Kimberley Childcare Te Atatu - 05/11/2015

1 Evaluation of Kimberley Childcare Te Atatu

How well placed is Kimberley Childcare Te Atatu 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

Kimberley Childcare Centre is located in Te Atatu South, Auckland. It is one of two Christian-based services managed by the Kimberley Trust. The centre provides all-day care and education for up to 90 children from diverse cultures, including up to 20 under two years old. Approximately twenty percent of the children are from Māori and Pacific backgrounds. The centre also serves a large number of Chinese and Indian families.

A regional manager has responsibility for the overview of the two Kimberley Trust centres. Kimberley Childcare Te Atatu is managed by a recently appointed centre manager. Since the 2012 ERO review the centre has expanded into an adjacent building, which is used for the older children. In the centre there are four age-related rooms to cater for children from babies through to preschool. There has been a significant number of newly appointed staff as a result of the growth of the roll and staff resignations.

The centre philosophy describes children as unique, creative, capable and competent. It notes the intention to encourage children’s curiosity, exploration and problem-solving through inquiry. It values respect and partnership with parents/whānau. The centre has a strong commitment to bicultural practice.

The 2012 ERO report outlined notable strengths of the centre. It also recommended that the quality of teaching practice be improved and that programmes be developed to extend children’s learning. Over the last three years the staff have reviewed the centre’s philosophy and developed better ways of assessing and planning for children’s learning. Ongoing professional development has had a positive impact through improved teaching. The centre manager is working strategically to build a highly reflective teaching team across the centre.

The Review Findings

Children at Kimberley Childcare Te Atatu are well supported to learn and are well cared for. Teachers of the younger children take a primary caregiver role to ensure that each child’s needs are met and that there is good communication between the centre and the child’s parents/whānau.

Children are encouraged to be independent and to explore their environment confidently. Teachers help them to be leaders and to develop independence. Children are settled, confident, and selfmanaging. The programme supports them to be creative. It promotes early literacy learning, mathematics and helps to build children’s skills and knowledge in science.

Teachers show children respect. They know the children well. They often have high quality conversations with children, asking thoughtful questions to support their learning. The teachers of young children respond well to non-verbal cues and provide many opportunities for infants and toddlers to develop their oral language skills.

The indoor environment is well organised, giving children access to resources that support their learning through play. Displays encourage and support children’s interests. Centre leaders should now review the outdoor area for the older children to ensure that it provides sufficient interest and challenge.

Teachers’ assessment and planning wall displays help parents to know about their child’s time at the centre and the learning that is taking place. Recently introduced electronic portfolios support this communication and encourage parents to contribute to teachers’ knowledge of their children and to the programme. Staff could now look at how the information in the electronic portfolios can be made accessible to the children.

Older children benefit from the recently introduced inquiry approach to programme planning. Teachers help children plan an inquiry based on their interests and curiosity. Teachers also help them access the information and resources to answer their questions. The staff are looking at how a similar approach can support the learning of younger children.

Self review is being used successfully to promote ongoing improvement in learning opportunities for children. Reviews of the centre’s philosophy and bicultural practice are helping to strengthen teacher practice. The staff appraisal process encourages teachers to reflect on their teaching and its impact on children’s learning.

The regional manager has identified the need to develop and distribute leadership within the centre. She is also working towards developing a highly reflective professional culture among the staff. ERO suggests that the centre strategic planning be strengthened by writing clearer goals and action plans to achieve these goals. It could be beneficial for all staff to be involved in this process.

Key Next Steps

ERO and the centre manager agree that key next steps for the centre are to:

  • strengthen strategic planning to guide ongoing improvement
  • strengthen the documenting of management systems to ensure that good processes are sustained
  • continue to use performance management systems to ensure that good teaching practices are evident across the centre
  • extend self-review practices to include the evaluation of the impact of the programme on children’s learning outcomes
  • provide children with access to the information in their electronic portfolios
  • provide the older children with an outdoors area that encourages greater exploration and increased challenge.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kimberley Childcare Te Atatu 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 Kimberley Childcare Te Atatu will be in three years.

Graham Randell

Deputy Chief Review Officer Northern

5 November 2015

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

Te Atatu, Auckland

Ministry of Education profile number

25356

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

90 children, including up to 20 aged under 2

Service roll

93

Gender composition

Boys 48 Girls 42

Ethnic composition

Māori

Pākehā

Chinese

Indian

Niue

Tongan

Cook Island Māori

15

33

29

11

2

2

1

Percentage of qualified teachers

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

1:6

Better than minimum requirements

Review team on site

September 2015

Date of this report

5 November 2015

Most recent ERO report(s)

Education Review

May 2012

 

Education Review

June 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.