Kindercare Learning Centres - Woolston

Education institution number:
70107
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
99
Telephone:
Address:

611 Ferry Road, Woolston, Christchurch

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Kindercare Learning Centres - Ferry Road (209) - 13/06/2017

1 Evaluation of Kindercare Learning Centres, Ferry Road (209)

How well placed is Kindercare Learning Centres, Ferry Road (209) to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Kindercare Learning Centre (209) is well placed to promote positive learning outcomes for children.

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

Background

Kindercare Learning Centre (209) Ferry Road is one of 12 early childhood education and care centres in Christchurch owned and administered by Kindercare Learning Centres Ltd. The centre operates under the Kindercare philosophy, and management and accountability systems. An area manager works in partnership with centre leaders to guide the effective operation of each centre.

Kindercare Learning Centre (209) Ferry Road is a purpose-built centre. It provides for the education and care of children from birth to school age in four separate rooms. The majority of staff are qualified and registered. They are supported by a consistent group of relieving staff. An on-site cook provides nutritious vegetarian meals and snacks for children.

Since the last ERO review in November 2014, there have been a number of staff changes. At the time of the review there was an acting centre manager. There has been some progress in addressing the recommendations from the previous ERO report. Centre leaders follow the Kindercare process for annual planning and self review. A curriculum leadership role has been created to help staff develop knowledge and use of new learning, assessment and evaluation processes. Leaders have begun to implement a planned approach to increasing understandings of bicultural perspectives and practices.

The centre is involved in a local learning cluster.

This review was part of a cluster of 12 Kindercare Learning Services reviewed in the Christchurch area in Term 1 2017.

The Review Findings

Kindercare values of "love, safe, learning" are evident in centre practices and documentation.

Children across the centre experience positive, respectful relationships with each other and their teachers. They appear happy and well cared for. Children have regular opportunities to explore their own interests and social and imaginative play.

Teachers provide a learning environment that is well resourced and responsive to children's interests. They plan a wide range of activities for children. Teachers focus on developing children's social and emotional skills. They interact with children in affirming and respectful ways.

Teachers actively foster responsive, caring relationships with children and parents. They provide opportunities for parent participation and involvement. Teachers proactively seek and use external agencies and expertise to support children and families.

Teachers make good use of the local community to extend children's learning experiences. They readily help children become familiar with the local school to support successful transitions which are flexible and child paced.

Parents have increased opportunities to contribute their ideas and feedback regarding their children's learning and wellbeing. They are regularly informed about their child's interests and activities.

Centre programmes, activities and teacher modelling provide children with increasing opportunities to learn about te reo and tikanga Māori.

Under-two year old children experience respectful, nurturing interactions in a busy yet calm environment with teachers who are familiar to them. They have access to a range of appropriate and challenging resources.

Service and centre leaders provide clear expectations and regular support and mentoring to help staff implement Kindercare management, curriculum and health and safety systems. They know staff strengths and support staff to focus on improving practice when necessary. There is provision for targeted professional development to further support teachers.

Leadership is recognised and fostered within the centre. Leaders and teachers are well supported by the area manager.

The centre follows Kindercare self review processes. Self review is linked to Kindercare priorities.

Key Next Steps

Centre leaders have identified, and ERO’s evaluation has confirmed, that the key next steps are to:

  • further increase bicultural perspectives, practices and the use of te reo Māori across the centre
  • strengthen evaluative self-review processes
  • embed assessment, planning and evaluation practices.

ERO has identified that the key next steps for Kindercare Learning Centres Ltd are to:

  • give greater prominence to bicultural perspectives in key documentation
  • further develop strategic coverage of priorities and annual action planning and evaluation processes in centres
  • consider ways to strengthen partnerships in learning with schools
  • formalise and document the procedure for appraisal and attestation in the Christchurch area
  • evaluate how well current learning-record practices allow children to revisit their own learning.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kindercare Learning Centres, Ferry Road (209) 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 Centres, Ferry Road (209) will be in three years.

Dr Lesley Patterson

Deputy Chief Review Officer Southern/Te Waipounamu

13 June 2017 

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

70107

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

88 children, including up to 22 aged under two

Service roll

95

Gender composition

Girls 52; Boys 43

Ethnic composition

Māori

Pākehā

Latin American

Asian

Other ethnicities

18

62

4

3

8

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

February 2017

Date of this report

13 June 2017

Most recent ERO reports

 

Education Review

April 2011

Education Review

August 2014

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.

Kindercare Learning Centres 209 - 26/08/2014

1 Evaluation of Kindercare Learning Centres 209

How well placed is Kindercare Learning Centres 209 to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Kindercare Learning Centres 209 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 209 is located in Woolston. It is one of 11 early childhood education and care centres in Christchurch owned and administered by Kindercare Learning Centres Ltd. The service owners have a strong philosophy, policies and procedures and a framework for monitoring health and safety. An area manager works in partnership with the centre director to support the effective operation of the centre.

The areas for review and development identified in the April 2011 ERO report, including interactions, group planning and self review have been successfully addressed. The centre director has identified that aspects of long and short-term planning and evaluation could be further improved to build on the good practices evident during this review. The service philosophy of providing children with security, love and learning, is well reflected in centre practices and documentation.

This review was part of a cluster of seven reviews in the Kindercare Learning Centres Service.

The Review Findings

Children across the centre benefit from secure and responsive relationships with teachers.

Teachers are friendly, welcoming and caring. They focus strongly on promoting children’s wellbeing and belonging. Children enjoy a calm, slow pace that allows them time and space to lead their own learning.

Teachers notice and respond to children’s interests well and effectively use teachable moments to engage children in learning and play. They involve children in learning conversations that help them to think more deeply, extend their ideas, and their oral language. Children are confident to share and develop their ideas with each other, particularly through imaginative role play. Children are confident, express themselves well, and demonstrate a good sense of belonging.

The centre provides children with an attractive, well-managed environment that inspires their curiosity and exploration. Individual and group interests are well fostered through the provision of good quality resources and learning opportunities. Children’s transition into the centre, and between rooms, is responsive to children’s capabilities and parents' preferences. Shared outdoor spaces between classrooms help children to build and maintain relationships as they move through the centre.

Teachers are respectful and sensitive in the ways in which they work to meet the individual needs of infants and toddlers. Teachers recognise that continuity and consistency of routines, and relationships provide a good foundation for children as they move through the centre.

Children with diverse needs are well supported within an inclusive centre culture and learning programmes.

All children have many opportunities to develop their understanding of te ao Māori in ways that are meaningful and respectful of the Māori culture.

All staff are welcoming of children and their parents. They value the views of parents and encourage their participation in children’s learning. Teachers have a good knowledge of children and this helps them to make meaningful links to family and home. Parents are well informed about their children’s interests and participation in the programme through attractive and informative portfolios and wall displays.

The centre director fosters relationships that are based on respect and trust. She works well with teachers to achieve the philosophy, vision and goals through a shared understanding of effective ways of working with children and their families.

Leaders have developed useful links to local schools and the community to support families. Teachers are provided with many opportunities to grow their leadership potential.

Centre leaders use a systematic process to effectively guide self review that supports ongoing improvement across the centre. The outcomes of review are used by teachers to make improvements to learning and teaching. Teachers’ reflective processes are well developed and supported through reflective journals. Appraisal processes are effectively used to improve the quality of learning and teaching. The centre ensures teachers are well supported by specific individual and team professional development.

Key Next Steps

The centre’s operation and curriculum is guided by the Kindercare service’s strategic goals. Senior managers have recently extended the strategic plan to identify indicators of success for their goals. They have identified that the next steps are to support each centre to:

  • develop long-term and annual planning for the centre so that it can prioritise how it will meet the Kindercare vision and goals
  • develop a planned approach to self review that aligns to centre priorities and the service’s goals.
  • Leaders and ERO have identified next steps that will further enrich children’s learning. They include:
  • identifying and planning intentional teaching strategies that will add value to children’s learning
  • evaluating the impact of teaching strategies on the learning outcomes for children
  • making teaching and learning documentation more visible in the under-two area
  • strengthening child and parent contributions in children’s learning.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kindercare Learning Centres 209 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 Centres 209 will be in three years.

Graham Randell

National Manager Review Services Southern Region

26 August 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

Woolston, Christchurch

Ministry of Education profile number

70107

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

88 children, including up to 25 aged under two

Service roll

96

Gender composition

Girls 54 Boys 42

Ethnic composition

Māori

NZ European/Pākehā

Samoan

Other ethnicities

23

54

4

15

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

1:9

Better than minimum requirements

Review team on site

June 2014

Date of this report

26 August 2014

Most recent ERO reports 

Supplementary Review

April 2011

 

Education Review

February 2010

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.