39 Park Road, Miramar, Wellington
View on mapAkarangi | 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 Kidz Corner Miramar are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whakatō Emerging |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whāngai Establishing Whāngai Establishing |
Kidz Corner Miramar is a community-based service with a Christian-based philosophy and values. It provides a mixed age setting with a designated areas for infants. A trust board governs the centre. A newly appointed centre manager is responsible for day-to-day operations.
Children benefit from caring relationships with teachers. The broad, rich bicultural curriculum is aligned with the Christian philosophy and Te Whāriki, the early childhood curriculum. All children who attend participate in well-resourced learning environments where they independently make choices and lead their own learning. Parents and whānau contribute aspects of their languages and cultures within the programme. This helps to build children’s sense of identity and belonging.
Infants are supported by teachers who know them well and follow their preferences. Teachers intentionally empower them to learn in an unhurried and calm environment.
Teachers deliberately support children to build and extend:
social and emotional competence with positive acknowledgement and prompting
their understanding of mathematical and literacy concepts
complexity in their learning.
Documentation for children’s learning acknowledges the goals and strands of Te Whāriki. The teaching team is beginning to build shared understandings about how the learning outcomes in Te Whāriki are used in planning and assessment for learning. Assessment information does not yet reliably show children’s progression over time in relation to these learning outcomes.
Leaders and teachers regularly participate in professional learning opportunities that contribute to positive shifts in teaching practice. A strengthened teacher appraisal system supports teachers to improve. An internal evaluation process is in place and teachers use this to make judgements about their current practice. The entire evaluative process is not followed through to its completion.
The trust board, centre manager and teachers work collaboratively to enact the service’s vision and strategic goals. They take deliberate actions to meet the needs of the community. They have made significant progress on key next steps from ERO’s 2019 report, including the development of the bicultural curriculum.
Kidz Corner Miramar will include the following actions in its Quality Improvement Planning:
support teachers understanding and use of the learning outcomes from Te Whāriki to inform assessment, planning, and evaluation to show in the documentation of children’s learning their progress over time
complete all steps in the evaluation process, particularly developing and implementing a quality improvement plan and monitoring and evaluating the impact of any changes on outcomes for children.
Before the review, the staff and management of Kidz Corner Miramar 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.
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliances:
there is a procedure for monitoring children’s sleep which ensures that children are checked for warmth, breathing, and general wellbeing at least every 5-10 minutes
there is a written child protection policy that meets the requirements of the Children’s Act 2014.
[Licencing criteria for Early Childhood Education and Care Services 2008, HS9, HS31.]
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
13 September 2022
|
Early Childhood Service Name |
Kidz Corner Miramar |
|
Profile Number |
60178 |
|
Location |
Miramar, Wellington |
|
Service type |
Education and care service |
|
Number licensed for |
40 children, including up to 12 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
63 |
|
Ethnic composition |
Māori 7, NZ European/Pākehā 30, other ethnic groups 12 |
|
Review team on site |
June 2022 |
|
Date of this report |
13 September 2022 |
|
Most recent ERO report(s) |
Education Review, January 2019; Education Review, February 2016 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Kidz Corner Miramar is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Kidz Corner Miramar is a community-based Christian early learning service in central Miramar, Wellington. It is licensed to provide full-day care for 40 children, including 12 up to the age of two.
A trust made up of parents provides governance. The centre supervisor is responsible for day-to-day management. Long-serving leadership and a well-established teaching team are in place. There have been some recent teacher appointments. All teachers are fully qualified.
The centre’s philosophy links to the values and beliefs of its parents, families and community, and promotes respectful relationships through a Christian ethos.
The key next steps identified in the February 2016 ERO report were to continue to improve assessment practices, internal evaluation and appraisal. Progress is evident.
Children participate and learn in a play-based programme that supports their interests. Opportunities to extend their developing understanding of literacy and numeracy are promoted by teachers. Independent and small group play is fostered through activities that engage and encourage children to interact, create, explore and have fun. Teachers know children well. Relationships between children and with teachers are respectful and supportive.
Infants and toddlers experience a calm and unhurried learning environment. Teachers are nurturing and responsive to children’s cues and positive in their interactions.
Children with additional needs are identified and effectively supported. Leaders provide additional resourcing to enable their equitable access to the curriculum.
Aspects of kaupapa Māori are evident in the learning environment. Leaders are aware of the need to strengthen bicultural practice and have sought professional development to support teacher capability. ERO's evaluation affirms this direction.
Children’s portfolios record how teachers notice, recognise and respond to children’s interests. Māori and Pacific children’s cultures are visible in narrative assessment. High levels of parent and whānau feedback is evident. ERO and leaders agree key next steps are to promote the consistency of quality in assessment, planning and evaluation with particular attention given to:
recording and responding to parents' aspirations for their children’s learning
clearly identifying intentional teaching strategies to extend learning
celebrating children’s cultures, languages and identities.
A recent review has established priorities for children's wellbeing and belonging as a platform for further learning.
A clear self-review process is in place. Leaders and teachers work collaboratively to inquire into, reflect on and make changes to their teaching. Next steps are to develop a more evaluative approach by clearly defining indicators of high quality practice related to the area under investigation. These should inform data gathering and support evaluation of practice.
A useful inquiry-based appraisal process supports the growth of teachers' capability. Regular appraiser observations help to identify good practice and inform next steps for development. In order to improve the approach leaders should ensure that:
goals more explicitly align to the strategic plan
constructive appraiser feedback and teacher reflections are focused on impact of improved practices in promoting outcomes for specific children and priority groups
centre supervisor appraisal is more focused on developing her leadership.
Further developing the appraisal process to reflect Tapasā: Cultural competencies framework for teachers of Pacific learners, should support teachers to respond more effectively to the needs of Pacific learners.
Trustees are supportive and are well informed about the centre curriculum and operation. They resource a range of appropriate professional learning and development opportunities for staff.
Trustees, leaders and teachers have a shared commitment to the centre vision. As the strategic plan is under review, it is timely to consider how the centre priorities will be met and reported to the Trust.
ERO and leaders agree priorities are to strengthen:
assessment and planning
the bicultural curriculum
cultural responsiveness
internal evaluation to inform decision making and measure the impact of the programme on children's learning.
Before the review, the staff and management of Kidz Corner Miramar 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.
To improve practice the service provider should ensure:
The next ERO review of Kidz Corner Miramar will be in three years.
Alan Wynyard
Director Review and Improvement Services
Southern Region
30 January 2019
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 |
Wellington |
||
|
Ministry of Education profile number |
60178 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, including up to 12 aged under 2 |
||
|
Service roll |
51 |
||
|
Gender composition |
Boys 28, Girls 23 |
||
|
Ethnic composition |
Māori |
7 |
|
|
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 |
December 2018 |
||
|
Date of this report |
30 January 2019 |
||
|
Most recent ERO report(s)
|
Education Review |
February 2016 |
|
|
Education Review |
May 2013 |
||
|
Education Review |
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:
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.
Kidz Corner Miramar is a community-based Christian service in central Miramar, Wellington, governed by a trust. It is licenced to provide full day care for up to 38 children, including up to 12 under the age of two.
The centre’s philosophy links to the values and beliefs of its parents, families and community, and promotes respectful relationships through a Christian ethos. The programme is underpinned by the principles and strands of Te Whāriki, the early childhood curriculum.
Staffing and leadership remain unchanged, comprising of eight qualified staff. Since the May 2013 ERO review staff have redeveloped their systems for curriculum assessment and planning.
Children learn through free play and a range of structured activities that are designed to engage their interest and extend their thinking and knowledge of the world around them. A positive tone is evident across the centre.
Children’s learning is celebrated. Portfolios show the overarching themes and goals set for children. Progress towards goals is captured through photographs and narratives. Regular summative evaluations are written for each child throughout the year. ERO identifies that a next step is to further develop assessment practice to include more analysis of children’s learning.
An increased level of parent and whānau contribution is evident. The service’s use of an online communication system supports this and gives families greater opportunities to be involved with their child’s learning. This fosters higher levels of continuity in learning between home and the centre.
Aspects of planning should be strengthened to ensure the learning needs and interests of all children are responded to. The identified emerging interests of some children form the basis for new curriculum themes. An emphasis on literacy, numeracy, science and developing te ao Māori is evident.
Teachers reflect on children’s participation in the curriculum and their growing social competence. They use targeted strategies to ensure teacher consistency, to promote wellbeing and encourage respectful interactions between children.
Teachers working with infants and toddlers are caring and alert to children’s cues. They recognise and use learning opportunities within routines. They maintain a calm, slow pace in which children have space and time to explore.
Teachers have effectively reviewed transition processes for children coming into the service, and when leaving. As a result, these are well considered and responsive to children’s and families’ needs. Children’s transitions are flexible and well-managed within the service. Transition to school is supported effectively.
Leaders show a strong commitment to the service's vision and philosophy. Collaborative ways of working are fostered.
Suitable systems and processes to build leaders’ and teachers’ capability are evident. These contribute to ongoing improvement. Appraisal processes appropriately include regular observations and feedback. Increasing the level of feedback that identifies what was good and what could be improved should further enhance appraisal processes.
The purpose and use of self review and internal evaluation are well understood by management. Building shared understandings of these across the teaching team is a next step. Reviews undertaken have focused on what teachers do. Shifting their focus to identify how well teaching and learning practices support children's learning and curriculum development would strengthen teachers' internal evaluation capability.
ERO and centre leaders that next steps are to continue:
Before the review, the staff and management of Kidz Corner Miramar 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 Kidz Corner Miramar will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
16 February 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 |
Miramar, Wellington |
||
|
Ministry of Education profile number |
60178 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
38 children, including up to 12 aged under 2 |
||
|
Service roll |
56 |
||
|
Gender composition |
Boys 36, Girls 20 |
||
|
Ethnic composition |
Māori Pākehā Chinese Samoan Other ethnic groups |
10 29 4 3 10 |
|
|
Percentage of qualified teachers |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:6 |
Better than minimum requirements |
|
|
Review team on site |
December 2015 |
||
|
Date of this report |
16 February 2016 |
||
|
Most recent ERO report(s) |
Education Review |
May 2013 |
|
|
Education Review |
March 2010 |
||
|
Education Review |
May 2007 |
||
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.