75 Budge Street, Blenheim
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 Kindy @75 are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whakatō Emerging |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whakatō Emerging Whakatō Emerging |
Kidz Kindy @75 provides education and care for children under three years old. A newly appointed centre manager, general manager and head teacher lead a newly established team. At the time of the review a small number of children enrolled were Māori.
Infants and toddlers experience highly responsive, calm relationships with teachers. Teaching practices promote independence and intentionally give priority to developing oral language. Teachers are responsive to children’s verbal and non-verbal cues.
Children, and their parents and whānau have some opportunities to contribute to the centre wide curriculum. The newly established team are beginning to develop relationships with parents and whānau. Their goals for their children’s learning are sought regularly. Teachers are yet to use these, and the learning outcomes in Te Whāriki, the early childhood curriculum, when formally planning for children’s individual interests and the wider curriculum. Assessment documentation follows children’s interests, makes learning visible and shows some progression over time.
Development of the bicultural curriculum is in the early stages. Some te reo Māori is heard throughout day, especially within daily routines. Leaders have identified that this is an area for significant strengthening.
The new leadership team is in the process of developing organisational conditions for improvement. Relational trust is building across the service. Changes to the provision of professional support and learning are being implemented. Teachers actively take responsibility for their own professional learning and development. A range of quality improvement processes such as teacher inquiry, reflection, and self-review, enable teachers to gather and use information on their teaching and to change individual and collective practice. However, the full process of internal evaluation is not understood by the wider team to promote its use to identify what impact these changes are having on children’s outcomes.
Kidz Kindy @75 will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Kidz Kindy @75 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:
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.
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliance:
Patricia Davey
Director of Early Childhood Education (ECE)
30 November 2023
| Early Childhood Service Name | Kidz Kindy @75 |
| Profile Number | 45321 |
| Location | Blenheim |
| Service type | Education and care service |
| Number licensed for | 23 children, including up to 15 aged under 2 |
| Percentage of qualified teachers | 80-99% |
| Service roll | 30 |
| Review team on site | October 2023 |
| Date of this report | 30 November 2023 |
| Most recent ERO report(s) | Education Review, February 2019 |
Not well placed | Requires further development | Well placed | Very well placed |
Kidz Kindy @75 is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Kidz Kindy @75 is one of two early learning centres owned by the same licensee. The centres operate in close proximity to each other. This centre is licensed for 23 children. It caters for the care and education of children under three years old from a culturally rich community.
Since the March 2017 ERO report there has been a change in the ownership and the leadership of the service. There have also been changes to the teaching team. A centre manager oversees the operation of both services. Most of the staff are qualified and registered teachers.
The 2017 ERO report identified a need to improve management systems. The new owner and staff have made progress in addressing all areas identified in the report. They have developed a shared philosophy and ways of working across both of the centres. Transitions between the centres are well managed.
This review was part of a cluster of two early learning centre reviews in the Kidz Kindy Service.
Leaders show a strong commitment to the philosophy and goals of the service. They promote shared understandings among teachers to ensure that the philosophy is clearly reflected in practice.
Leaders and teachers carefully consider children at the centre of their decision making. They are aware of their responsibility to advocate and provide equitable and positive outcomes for all children. Children with additional needs are well supported to succeed in their learning.
Leaders and teachers foster positive, reciprocal relationships with children, parents and whānau. They value the language, culture and identity of families and the contributions that families make to the programme and their children's learning.
Teachers provide a broad rich curriculum for children. They recognise, value and promote the unique characteristics of infants and toddlers. Teachers establish caring, sensitive and nurturing interactions to foster children's sense of wellbeing and belonging. Children benefit from flexible, predictable routines that are responsive to their individual interests, strengths and needs. They are well supported to develop oral language, independence and social skills.
Children are actively involved in a wide range of interesting learning experiences and activities that promote their curiosity and the excitement of discovery. Teachers make purposeful use of the environment and provision of resources to encourage children's participation in the learning programme and exploration of the natural world.
Leaders value and make good use of teachers' strengths, interests and passions to enhance the curriculum. They promote collaborative ways of working to build emergent leadership capacity and teacher capability. Ongoing observation, assessment and planning of everyday activities builds a picture of what children know, understand, feel, are interested in and can do.
Leaders and teachers are building a reflective culture that is focused on continuous improvement and positive outcomes for all children.
The new centre owner and leaders have made significant progress in developing a number of new initiatives to support effective management and curriculum practices.
Centre leaders have identified, and ERO's evaluation has confirmed, that the key next steps are to strengthen:
ERO has identified that assessment, planning and evaluation documentation needs to be further developed to build consistency of best practice across the teaching team.
Before the review, the staff and management of Kidz Kindy @75 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.
During the on-site stage of the review ERO identified that category 3 medication was not always authorised by parents on the daily medication schedule. Leaders were responsive to this finding and initiated an assurance process before the end of the on-site stage of the review.
Leaders must ensure that there is evidence of written authority from parents for the administration of medication in accordance with the requirement for category 3 medication [Licensing Criteria for Early Childhood Education and Care Services 2008, HS25, Reg 46]
The next ERO review of Kidz Kindy @75 will be in three years.
Alan Wynyard
Director Review and Improvement Services
Te Waipounamu - Southern Region
7 February 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 | Blenheim | ||
| Ministry of Education profile number | 45321 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 23 children, over the age of three years old, including 15 under two years old | ||
| Service roll | 37 | ||
| Gender composition | Gilrs 22, Boys 15 | ||
| Ethnic composition | Māori Pākehā Other ethnicities | 11 20 6 | |
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 | 1:4 | Better than minimum requirements | |
| Review team on site | November 2018 | ||
| Date of this report | 7 February 2019 | ||
Most recent ERO reports
| Education Review | March 2017 | |
| Education Review | August 2013 | ||
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 |
The service provider has yet to put in place effective management practices that promote high quality learning and teaching for all children. The leaders need to improve management systems and practices and aspects of the curriculum to provide better learning and teaching outcomes.
ERO's findings that support this overall judgement are summarised below.
Beavertown Early Learning Centre Preschool is one of two centres managed by the owner. The centres operate in close proximity to each other. Prior to the centre being relicensed in March 2013 under the Education (Early Childhood) Regulations 2008, it was restructured to cater better for children’s needs.
The Preschool now provides education and care mostly for infants and toddlers under two in a mixed aged setting. Since the 2013 ERO review there have been a number of staff changes including the centre manager. A number of staff are qualified early childhood teachers. Families from an increasingly-diverse range of cultures attend the centre.
Children and families are warmly welcomed into the centre where positive relationships with children, parents and whānau are fostered.
Staff are nurturing, supportive and attentive to children's emerging interests. Interactions are unhurried so children are able to make their own choices about their play.
The centre has spacious outdoor areas that provide children with many opportunities to explore, discover, and experience the natural world. The centre environment and visits outside of the centre provide children with a good range of learning opportunities.
Children under two years old have many opportunities to move freely and explore their environment.
Transitions into the centre and beyond are well planned and flexible to meet child and family needs. Children with additional learning needs are well supported. Teachers work closely with their families and external agencies.
Teachers are increasing bicultural practices. Children have opportunities to hear some te reo Māori. Teachers incorporate aspects of tikanga Māori into daily programmes.
The leaders/managers need to improve management systems and practices to provide a better quality of service.
They need to establish an effective management structure that includes:
strategic planning that is closely linked to the centre's philosophy and vision
a well understood, planned and implemented programme of internal evaluation
a robust staff appraisal process that meets the Education Council criteria for registered teachers
a useful and well understood assessment and programme planning process
continued development and embedding of bicultural perspectives to improve Māori success for Māori.
Before the review, the staff and management of Beavertown Early Learning Centre Preschool 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
ERO identified areas of non-compliance relating to governance and management, curriculum and health and safety.
To meet requirements the service needs to improve its performance in the following areas:
governance and management
assessment and planning
aspects of health and safety.
[Education (ECS) Regulations 2008, (GMA6), 43, (1a), (6) (C2), (HS31)]
ERO recommends that the service, in consultation with the Ministry of Education, develops a plan to address the key next steps and actions outlined in this report.
The next ERO review of Beavertown Early Learning Centre Preschool will be within two years.
Dr Lesley Patterson
Deputy Chief Review Officer, Southern - Te Waipounamu
28 March 2017
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 |
Blenheim |
||
|
Ministry of Education profile number |
45321 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
23 children, including up to 10 aged under 2 |
||
|
Service roll |
30 |
||
|
Gender composition |
Girls 13; Boys 17 |
||
|
Ethnic composition |
Māori Pākehā Pacific Other Ethnicities |
13 12 3 2 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
|
Over 2 |
1:5 |
Better than minimum requirements |
|
|
Review team on site |
December 2016 |
||
|
Date of this report |
28 March 2017 |
||
|
Most recent ERO report
|
Education Review |
August 2013 |
|
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.