17 Graham Collins Drive, Mairangi Bay, Auckland
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Kindy Cottage Childcare is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Kindy Cottage Childcare is licensed to provide education and care for up to 26 children, including 12 children under the age of two years. There are two indoor areas. The Butterfly Room is for infants and toddlers, and the Caterpillar Room is for older children. Children in both rooms share the outdoor areas. A small number of children attending are Māori or from other ethnic backgrounds.
The centre's philosophy, underpinned by Te Whāriki, the early childhood curriculum, prioritises respect, responsibility and independence as important parts of children's learning. The philosophy is currently under review.
The centre changed ownership in 2018. The two co-owners have responsibility for the daily management of the centre. The teaching team consists of two head teachers and seven teachers, most of whom, including one of the owners, are registered teachers.
Children are settled at the centre. They are confident and articulate, and enjoy friendships with others that enhance their social skills and oral language. Teachers work closely with children, engaging them in conversations and fostering their curiosity. They affirm children's ideas and encourage inquiry and problem-solving. The outdoor area is used well to extend learning through children's play.
Infants and toddlers are well cared for. They confidently explore and enjoy their play in a calm, supportive, unrushed pace. They benefit from the mixed-age outdoor play opportunities. Their independence and self-management skills are nurtured through teachers' practices.
Teachers have responsive and caring relationships with children and provide a welcoming environment for families. They work collaboratively, communicating well and responding to children's needs. Learning experiences that encourage children to inquire are woven into the curriculum. Inclusive practices ensure that children with additional needs are well supported. Children's transitions into and through the centre are well considered and tailored to suit each child and family.
Teachers notice, recognise and respond to children's individual emerging interests. They continue to develop strategies to document and enhance their planning, assessment and evaluation practices. It would be worthwhile to strengthen the focus on extending children's learning and making this more visible in planning. Individual portfolios inform parents about their children's learning progress. Learning opportunities promoted through the centre's programme help children prepare for their transition to school.
Children's cultures are valued and teachers' commitment to bicultural practice is evident. Centre routines and the environment acknowledge the bicultural heritage of Aotearoa New Zealand. Teachers are building their knowledge of te ao Māori, and use words and phrases in te reo Māori with the children.
The owners and teachers are committed to ongoing improvement, and use internal evaluation to identify areas for further development. Focusing evaluative questions to explore ways to improve teaching practices and outcomes for children could contribute to a more strategic approach. A new appraisal system is being introduced to strengthen staff performance. Teachers are taking part in relevant professional development that impacts positively on their practice.
Centre owners have high expectations of their staff as professionals, and are working to develop a strong team culture. Centre operations are guided by a sound base of policies and procedures.
Key next steps include:
teachers being more intentional in their responses to children in order to challenge and extend children's thinking
increasing the extent to which Māori language and culture are evident in documentation and teaching practices
building a collaborative centre culture
reviewing the philosophy and establishing a strategic plan.
Before the review, the staff and management of Kindy Cottage Childcare 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.
Steve Tanner
Director Review and Improvement Services Northern
Northern Region
6 June 2019
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.
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Location |
Mairangi Bay, Auckland |
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Ministry of Education profile number |
10263 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
26 children, including up to 12 aged under 2 |
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Service roll |
36 |
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Gender composition |
Boys 19 Girls 17 |
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Ethnic composition |
Māori |
2 |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
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Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
February 2019 |
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Date of this report |
6 June 2019 |
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Most recent ERO report(s) |
Education Review |
April 2015 |
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|
Education Review |
April 2012 |
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Education Review |
February 2009 |
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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.
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.
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.
Kindy Cottage Childcare is a well-established service that provides full day programmes in a home- like environment in Mairangi Bay, Auckland. It is licensed to provide for up to 38 children, including up to 12 children aged under two years. The community attending the centre is predominately NZ European/Pākehā and Chinese, with a small number of children who are Māori or of other ethnic backgrounds. A team of seven teachers, led by the centre manager, results in good staff-to-child ratios.
The indoor learning area has separate dedicated spaces for babies and children aged under two and a half years, and for children aged from two and a half years to school age. The recently upgraded outdoor activity area is shared by the two age groups. This provides children with opportunities to play for periods of time in mixed age groups.
The centre philosophy focuses on creating an environment where children are ready, willing and able to learn. Links to Te Whāriki, the early childhood curriculum, are identified along with the team’s commitment to successfully meeting the needs of an increasingly diverse community.
The 2012 ERO report commented on the warm and caring interactions between teachers and children. The centre has continued to build on the findings of this report, sustaining existing good practices, strengthening centre appraisal and self-review processes, and developing a greater bicultural focus.
Recent professional development focusing on programme planning further promotes ongoing improvement.
Warm and respectful relationships are evident between children, parents and staff. Unhurried parent and staff interactions help foster children’s sense of wellbeing and belonging. Older children display independence and involve themselves in self-directed play activities. These self management skills should assist children when they transition to school.
Children can access a wide range of resources and have many opportunities to make choices about their play. Children enjoy exploring the play areas and socialising together. Teachers are now considering ways to deepen the complexity of play and children’s thinking in the learning programme.
Children aged up to two years are settled and comfortable with their teachers, and benefit from warm interactions with a dedicated carer. The open-plan indoor environment allows younger children to be visually connected with the older age group.
The centre provides a formalised transition to school programme for older children. Centre leaders are mindful of the need to maintain a balance between formal and informal play-based learning opportunities and they plan to review this transition programme.
Teachers use a wide range of resources in the programme. Teachers working with both age groups could now consider ways to present and use equipment to maximise children’s interests and further challenge their thinking.
There is a good mix of experienced and recently qualified teachers who work well together. They readily communicate with each other and respond quickly to children’s needs. Most teachers have been with the centre for many years, and know the children, families and community well. Teachers acknowledge and reflect children’s cultures. Bilingual teachers effectively support some children and families in their first language.
Teachers plan the programme together, focusing on learning dispositions that reflect the strands of Te Whāriki. Some teachers skilfully use rich conversations and careful and responsive questioning to prompt children’s thinking. Centre leaders and teachers are aware that continuing to deepen all teachers' conversations with children is likely to enhance their learning.
Additional to children’s assessment portfolios, stories about children’s learning are now being documented electronically. This development gives parents increased information about their children’s experiences and learning. This could also help the centre to further strengthen parent and whānau partnerships.
The centre has a strong bicultural focus that continues to be an integral part of the centre’s strategic plan and professional development programmes. Some staff integrate te reo Māori confidently in conversations with children. The centre continues to use the strengths of parents and whānau to support Māori content in the programme.
The centre benefits from capable administrative management. The owner and centre manager meet regularly and work well together. Management planning is sound and places an emphasis on the continued professional development of staff. This has had positive impacts on self review practices and teacher appraisal, and on supporting centre leaders and teachers to make ongoing improvements to centre practices.
ERO and centre leaders have identified the following next steps for centre development:
Before the review, the staff and management of Kindy Cottage Childcare 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 Kindy Cottage Childcare will be in three years.
Dale Bailey
Deputy Chief Review Officer Northern
13 April 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 |
Mairangi Bay, Auckland |
||
|
Ministry of Education profile number |
10263 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
38 children, including up to 12 aged under 2 |
||
|
Service roll |
46 |
||
|
Gender composition |
Girls 25 Boys 21 |
||
|
Ethnic composition |
Māori Pākehā Chinese other European other Asian other |
2 27 8 5 2 2 |
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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 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
February 2015 |
||
|
Date of this report |
13 April 2015 |
||
|
Most recent ERO report(s) |
Education Review |
April 2012 |
|
|
Education Review |
February 2009 |
||
|
Education Review |
April 2006 |
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.
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.