156 Massey St, Frankton-Hamilton, Hamilton
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Kindercare Early Learning Centres – Massey is a privately owned education and care service situated in the Frankton suburb of Hamilton. It is one of approximately 47 centres owned and operated by Kindercare Early Learning. It is licensed for 100 children including up to 40 children under the age of two years. The current roll of 88 includes 15 children who identify as Māori. There are five age-based rooms. The centre runs a full-day programme from 7.30am until 5.30pm each week day.
The centre is led by an experienced centre director who is supported by three other senior leaders. The umbrella organisation provides ongoing professional support via an area manager. Over 80% of staff are qualified teachers. The Kindercare Early Learning philosophy states that 'all children and their whānau will know that they are safe (kaitiaki), loved (aroha), and learning (ako), as part of the Kindercare family'.
The centre has responded well to the recommendations of the 2015 ERO report.
The centre curriculum promotes positive learning outcomes for all children who benefit from respectful, caring relationships with teachers. Children's oral language development is well supported and there are many opportunities provided for them to develop their thinking and strengthen their dispositions for learning. Effective positive guidance by teachers promotes the development of social skills. Children are empowered to be confident as learners. Both indoor and outdoor environments are uncluttered and inviting. A rich range of play activities contributes to high levels of engagement in play and learning. An emphasis on natural materials and careful thought about the sensory environment promotes a calm atmosphere. Children play and learn in a warm, responsive environment.
Teachers have positive, sensitive and responsive relationships with children. Teachers effectively use a range of strategies to support learning. According to context they move from modelling how to solve a problem, to facilitating exploration, to standing back and allowing children to learn in their own way. Teachers are increasingly using the recently revised Te Whāriki, early childhood curriculum to recognise and respond to children's individual learning priorities. Planning and assessment clearly show children's progress over time. Intentional teaching responds to individual learning priorities.
Bicultural practice is evident. Tikanga, such as karakia before kai, waiata and pakiwaitara are practised. Teachers are taking increasing responsibility for upskilling in te reo Māori. They are developing their understanding of aspects of te ao Māori and integrating this into their planning and practice. Opportunities for Māori children to succeed as Māori are improving.
Infants and toddlers benefit from respectful and responsive relationships with teachers. They develop and learn in settled, unhurried environments. Effective systems ensure individual care routines reflect those of the home. Children are given appropriate support according to their developmental stages, along with opportunities to make choices in ways that promote their independence. Parents feel welcome to visit and stay.
Leaders and teachers are providing inclusive learning opportunities. Effective self review has led to the development of an individualised approach to children with challenging behaviours. Strategies that support equity of opportunity include a positive parenting programme. Individual development plans for children with additional learning needs include goals that can be worked on by both teachers and parents. These approaches contribute to an inclusive learning environment.
Leaders are highly effective in building professional capability. Individual coaching and mentoring is a feature of the way leaders support teachers. A range of professional development opportunities both centre wide and individual also assists them to align their work with current best practice. Individual teacher's strengths are well utilised to enhance programmes for children. Collaboration and teamwork, founded on high levels of relational trust, promote positive outcomes for children.
The umbrella organisation, Kindercare Early Learning, provides effective governance and support for the centre. A robust policy framework guides centre practice. A regularly reviewed appraisal process aligns with Education Council requirements and recommendations. Both spontaneous and strategic self-review contribute to improved outcomes for children. A clear, well-articulated philosophy is evident in teacher practice.
Leaders and teachers now need to:
continue to strengthen bicultural practice with a focus on local iwi history and places of local significance
continue to review the ways parents are involved as authentic partners in their children’s learning
review and refine strategic planning to ensure that it is a useful tool for promoting ongoing centre improvement.
Before the review, the staff and management of Kindercare Learning Centres - Massey 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.
The next ERO review of Kindercare Learning Centres - Massey will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
Te Tai Miringa - Waikato / Bay of Plenty Region
25 May 2018
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 |
Frankton, Hamilton |
||
|
Ministry of Education profile number |
45233 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
100 children, including up to 40 aged under 2 |
||
|
Service roll |
88 |
||
|
Gender composition |
Boys 40 Girl 48 |
||
|
Ethnic composition |
Māori |
18 |
|
|
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 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
April 2018 |
||
|
Date of this report |
25 May 2018 |
||
|
Most recent ERO report(s) |
Education Review |
March 2015 |
|
|
Education Review |
February 2012 |
||
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 |
ERO's findings that support this overall judgement are summarised below.
Kindercare Learning Centres 401 is a purpose built facility operating five age-based rooms catering for the unique characteristics of babies, toddlers and young children. It is located in the suburb of Frankton, Hamilton. The centre is licensed for 100 children with a maximum of 40 up to two years of age. Kindercare Learning Centres Ltd is the umbrella organisation that provides management and administration support for its centres throughout New Zealand.
Most teachers have remained at the centre for over two years and are qualified. Since the last ERO review in 2012 a new centre manager has been appointed, and two teachers have taken up team leader positions. These leaders have additional responsibilities in leading curriculum and supporting teachers in their practice. The centre recognises the importance of working in partnership with families. The family coordinator role is strongly centred on promoting positive outcomes for children’s learning.
The centre has responded positively to the 2012 ERO recommendations. Management and teachers have reviewed and further developed centre routines and transitions. Teachers have participated in relevant professional development.
The centre’s philosophy of providing an environment where children experience respectful relationships, have opportunities to explore, and learn at their own pace, is well enacted within the programme and teaching practice.
Children and their families are warmly welcomed into the centre by staff. Children experience an inclusive environment where their emotional well-being and sense of belonging is promoted by teachers through close, trusting and respectful relationships.
Teachers know children well and are responsive to the diverse needs of families. The principles of Te Whāriki, the early childhood curriculum, are strongly evident in centre practices. Children benefit from the emphasis placed on the care curriculum, which is viewed by teachers as essential in order to promote and support children’s learning.
Children enjoy learning in environments that provide them with choice, challenge and cater for their interests. Teachers encourage children to be self-motivated learners, actively explore resources and materials, and make discoveries through self-initiated play. Teachers have reviewed children’s transitions between classrooms. The review process involved teachers working collaboratively with parents to ensure the positive transition of children, into and between classrooms within the centre.
Teachers engage children in a wide range of meaningful learning conversations, which encourages them to think, be creative and use their imagination. Teachers consistently provide children with positive feedback about their achievements and contributions. There are many opportunities for children to develop their social skills through interactions with others. These experiences help support them to become capable, competent learners and communicators.
Particular strengths across the curriculum include:
Babies and toddlers
Young children
A unique feature of the centre is the role of the Family Services Coordinator. She actively supports individual family needs and assists teachers to meet the identified needs of the child and families. She works alongside families to identify and develop individual assistance as required. Parent education programmes are offered and run by the Kindercare organisation. Additional community support agencies and referrals to other specialist services are accessed by the family coordinator in consultation with parents.
Management and teachers are strong advocates for children and families/whānau. The experienced centre manager is supported by the regional manager. Kindercare Learning Centres Ltd has a clear vision and well-defined expectations and guidelines for centre operations and teaching practice. Management and teachers have established quality self-review practices that result in ongoing improvements and developments to centre operations and teaching practice. These practices are strongly focused on providing the best possible outcomes for the care and education of children who attend the service.
ERO supports the centre’s strategic plan to implement on-line assessment profiles. This includes using on-line approaches to further develop bicultural practices, partnerships with families, and to strengthen the documentation of learning in profiles.
Before the review, the staff and management of Kindercare Learning Centres 401 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.
The next ERO review of Kindercare Learning Centres 401 will be in three years.
Dale Bailey Deputy Chief Review Officer Northern
16 March 2015
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 |
Hamilton |
||
|
Ministry of Education profile number |
45233 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
100 children, including up to 40 aged under 2 |
||
|
Service roll |
95 |
||
|
Gender composition |
Girls 49 Boys 46 |
||
|
Ethnic composition |
Māori Pākehā Kiribati Chinese Cook Island Indian |
28 46 8 5 5 3 |
|
|
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 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
February 2015 |
||
|
Date of this report |
16 March 2015 |
||
|
Most recent ERO report(s) |
Education Review |
February 2012 |
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.