Kindercare Learning Centres-Burwood (208) - 16/06/2020

1 Evaluation of Kindercare Learning Centres - Burwood (208)

How well placed is Kindercare Learning Centres - Burwood (208) to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Kindercare Learning Centres - Burwood (208) is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

Kindercare Learning Centres - Burwood (208) is in Christchurch. It is open five days per week for full-day sessions and is licensed for 55 children, including up to 19 children under two. The centre is divided into three learning areas to cater for the specific needs of infants, toddlers and young children. Most teachers are fully qualified early childhood educators. The centre has a culturally diverse learning community.

The service operates under Kindercare Learning Centres Limited vision, values, philosophy and strategic goals. Together these form the philosophy on which each centre and the organisation base their practices. An area manager works in partnership with centre leaders to support the operation of the service.

The service’s philosophy, underpinned by Te Whāriki - the early childhood curriculum, states that it provides 'early childhood care and education that values, appreciates and respects each child and focuses on developing their full potential, in an environment of love'. There are eight core values which fall under the descriptors of 'Safe, Loved and Learning'.

A centre manager has been appointed since the June 2017 ERO review. The ERO report identified that bicultural practices, internal evaluation, assessment, planning and evaluation processes needed to be improved. Although some progress has been made to address these areas, they remain key next steps for improvement.

The review is part of a cluster of six Kindercare Learning Centres Limited reviews in the Christchurch area.

The Review Findings

Children are confident in their learning and play. They have opportunities to create, experiment and have fun through planned, hands-on experiences. Teachers actively promote positive interactions and collaboration between all learners. The centre's resourcing and environments support children to choose from a range of activities and learning tasks. Daily classroom practices foster routines and a sense of certainty for the children.

Infants and toddlers receive responsive caregiving that supports strong and secure attachments. Teachers read the cues of children well. A calm, respectful and slow-paced environment enables less mobile and younger children to have space and time to lead their learning.

Children with additional needs are well provided for by their teachers. Planned external support is targeted and appropriate. An effective framework to support transition within the centre and onto school is adapted to support children with additional needs and their families.

Teachers are reflective practitioners that model a child-centred approach. The curriculum responds to children's individual needs and interests. A collaborative approach to group planning is evident throughout the centre. Bicultural perspectives are increasingly included in curriculum programmes. Teachers and leaders acknowledge that this is an area to build further understanding and practice. Children would benefit from increased opportunities to understand and celebrate their heritage as citizens of Aotearoa.

Teachers value relationships with parents and whānau. Useful communication tools keep parents informed and enable them to provide feedback. Children's learning portfolios show their participation and engagement in the curriculum. An agreed focus now is to draw on parent and whānau aspirations to determine the most valued learning outcomes for children.

The centre leader works collaboratively with the area manager to embed systems and processes that support positive outcomes for all children. An emphasis on self review and collective accountability is contributing to an organisational culture where children’s learning is prioritised. Leadership is focussed on improving the consistency of approaches to assessment, reporting, evaluative thinking and intentional teaching throughout the centre.

The Kindercare organisation provides support for centre leaders and families through regular visits by area managers, effective processes for ensuring that children have safe and healthy learning environments, appraisal, mentoring and well-targeted professional development opportunities.

Key Next Steps

Leaders and ERO agree that the key next steps to further develop the conditions for promoting positive outcomes for children include:

  • strengthening the bicultural curriculum and strategies that respond to the cultural context of Māori and Pacific children, and reflecting this in planning and assessment

  • further developing strategic planning and internal evaluation processes so that progress towards identified goals and impact on improving outcomes for children are clear

  • providing guidelines for consistency in planning, assessment and evaluation processes to inform intentional acts of teaching that utilise parent aspirations for the curriculum.

Next Steps for the Organisation

Key next steps for the Kindercare organisation include continuing to:

  • build understandings and practices to better promote success for Māori and reflect a commitment to the bicultural heritage of Aotearoa, New Zealand

  • support leaders to use strategic planning and internal evaluation processes effectively to monitor and show progress towards improved outcomes for children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kindercare Learning Centres - Burwood (208) 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.

Dr Lesley Patterson

Director Review and Improvement Services (Southern)

Southern Region - Te Tai Tini

16 June 2020

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

Christchurch

Ministry of Education profile number

65183

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

55 children, including up to 19 aged under 2

Service roll

63

Gender composition

Girls 31, Boys 32

Ethnic composition

Māori
NZ European/Pākehā
Other ethnicities

6
38
19

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

1:7

Better than minimum requirements

Review team on site

February 2020

Date of this report

16 June 2020

Most recent ERO report(s)

Education Review

June 2017

Education Review

April 2013

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

The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:

  • Very well placed

  • Well placed

  • Requires further development

  • Not well placed

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.