Kindercare Learning Centres - Fendalton

Education institution number:
70543
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
59
Telephone:
Address:

126 Puriri Street, Riccarton, Christchurch

View on map

Kindercare Learning Centres - Puriri (206) - 05/06/2020

1 Evaluation of Kindercare Learning Centres - Puriri (206)

How well placed is Kindercare Learning Centres - Puriri (206) to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Kindercare Learning Centres - Puriri (206) 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 - Puriri is located in Christchurch. It offers all-day sessions, five days a week for 50 children, with a maximum of 14 aged up to two years. The centre is divided into three learning areas to cater for the specific needs of infants, toddlers and children aged three and a half to school age. The children share a spacious outdoor play space. Families at the centre represent an increasingly diverse local community. Most staff are qualified early learning teachers.

The service operates under Kindercare Learning Centres Limited's 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 the experienced centre manager to support the operation of the service.

The service's philosophy, underpinned by Te Whāriki (2017) 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'.

The June 2017 ERO report, identified areas requiring further development. These included: strengthening bicultural perspectives within centre practices and documentation, improving the depth and breadth of evaluation processes, and embedding assessment, planning and evaluation processes. Progress is ongoing in most of these areas. The leadership team and other staffing have remained stable since that time.

This review was part of a cluster of six Kindercare Learning Centres in the Christchurch area.

The Review Findings

Children benefit from warm, caring, positive relationships. Well established routines support self-management and self-regulation skills for children. Teachers are very responsive to children’s interests, strengths and capabilities. They ensure children have easy access to a range of resources and experiences, enabling children to have choice and to revisit their learning. Environments are engaging and encourage exploration and sensory play.

Children under two experience an unhurried and calm environment that builds levels of appropriate independence for toddlers, and emphasises a positive focus on language development.

Teachers are reflective in their practice and prioritise what is best for children. Transitions into, within and beyond the centre are well managed and are flexible to children’s needs and learning readiness. Teachers are developing meaningful ways to engage with parents in learning partnerships that promote children's engagement in the curriculum. They support the development of children's language, culture and identity through deliberate individual and group planning. Teachers are continuing to develop skills and confidence in using bicultural practices.

Useful systems are in place to support consistency in assessment, planning and evaluation. Both group and individual planning demonstrate responsiveness to children’s interests and needs, including how children with additional needs will be best supported. Ongoing attention to planning supports teacher capability and capacity in the delivery of curriculum topics and activities.

Leaders have established positive relationships with parents and whānau and value their contributions. Leaders support teachers to critically reflect on their practice and take an active role in internal evaluation. A focus on strengths-based practices fosters and grows leadership capability and capacity in teachers.

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

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

  • further developing bicultural practices that give prominence to te ao Māori and the use of te reo Māori

  • clarification of the alignment of strategic planning, internal evaluation and reporting

  • in consultation with whānau, continuing to develop a localised curriculum that reflects the learning that matters most within the centre, and is prioritised in assessment, planning and evaluation practices.

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 effectively to monitor and show progress towards improved outcomes for children over time.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kindercare Learning Centres - Puriri (206) 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

5 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

70543

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, including up to 14 aged under 2

Service roll

50

Gender composition

Boys 30, Girls 20

Ethnic composition

NZ European/Pākehā
Other ethnicities

32
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

1:6

Better than minimum requirements

Review team on site

January 2020

Date of this report

5 June 2020

Most recent ERO report(s)

Education Review

June 2017

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

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.

Kindercare Learning Centres - Puriri (206) - 21/06/2017

1 Evaluation of Kindercare Learning Centres - Puriri (206)

How well placed is Kindercare Learning Centres - Puriri (206) to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Kindercare Learning Centre (206) is well placed to provide positive learning outcomes for children.

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

Background

Kindercare Learning Centre - Puriri (206) 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- Puriri (206) is located in a character villa in Fendalton and serves a culturally diverse community. The centre provides full day education and care for children from birth to school age in three separate rooms. These rooms are specifically designed to the meet the developing needs of different age groups of children.

Most staff have been at the centre for a long period of time and are qualified and registered teachers. An on-site cook provides nutritious vegetarian meals and snacks for children.

The leaders and teachers have continued to build on many of the strengths outlined in the 2014 ERO report. The leadership team has been extended to include a curriculum leader. The building has been renovated and outside garden areas have been upgraded.

Leaders and teachers have been responsive to the recommendations from the previous ERO review. This includes recent developments in assessment, planning and evaluation, placing an increasing focus on bicultural perspectives and aligning self review to centre and curriculum priorities. Leaders are developing links with local schools to help support transition-to-school processes for children.

The service has developed a focus and training to provide parent education and support to families.

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

The Review Findings

The service philosophy of children learning in a safe, loving and supportive environment is well understood by staff and is embedded in all aspects of centre operation. Children are at the heart of centre practices and the curriculum.

Leaders and teachers actively foster children's sense of wellbeing and belonging. They promote inclusive, positive and reciprocal relationships with children and families. Children are well supported to make successful transitions into the centre and between rooms.

Teachers respond sensitively and respectfully to children's individual interests, strengths and capabilities. Consistent caregiving supports the need for young children to have strong and secure attachments. Infants and toddlers enjoy unhurried, calm routines that purposefully align to parent preferences.

Children benefit from well-planned resourcing and presentation of the orderly, homely learning environments. They have easy access to a wide range of equipment, including natural materials that promote creative, imaginative and exploratory play experiences.

Leaders and teachers are placing an increasing focus on developing understandings and use of bicultural practices in ways that are respectful of the Māori culture.

Children play well with and alongside others. Teachers work closely with children to help develop children’s confidence, independence and decision making skills. They make good use of internal and external expertise to support children, including those with additional needs.

Parents and whanāu are regularly informed of children’s learning interests through the use of technologies, informative wall displays and conversations with teachers.

The centre is well led and managed by a supportive leadership team. Teachers' strengths are well used. They attend regular professional learning and development to improve their knowledge, teaching practices and evaluation processes. Teachers' leadership potential is recognised and fostered through regular coaching and mentoring.

Centre leaders and teachers work collaboratively to successfully implement Kindercare management, curriculum and health and safety systems. They are building a reflective team culture where teachers regularly discuss ways to continually improve teaching practices and learning outcomes for children.

Key Next Steps

The leadership team have identified, and ERO's evaluation has confirmed, that the key next steps are for centre leaders and teachers to strengthen:

  • bicultural perspectives within centre practices and documentation
  • the depth and breadth of evaluation processes
  • new assessment, planning and evaluation processes. 

Kindercare Learning Centres Ltd could consider:

  • giving greater prominence to bicultural perspectives in key documentation
  • further developing strategic coverage of priorities, annual action planning and evaluation processes in centres
  • considering ways to strengthen partnerships in learning with schools
  • formalising and documenting the procedure for appraisal and attestation in the Christchurch area
  • evaluating 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 - Puriri (206) 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 - Puriri (206) will be in three years.

Dr Lesley Patterson
Deputy Chief Review Officer Southern/Te Waipounamu

21 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

70543

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, including up to 14 aged under 2

Service roll

60

Gender composition

Boys 36; Girls 24

Ethnic composition

Māori

Pākehā

Other Ethnicities

7

26

27

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

March 2017

Date of this report

21 June 2017

Most recent ERO reports

 

Education Review

August 2014

Education Review

April 2011

Education Review

January 2008

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.