Kindercare Learning Centre - Papatoetoe - 30/05/2014

1 Evaluation of Kindercare Learning Centre (13)

How well placed is Kindercare Learning Centre (13) 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

Kindercare Learning Centre (13) is a well established education and care service located behind a shopping complex on Great South Road in Papatoetoe. The centre is licensed for 50 children from birth to school age. The centre is governed by the Kindercare Learning Centres organisation (KLC). An area manager oversees the strategic direction of the organisation and provides centre leaders with guidance and support.

The experienced centre director oversees centre operations and administration and is well supported by the centre supervisor and the curriculum support leader, who mentor teachers. Staffing for the centre includes a cook and an administration support person. All the teachers are fully registered and reflect the diverse community using the service. One third of the children are of Pacific background.

The centre philosophy is based on Kindercare values and Te Whāriki, the early childhood curriculum. These values are clearly reflected in centre practices.

The Review Findings

Children are confident, independent, and know their play is valued. They explore their learning environment, choosing and experimenting with activities teachers provide. Children’s wellbeing is supported through daily routines and nutritious meals. There is a strong emphasis on respect and care. Infants and toddlers experience a low-stress environment and a responsive curriculum that supports their learning. They have easy access to their well resourced environment, which encourages exploration. Teachers recognise and use learning opportunities for infants and toddlers.

Teachers have positive relationships with children, each other and with parents and whānau. A parent survey provides information about the extent to which the service is meeting the needs of centre families.

Staff plan programmes that help give children skills that will provide a basis for life-long learning. They use effective evaluation processes to identify ways of achieving better learning outcomes for children. They use well researched information to refine their teaching practices and to extend the programme they provide for children. Self review has led to improved support for children and their families. As a result, teachers have continued to provide a programme that is developmentally appropriate and challenging for children.

The centre leaders are progress focused. They provide opportunities for team members to build on their professional skills and knowledge of teaching and learning. They could now implement plans to develop a more robust appraisal system. The Kindercare Learning Centre organisation’s strategic plan gives the centre some future direction. Teachers should now consider developing a related strategic plan specifically for this centre.

Key Next Steps

ERO and centre leaders have identified areas for teachers to further develop to enhance outcomes for children. These include strengthening self-review processes and:

  • developing children’s journals and portfolios to show how their learning has been extended, and including contributions from parents, children and other teachers

  • continuing to strengthen bicultural practices in the centre

  • furthering work with Pacific families and networks to increase teachers’ skills in supporting children to maintain connections with their cultural identity.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kindercare Learning Centre (13) 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 Kindercare Learning Centre (13) will be in three years.

Dale Bailey

National Manager Review Services

Northern Region

30 May 2014

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

Papatoetoe, Auckland

Ministry of Education profile number

10108

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, including up to 18 aged under 2

Service roll

52

Gender composition

Boys 27

Girls 25

Ethnic composition

Māori

NZ European/Pākehā

Samoan

Indian

Cook Island Māori

Asian

Chinese

Niue

Tongan

4

18

12

5

3

4

2

2

2

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

1:5

Better than minimum requirements

Review team on site

April 2014

Date of this report

30 May 2014

Most recent ERO report(s)

Education Review

April 2011

 

Education Review

February 2008

 

Supplementary Review

January 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.