:
further develop assessment and planning for learning
strengthen the appraisal process
continue to build the capacity of teachers to evaluate their practices and the curriculum.
ERO and the organisation agree that to further strengthen practice, their next steps are to:
establish nationally consistent reporting frameworks
monitor the progression of strategic goals, through measurement 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.
Before the review, the staff and management of Kids.Com.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 Kids.Com.Educare will be in three years.
Alan Wynyard
Director Review and Improvement Services
Te Tai Pokapū - Central Region
24 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 |
Rotorua |
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Ministry of Education profile number |
40200 |
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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 |
46 children, including up to 14 aged under 2 |
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Service roll |
54 |
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Gender composition |
Boys 29, Girls 25 |
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Ethnic composition |
Māori |
42 |
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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 |
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Review team on site |
August 2018 |
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Date of this report |
24 October 2018 |
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Most recent ERO report(s) |
Education Review |
September 2014 |
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|
Education Review |
June 2011 |
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|
Education Review |
April 2008 |
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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.
Kids.Com.Educare is an all-day education and care service. It is licensed for a maximum of 46 children at any one time, including up to 14 children under the age of two. The current weekly roll of 61 includes 43 children who are identified as Māori. The centre is owned by a private company, which took over the service in mid-2013. The previous long-term owner and leader continue to participate in the management of the service, providing valued advice and support in a senior position. There have been few changes of staff since the 2011 Education Review.
The centre’s vision, as expressed in its mission statement, is to 'develop a partnership that enhances the health, wealth, and prosperity of all individuals'. This intention is evident in its philosophy, which aims to establish partnerships with parents that involve them in their child’s learning and development. There is a commitment to child-initiated play, cultural appropriateness, open communication and ongoing learning for teachers and children.
The 2011 ERO report recommended improvements to the centre's assessment, self-review process and to a structured learning programme for older children. The centre has made very good progress in addressing these points, and has also improved the indoor and outdoor learning environments.
A separate area is provided for babies and toddlers up to two years of age.
Leaders and teachers develop strong relationships with children that are trusting, respectful and responsive. They support children to become confident, competent learners who display well-developed social skills. Teachers present an environment and interactions that offer children a wide variety of opportunities to explore, play actively, be creative, and enjoy the company of others. A key feature of the centre is the immersion of children in te ao Māori as a natural part of their day, through conversations, waiata, karakia, and stories about Te Arawa history. Children are highly engaged in participating in these activities and experiences, and develop skills and confidence to share their mihi and lead action songs.
Aspects of literacy and mathematics are naturally integrated into the wider programme for all children. A more structured programme for four year olds recognises these children’s current interests and invites their active participation in complex tasks and activities.
Babies and toddlers are well-catered for in an attractive environment where they receive nurturing care and affectionate support. They enjoy warm and gentle interactions with adults and one another. Teachers provide opportunities for them to relate to their siblings and other older children. Babies and toddlers are encouraged to explore their environment independently, develop physical skills and grow their understanding of the world around them. Their oral language is encouraged through frequent interactions with teachers, who actively encourage babies’ and toddlers’ interests and support their wellbeing. The service works with parents to plan and support flexible transitions to the older children’s area.
Leaders and teachers value parents as partners in children’s learning and development. They seek to include parents’ aspirations for their children’s learning and development, and build on children’s home interests and experiences. Parents and whānau participate in centre activities and events, which allow them to contribute to the life of the centre and gain an appreciation of their children’s learning and progress.
Centre leaders and managers are highly committed to the vision of a centre where the wellbeing and belonging of all individuals is paramount. This is evident in the relationships throughout the service with children, parents and whānau, and teachers. Leaders and managers support teacher professional practice, and promote a culture of collaboration and contribution. They advocate to local services for support for children and families. They have created and sustain a service that responds to the aims and aspirations of its parent and wider community.
Self review is well developed. It is carefully documented and is focused on improvements to enhance outcomes for children. Self review guides the service’s decision making at all levels.
Currently teachers include extensive bicultural perspectives in the curriculum. The centre has identified the need to enhance outcomes for children by further developing teacher knowledge and skills at recognising and documenting these bicultural perspectives in children’s portfolios and programme evaluations.
Before the review, the staff and management of Kids.Com.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:
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 Kids.Com.Educare will be in four years.
Dale Bailey
National Manager Review Services
Northern Region
11 September 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 |
Mangakahi, Rotorua |
||
|
Ministry of Education profile number |
40200 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
46 children, including up to 14 aged under 2 |
||
|
Service roll |
60 |
||
|
Gender composition |
Girls 34 Boys 26 |
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Ethnic composition |
Māori NZ European/Pākehā Tokelau Other Indian |
42 10 3 3 2 |
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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 |
Meets minimum requirements |
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Over 2 |
1:8 |
Meets minimum requirements |
|
|
Review team on site |
July 2014 |
||
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Date of this report |
11 September 2014 |
||
|
Most recent ERO report(s) |
Education Review |
June 2011 |
|
|
Education Review |
April 2008 |
||
|
Accountability Review |
March 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.