Kids Inn Nursery & Fantails - 01/09/2016

1 Evaluation of Kids Inn Nursery & Fantails

How well placed is Kids Inn Nursery & Fantails 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

Kids Inn Nursery and Fantails is licensed to provide all day education and care for 53 children, including up to 23 aged under two years. The service operates from two adjacent converted houses. Children aged up to two years occupy one house, and those aged two to three and half years, known as the Fantails, occupy the other. In the 2013 ERO report the two separate groups were identified as Nursery and Kakapo. The name Kakapo now applies to the preschool service which is situated across the road.

In December 2014 the service changed ownership and is now under the governance and management of Evolve Group 3 Ltd. A manager is responsible for the running of the centre and leads a team of eight other qualified teachers, and four unqualified teachers. The cultural diversity of the community is reflected in the teaching team.

Two different philosophy statements guide teaching practice in the two houses. Aspects common to both are the focus on building respectful and trusting relationships with children and their whānau, the establishment of home-like, yet stimulating environments, and a commitment to honouring the Treaty of Waitangi. The aim of all teachers is to provide a programme for children of different age groups that is responsive to their diverse needs.

The 2013 ERO report noted that children were happy and settled and that teachers were respectful, and responsive. The environment provided children with good opportunities to learn through exploration and creativity. Good opportunities were provided for teachers to develop professionally. These positive aspects are still evident.

Areas identified for ongoing development in the 2013 report were the portfolios of children's learning, teachers' responsiveness to parent aspirations and the language culture and identity of all children, and bicultural practice. It was also suggested that teachers review programme routines for children. There have been positive developments in these areas.

The Review Findings

Children settle in well and engage in self-directed play. They independently access carefully selected resources that allow them to engage in play using real utensils. They are confident and capable. Children know centre routines well.

Teachers work with children in small groups and respect their choices. They organise and manage well considered, inviting environments that minimise challenging behaviours. Their interactions with children are warm, respectful, and support children's learning. The importance of play as a vehicle for learning is respected and valued.

Infants and toddlers benefit from responsive, consistent caregiving that supports their need for strong and secure attachments. Teachers engage in one-to-one interactions where they follow the child's lead. Children are sensitively encouraged to be independent. All children benefit from good teacher to child ratios.

The cultural diversity of teaching teams allows teachers to converse with children and whānau in their home languages. Teachers are developing their knowledge and use of te reo and tikanga Māori and often include te reo during centre routines.

Head teachers have recently been appointed to support teachers in both teams. They have introduced new programme planning processes designed to be responsive to the diverse needs of these two groups. The use of an on-line assessment tool has encouraged parents to contribute to their children's learning stories.

Parents who spoke with ERO expressed satisfaction with the service. In particular they felt well informed about their children's learning, centre events and developments. Flexible processes ensured successful transitions for individual children, and consistency in teaching teams supported children's wellbeing.

The centre is well managed. New owners continue to review and adapt management systems. The policy framework that guides centre practices is also being reviewed and refined to align with current legislation.

Teacher appraisal processes are robust. Managers provide numerous opportunities for teachers to attend professional learning opportunities. There is good support for leaders, and an organisational culture that supports ongoing improvement. Good strategic recruitments have been made to support improved programmes and quality outcomes for children.

Key Next Steps

Centre leaders agree that to enhance their current good practice they should:

  • continue to develop their bicultural practice through deepening their knowledge of te ao Maori, and make this visible in centre programmes and documentation

  • continue to develop and refine programme planning and assessment processes to be responsive to the different groups in the centre

  • ensure that Te Whāriki, the early childhood curriculum, is visible in programme planning and assessment documentation, and internal evaluation

  • review the philosophy statements of both teaching teams to ensure alignment with current teaching practice.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kids Inn Nursery & Fantails 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 Kids Inn Nursery & Fantails will be in three years.

Graham Randell

Deputy Chief Review Officer Northern

1 September 2016

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

Glenfield, Auckland

Ministry of Education profile number

20231

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

53 children, including up to 23 aged under 2

Service roll

58

Gender composition

Girls 30 Boys 28

Ethnic composition

Māori

Pākehā

Chinese

British

Indian

other

6

31

13

3

3

2

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

1:7

Better than minimum requirements

Review team on site

July 2016

Date of this report

1 September 2016

Most recent ERO report(s)

Education Review

June 2013

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.