1271 Whakatau Street, Rotorua Central, Rotorua
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Kids.Com.Educare Central Ltd is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Kids.Com.Educare Central Ltd is located in central Rotorua. It is a full-day education and care service, licenced for 80 children with a maximum of 20 children up to two years of age. It has three aged-based learning areas. The current role of 84 includes 62 Māori children and a range of other ethnicities.
The centre is owned and governed by the Provincial Education Groups Ltd organisation. A new senior management structure is in place. The organisation provides support to the centre through a regional manager, operations manager and education manager. A centre manager oversees the daily operations of the centre, supported by a team of mostly qualified teachers.
The centre philosophy is informed by the overarching principles of the governing organisation. They have identified six key values consisting of partnership, participation, communication, an emphasis on education and care, protection and holistic development.
Since the last 2016 ERO evaluation, leaders have responded well to address the key next step identified about strengthening teachers understanding of their philosophy. The next step around bicultural assessment is evident in teaching practice and now needs to be further refined in documentation.
Children experience a broad and rich curriculum. Excursions into the local community provide authentic learning opportunities. Children engage with nature at the community maara kai gardens and forest. Teachers should consider how to bring this valuable learning into the centre by increasing the use of natural resources and within the garden areas. The programme reflects the interests of children and flexible routines allow for uninterrupted play. A holistic approach to learning supports wellbeing. Literacy is integrated across the learning areas. Infants and toddlers have their care needs well met with individualised routines. Children are actively engaged in their learning.
Assessment and planning of children's learning have been strengthened. Teachers have an understanding of each child’s unique needs and dispositional learning pathways and intentionally plan to meet these goals. There is a need to for leaders to continue to build teacher capability in developing knowledge about culturally responsive assessment and evaluating learning.
Children benefit from respectful and responsive relationships with teachers. The cohesive teaching team affirm children's' positive behaviour, supporting their social competence. Transitions into, within the centre and on to school are well supported. Oral language is promoted through rich conversations, waiata, music and storytelling. Teachers actively engage with relevant professional development opportunities. They are reflective and focused on improving learning outcomes for children. Teachers are inclusive, and they work with external agencies to support children with additional learning needs, when required. Children and their families develop a sense of belonging at the centre.
Knowledgeable leaders are effectively building capability within the service. A robust appraisal system has recently been introduced. Leaders are well respected and supportive of teachers. Collaborative ways for working are fostered with everybody in the centre, establishing a strong team culture. A shared leadership approach is empowering teachers to share their skills and passions. Through their vision and philosophy leaders promote a strong commitment to bicultural practice. They bring knowledge of te reo, tikanga and te ao Māori to the programmes, affirming and normalising strong centre wide practice and supporting success for Māori learners. Children benefit from leadership initiatives that support equity and engagement in the service.
Effective systems and processes guide centre operations. Management advocate for the development and implementation of a Te Tiriti o Waitangi based curriculum and teaching practice through the vision and philosophy. Parents have opportunities to be involved in decision making about the service. Strengthened strategic planning is leading to improved outcomes for children. Internal evaluation is aligned to the strategic plan. However, governance should take a strategic approach to improving the appearance of the physical environment and the resourcing of the centre, both indoors and outside, to improve learning outcomes for children.
The next step for governance of Kids.Com.Educare Central Ltd is to:
prioritise the upgrade of the physical environment and resourcing of the centre.
The next step for leaders and teachers is to continue to strengthen the assessment, planning and evaluation process to consistently capture:
the evaluation of children's learning
the language, culture and identity of all learners.
Before the review, the staff and management of Kids.Com.Educare Central Ltd 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.
In order to improve current practice more vigilant daily checks for items that could topple of fall and cause injury are required.
Phil Cowie
Director Review and Improvement Services Central
Central Region
10 January 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.
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Location |
Rotorua |
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Ministry of Education profile number |
40054 |
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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 |
80 children, including up to 20 aged under 2 |
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Service roll |
84 |
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Gender composition |
Male 45 Female 39 |
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Ethnic composition |
Māori |
62 |
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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 2019 |
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Date of this report |
10 January 2020 |
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Most recent ERO report(s) |
Education Review |
June 2016 |
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Education Review (as Flying Start Childcare and Preschool) |
January 2013 |
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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:
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.
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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 Central Ltd, previously Flying Start Childcare & Preschool, is located in central Rotorua and provides education and care for children from birth to school age. The centre is organised in three age-based spaces for babies, toddlers and older children. At the time of this ERO review 86 children were enrolled, including 46 Māori children.
The 2013 ERO report noted ongoing concerns in relation to centre governance, leadership, teaching practice, assessment, planning, and learning environments. In July 2013 the centre was purchased by Provincial Childcare Holdings Limited. The new owners have allocated significant support and resourcing to address the areas of concern identified in the previous ERO report, as well as improving relationships with the parent community, staff morale and retention. All areas of non-compliance from the previous ERO report have been addressed.
The centre philosophy is clearly articulated and understood. It encapsulates the principles and values of Te Whāriki, the early childhood curriculum, and the Treaty of Waitangi, through an emphasis on manaakitanga, aroha, whanaungatanga, kotahitanga and wairuatanga. The philosophy also recognises the unique potential of each child, their individual strengths, needs and the knowledge that they bring with them.
Children benefit from a curriculum that reflects and affirms their languages, cultures and identities. Integral to this curriculum are kaupapa Māori concepts of wairuatanga, aroha, whanaungatanga, kotahitanga and manaakitanga. Within these concepts there is a strong emphasis on developing each child's social, emotional and intellectual competencies.
Teaching strategies promote and foster children's communication skills and confidence. Teachers model quality language structures through their conversations, waiata, storytelling and listening to develop their oral language and confidence. Children are building strong foundations for their development as enthusiastic and competent literacy learners.
Relationships and interactions between teachers and children are supportive, sensitive and respectful. Teachers are highly attuned and responsive to individual children's interests and preferences, and the needs of more vulnerable children. Children are well supported to develop their social skills. Through child-initiated play and group activities, children learn to express themselves, share resources, work cooperatively, and show empathy to others.
Teachers are developing meaningful processes for assessment, planning and evaluation. They are using a bicultural assessment framework designed to deepen their response to children's learning, and whānau aims and aspirations. They regularly document and share what they notice about children's interests, dispositions and learning. This information is accessible to, and valued by, whānau and families.
The owners have significantly enhanced the provision of quality early childhood education particularly for Māori children and their families, through strong and effective governance and resourcing. The owners are well supported by a senior leadership team who are focused on the provision of high quality learning opportunities and experiences for children and their families. The leadership team brings strong bicultural perspectives and understanding to their respective roles and responsibilities. The owners and senior leaders have established a meaningful and collegial partnership based on mutual respect and trust. Effective governance and management supports the ongoing sustainability of the service.
Senior leaders are effectively building teacher capability. A key component of their work has been the responsive guidance, mentoring, modelling and support for teachers. In addition, the centre manager is knowledgeable about effective practice in early childhood education. She models the centre philosophy in her relationships with staff and in her approach to leading the centre. Teachers appreciate the caring and respectful manner that empowers them to grow their practice, and through shared leadership, make valued contributions to the programme and children's learning and development.
Self review is well developed and focused on the effectiveness of centre processes and practices. It involves contributions from management, teachers and parents where relevant. Reviews are well structured using appropriate frameworks and reflective questions focused on improving outcomes for children and their families.
The owners' commitment to providing quality education is highly evident in recent redevelopment of the learning environment. Thoughtful design and resourcing enables a natural flow between indoor and outdoor spaces and between age-based settings. Teachers report there are greatly improved opportunities for children to use their imagination, engage in cooperative and complex play, exploration and creativity.
Senior leaders agree that the next step is to continue to:
work with teachers to deepen their understanding of the philosophy and how it influences their practice
develop teachers’ understanding in relation to bicultural assessment practices and the implications this has for planning and evaluation.
Before the review, the staff and management of Kids.Com.Educare Central Ltd 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 Central Ltd will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
14 June 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 |
Rotorua |
||
|
Ministry of Education profile number |
40054 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
80 children, including up to 20 aged under 2 |
||
|
Service roll |
86 |
||
|
Gender composition |
Boys 45 Girls 41 |
||
|
Ethnic composition |
Māori Pākehā Indian South African Samoan |
46 33 4 2 1 |
|
|
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 |
April 2016 |
||
|
Date of this report |
14 June 2016 |
||
|
Most recent ERO report(s) |
Education Review (as Flying Start Childcare & Preschool) |
January 2013 |
|
|
Education Review (as Flying Start Childcare) |
March 2010 |
||
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.