Kids Reserve - 02/07/2013

1 Evaluation of Kids Reserve

How well placed is Kids Reserve 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 Reserve is licensed to provide early childhood education and care for 46 children, including up to 18 aged up to two. It is run by a not-for-profit incorporated society made up of parents who serve on the management committee.

The service has operated in inner city Wellington for twenty years. It has a positive ERO reporting history and staff turnover is low. The centre manager and supervisor are highly experienced and committed to continuous improvement in the quality of outcomes for children.

The overarching vision of a ‘nurturing learning community’ is underpinned by philosophies appropriate for each of the three rooms. Infants and toddlers move smoothly between rooms that cater progressively for older age groups.

The service has effectively responded to recommendations made in the June 2010 ERO report.

The Review Findings

Children play and learn in a positive learning environment. A calm, inclusive tone prevails and teachers provide age-appropriate programmes that reflect children’s interests, strengths and needs. Rooms and outdoor spaces are well equipped, offering a range of opportunities for children to explore, investigate and have fun. Children’s ongoing learning and development are recorded and celebrated in attractive profile books. Parent and whānau contributions to these and to the day-to-day running of the service are sought and welcomed.

Children under two years of age develop close bonds with their primary caregivers, who know them and their families well. Teachers are warm, nurturing and caring in their interactions with babies and toddlers.

Professional leadership is a strength of the service. The supervisor and centre manager are highly reflective and improvement-focused, with a clearly shared understanding of their respective roles and responsibilities. They work respectfully and collaboratively to support and sustain a team culture that promotes teachers’ commitment to enacting the vision, philosophies and strategic goals. Team leaders are well supported as they take increasing responsibility for the quality of teaching in each room.

Staff regularly reflect on their practice and receive meaningful feedback from the supervisor and team leaders. Suitable professional learning and development is provided to support ongoing improvement and progress towards centre and personal goals. Appraisal processes are thorough and respectful.

Teachers plan ‘learning journeys’ for individuals and groups, based on what they know about children, their families and communities. They provide appropriate support for parents and children making transitions into the centre and to school.

Staff recognise and celebrate cultural diversity and programmes reflect parents’ aspirations. Bicultural perspectives are valued. External professional development guides teachers’ implementation of effective practice in this area. Māori children experience a learning environment in which their language, culture and identity are highlighted. Te reo Māori is well used by some teachers.

The committee, which operates as the governing body, has a good working relationship with the centre leaders. Management of resources is carefully considered, with particular attention to financially prudent decision-making. The strategic plan, developed jointly by staff and parents, is based on four robust ‘building blocks’ which provide a firm foundation for continued development.

Key Next Steps

It is timely for the management committee to:

  • explore ways to enhance the spaces available for the indoor learning environments
  • review their governance roles and responsibilities and evaluate their own effectiveness against these criteria
  • develop a schedule for reviewing policies and procedures.

The centre manager and supervisor have identified the need to:

  • further refine evaluation and self-review processes
  • strengthen aspects of the appraisal system
  • develop annual action plans to support implementation of strategic priorities.

ERO’s evaluation affirms these goals. A further key step for leaders is to consider ways to increase consistency of the enactment of the vision and philosophy across the three rooms.

Management Assurance on Legal Requirements

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

Joyce Gebbie

National Manager Review Services Central Region (Acting)

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

Wellington

Ministry of Education profile number

60333

Licence type

Education and Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

46 children, including up to 18 aged up to 2

Service roll

55

Gender composition

Boys 31, Girls 24

Ethnic composition

Māori

NZ European/Pākehā

Asian

Other ethnic groups

6

37

8

4

Percentage of qualified staff

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

1:3

Better than minimum requirements

 

Over 2 (Penguin Room)

Over 2 (Tui Room)

1:4

1:8

Better than minimum requirements

Review team on site

May 2013

Date of this report

2 July 2013

Most recent ERO report(s)

Education Review

June 2010

 

Education Review

September 2007

 

Education Review

March 2004

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.