Kids on Broadway

Education institution number:
30243
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
22
Telephone:
Address:

119 Broadway, Matamata

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Kids on Broadway

1 ERO’s Judgements

Akarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.

ERO’s judgements for Kids on Broadway are as follows:

Outcome Indicators

(What the service knows about outcomes for learners)

Whāngai Establishing

Ngā Akatoro Domains

 

Learning Conditions
Organisational Conditions

Whakatō Emerging

Whakatō Emerging

3 Context of the Service

Kids on Broadway is one of two not-for-profit services governed by the Matamata Childcare Centre Trust Board. Operational oversight and pedagogy are the responsibility of the centre manager and pedagogy lead. Approximately a quarter of the children enrolled identify as Māori, a small number are of diverse heritages.

3 Summary of findings

Children are immersed in a curriculum that effectively enacts the service’s philosophy and values. Children have the time, freedom, and space to explore at their own pace through uninterrupted play. The environment is well resourced and provides open-ended experiences.  Calm, respectful and positive interactions by teachers support children to develop their social competence and build friendships.

Elements of Te Tiriti o Waitangi, te reo Māori and tikanga Māori are evident within the curriculum. Some teachers have taken steps to learn about children’s home languages, cultures, and identities within the service.

Strong relationships between teachers and whānau support children to develop a sense of belonging and wellbeing. However, learning-focused partnerships between staff and whānau are not yet established. Goals shared by parents for their child’s learning are not consistently informing assessment and planning. Teachers and leaders have an awareness of external support agencies and use these to get support for children with additional learning needs.

The service’s organisational conditions are in an early stage of development. There are minimal opportunities for professional learning and professional growth cycles are newly established. Internal evaluation is not yet promoting ongoing review and improvement. A shared understanding of internal evaluation and its purpose amongst teachers, leaders and governance is required. Relational trust and collaboration is limited between the newly established governance board and management. Governors are yet to fully implement the working conditions that support and enable teachers to provide a rich and responsive curriculum for all children.

4 Improvement actions

Kids on Broadway will include the following actions in its Quality Improvement Planning:

  • Purposefully seek and integrate all children’s home languages, cultures and identities into the curriculum.

  • Governance to effectively support the continuity of systems, processes and practices that focus on children and their learning.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kids on Broadway completed an ERO 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; safety checking; teacher registration; ratios)

  • relevant evacuation procedures and practices.

All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.

Actions for Compliance

During the review, the service provided ERO with evidence that shows it has addressed the following non-compliance:

  • All children’s workers who have access to children are safety checked in accordance with the Children’s Act 2014, and a record of all safety checks and the results are kept.

[Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA7A]

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

20 January 2023 

6 About the Early Childhood Service

Early Childhood Service Name

Kids on Broadway

Profile Number

30243

Location

Matamata

Service type

Education and care service

Number licensed for

25 children aged over 2

Percentage of qualified teachers (delete if not applicable)

100%

Service roll

25

Review team on site

November 2022

Date of this report

20 January 2023

Most recent ERO report(s)

Education Review, June 2018; Education Review, April 2015

Kids on Broadway - 29/06/2018

1 Evaluation of Kids on Broadway

How well placed is Kids on Broadway 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 on Broadway is one of two full-day education and care centres, operated by a parent management committee and is a chartered incorporated society. It is located in Matamata, and caters for children from two years to school age. It is licensed for 25 children, and currently there are 38 on the roll. The centre has five teachers including the centre manager and four of these are qualified and fully registered.

The centre philosophy aims to promote empathy and compassion for others in a home-like environment where children experience warmth and unity, and have opportunities to be curious and creative.

Since the previous ERO report in 2015, two subcommittees for each service have been established with one president that oversees both centres. Teachers have focused on improving their practice through ongoing professional development and reflection. The use of te reo Māori and the bicultural curriculum have also been developed.

The Review Findings

Teachers have established respectful, nurturing and caring relationships with children and their families. Positive, respectful interactions are evident between teachers and children. Children are able to lead their own learning and are encouraged to make choices and decisions during prolonged periods of uninterrupted play. Open-ended questions are used to promote children’s understanding about their learning, in authentic and meaningful contexts. Children are becoming confident and competent learners and explorers.

Children with additional learning and care needs are well supported with individual development plans and care. Outside agencies are supporting teachers with knowledge and strategies to provide these children with successful learning experiences. This inclusive approach is enabling children to experience a curriculum that is responsive to their interests and preferences. Children are respected for who they are and what they bring to their learning.

The home-like environment is well equipped and thoughtfully designed. Open-ended resources are provided allowing children to make choices about their learning alongside teachers. The outside learning space promotes risk taking and physical challenge. Early mathematics and literacy experiences are meaningfully woven throughout learning. Teachers know children as individuals. Children are encouraged to become socially competent, solve problems, and are trusted as independent learners. Children experience purposeful and meaningful learning opportunities.

Transitions into the centre are positive and flexible. Readiness for school is supported by responsive transition processes. Children with additional learning needs receive a more personalised approach to support their integration into the school environment. Children’s portfolios show their engagement in the programme and are readily available for children and parents to revisit their learning. While te reo and tikanga Māori are visible in the centre there is a need to further develop aspects of a bicultural curriculum. Teachers promote unity, kindness and positive learning outcomes for all children.

The centre manager has effectively established positive and reciprocal relationships with the teaching team. Leadership implements policies and procedures, which support the daily operations of the centre. Self review is well established and is contributing to ongoing improvement. While the teacher appraisal process is developing, there is a need to strengthen the alignment of this process to the expectations of the Education Council. Relevant professional learning and development is also improving teachers' knowledge and capacity. Leaders support teachers to reflect on their practice, to improve outcomes for children.

The management committee provides governance for the centre. Well-established systems and processes are in place to guide daily operations. The annual plan has been developed, and a system for monitoring progress is in place. Governance and management systems are contributing to ongoing improvement and positive learning outcomes for children.

Key Next Steps

To further improve practice leaders need to review the strategic plan, redevelop priorities and set goals that more clearly contribute to positive learning outcomes for children. This will include strengthening:

  • the appraisal policy and procedure to align with Education Council of New Zealand requirements and guidelines
  • assessment, planning and evaluation documentation to ensure it is used to inform the curriculum
  • planning to support continuity of learning and to promote deeper recognition and analysis of learning
  • goals to reflect a commitment to the bicultural heritage of Aotearoa New Zealand

Recommendation

The centre should now access professional support for the committee and centre manager to guide the development of a robust, long-term strategic plan.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kids on Broadway 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.

In order to improve practice, the service needs to improve its performance by ensuring the service's curriculum is informed by assessment, planning and evaluation that demonstrates an understanding of children's learning, their interests, whānau and life context. [Licensing Criteria for Early Childhood Education and Care Centres 2008, C2].

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Kids on Broadway will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer Waikato

Te Tai Miringa - Waikato / Bay of Plenty Region

29 June 2018

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

Matamata

Ministry of Education profile number

30243

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

25 children

Service roll

38

Gender composition

Boys 21 Girls 17

Ethnic composition

Pākehā

38

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Over 2

1:7

Better than minimum requirements

Review team on site

April 2018

Date of this report

29 June 2018

Most recent ERO report(s)

 

Education Review

April 2015

Education Review

April 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 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.

Kids on Broadway - 17/04/2015

1 Evaluation of Kids on Broadway

How well placed is Kids on Broadway 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 on Broadway is located in Matamata and caters for families from the town and surrounding farming district. The centre operates under the umbrella of Matamata Childcare, a non-profit incorporated society. It is licensed to provide all-day education and care for up to 25 children over the age of two years. Currently 43 children are on the roll, and five children identify as Māori.

Since the last ERO review in 2012 management and teaching staff have remained largely the same. The centre exceeds Ministry of Education expectations for qualified and registered teachers. Teachers have made good progress with the areas for development identified in the 2012 report related to self review, strategic planning, appraisal and routines. Since the onsite review visit, the legal structure of the governance body has changed to offer a more sustainable approach.

Teachers aim to provide quality education and care in a learning environment filled with love, respect and kindness. They endeavour to incorporate aspects of sustainability and the Reggio and Pickler philosophies into the programme and environment.

The Review Findings

Children benefit from a well-planned programme that includes a good balance of child-initiated and teacher-led experiences. Their curiosity is fostered through informative centre displays, imaginatively presented areas for exploration, and many opportunities to experience the natural world in meaningful contexts. The environment promotes learning. Children are able to freely choose from a wide variety of good quality equipment and materials that reflect the teachers’ focus on sustainability.

Imaginary and creative play is highly valued by teachers, and children demonstrate emergent leadership as they take on roles and make rules for their play. Children are skilled at socialising in a mixed-age setting and with their siblings. They confidently express ideas and opinions, make choices, and share their enthusiasm for learning with responsive, respectful teachers. Routines support children to sustain their play for long periods of time.

Māori children and their families appreciate the way their culture is valued and evident in the environment and equipment. Teachers place an emphasis on caring for Papatuanuku and the natural world. Some teachers confidently use appropriate te reo Māori and tikanga practices are respectfully followed. Teachers and children have been welcomed on to local marae. Current self review is focused on continuing to strengthen this area of the curriculum. Teachers are currently involved in researching the places and stories of local tribal significance.

Recently introduced e-portfolios and well-presented individual portfolios and centre displays enable children and families to celebrate and revisit their learning and development together. These records would be enhanced by including recognition of each child’s family/whānau, language, culture and identity.

Teachers are reflective practitioners. They are enthusiastic about professional development and frequently share their learning and research. Professional partnerships with specialist agencies have been established and promote positive outcomes for children and their families. Teachers work collaboratively with families to build on the strengths and capabilities of children with identified special needs. High-quality teaching practice observed by ERO includes:

  • a long-standing commitment to, and knowledge of, the local community and families/whānau
  • noticing and responding to children’s strengths and interests, and using this information effectively to extend children’s learning and development
  • the skilful integration of early concepts of mathematics and literacy into learning conversations and children’s play
  • warm and affectionate interactions that contribute to a strong sense of belonging and wellbeing for children and families
  • high levels of inclusiveness that benefit children and their families.

The centre manager is a skilled and knowledgeable leader in early childhood education. She has a thorough understanding of governance and currently undertakes many of the roles assigned to the executive committee. The experienced leadership team continue to provide highly effective centre leadership. They have maintained a collaborative and collegial team over many years. Recent professional development in self review has resulted in ongoing centre development and improvement. Matters of privacy and confidentiality are well managed and understood.

Centre leaders should now consider strengthening teacher appraisal by including:

  • a system for monitoring progress through the year in line with individual teacher goals
  • observations as a regular part of the process to further inform feedback and feed forward against agreed and shared indicators of best teaching practice in early childhood education.

Key Next Steps

Centre leaders and ERO agree with the need to monitor and review the impact of the recent changes to the governance model to ensure positive outcomes for staff, children and their families and whānau.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kids on Broadway 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 on Broadway will be in three years.

Dale Bailey

Deputy Chief Review Officer Northern

17 April 2015

2 Information about the Early Childhood Service

Location

Matamata, Waikato

Ministry of Education profile number

30243

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

25 children, including up to 0 aged under 2

Service roll

43

Gender composition

Boys 22

Girls 21

Ethnic composition

Māori

Pākehā

South East Asian

Other

5

27

1

10

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Over 2

1:7

Better than minimum requirements

Review team on site

February 2015

Date of this report

17 April 2015

Most recent ERO report(s)

 

Education Review

April 2012

 

Education Review

February 2009

 

Education Review

December 2005

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.