22 Ngunguru Road, Glenbervie
View on mapERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
Regulatory standards |
ERO’s judgement |
|
Curriculum |
Meeting |
|
Premises and facilities |
Meeting |
|
Health and safety |
Meeting |
|
Governance, management and administration |
Meeting |
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed non-compliances and is now taking reasonable steps to meet regulatory standards.
Kingdom Kidz is privately owned and operated. A qualified owner and a centre manager provide governance support to a team of three qualified teachers and eight staff, including a cook. There have been staffing changes since ERO’s previous report in 2019. There are two separate indoor and outdoor areas for children from infants to school age.
Adults providing education and care engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships. Children’s preferences are respected, and they are involved in decisions about their learning experiences. Children are provided with a range of experiences and opportunities to enhance and extend their learning, indoors and outdoors, individually and in groups.
Children are given the opportunity to develop knowledge and an understanding of the cultural heritages of both parties to Te Tiriti o Waitangi. The service curriculum provides a language-rich environment. The curriculum is inclusive, and responsive to children as confident and competent learners.
Consistent monitoring of health and safety practices is required to maintain regulatory standards.
During and since the onsite visit the service has provided ERO with evidence that shows that it has addressed the following non-compliances:
Providing suitable facilities for washing sick or soiled children and having a procedure outlining how hygiene and infection control outcomes will be met when washing sick and soiled children (PF26).
Having a space (away from where food is stored, prepared, or eaten) where a sick child can be temporarily kept at a safe distance from other children (to prevent cross-infection), lie down comfortably and be supervised (PF27).
Having at first aid kit that complies with the requirements of Appendix 1 (PF28).
Securing heavy furniture, fixtures, and equipment that could fall or topple and cause serious injury or damage (HS6).
Having a list of emergency supplies and resources sufficient for the age and number of children and adults at the service, and details of how these will be maintained and accessed in an emergency (HS7).
Ensuring premises and facilities are checked for hazards on every day of operation, including in the laundry (HS12).
Ensuring the temperature of warm water delivered from taps that are accessible to children is no higher than 40°C (HS13).
Ensuring water stored in any hot water cylinder is kept at a temperature of at least 60°C (HS14).
Having a record of excursions that includes assessment and management of risk; evidence of parental permission and approval of adult: child ratios for regular excursions; evidence of parental permission and approval of adult: child ratios for special excursions (HS17).
Having a record of excursions that includes evidence of parental permission for any travel by motor vehicle (HS18).
Having a record of all food served during the service’s hours of operation (other than that provided by parents for their own children) and ensuring the food provided is prepared in accordance with Ministry of Health (MoH) guidance (HS19).
Documenting a record of serious illnesses that occur at the service that includes the child’s name, the date, time, and description of the illness, actions taken and by whom, and evidence that a parent has been notified/informed (HS27).
Maintaining a record of all medicine (prescription and non-prescription) given to children attending the service, that includes the name and amount of medicine given; and that category (iii) medications are stored safely and appropriately (HS28).
Having a written child protection policy containing provision for the identification of child abuse and neglect (HS31).
Maintaining a detailed record of staff safety checking that includes all components of the safety checking requirements, and ensuring risk assessments are completed after all relevant information is obtained (GMA7A).
Having an annual budget that guides financial expenditure (GMA9).
Maintaining attendance records that meet the requirements outlined in the Early Childhood Education Funding Handbook for children currently attending. These records should include any absence, with an ‘a’ when a child does not attend at a time for which they are enrolled; notes and explanations about attendance, such as when a child is away sick or has attended for more/less hours than they were enrolled; attendance registers that have been marked by staff on a twice daily basis (or once a day for services that operate only one session) and evidence (e.g. a signed attendance register) that a parent/guardian of each child has regularly examined and confirmed the attendance record (GMA11).
A key next step is to:
increase how kaiako document their responses to children’s interests and dispositions, and to parents’ aspirations, in assessment, planning and evaluation information.
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
28 March 2023
|
Early Childhood Service Name |
Kingdom Kidz |
|
Profile Number |
10415 |
|
Location |
Glenbervie, Whangarei |
|
Service type |
Education and care service |
|
Number licensed for |
50 children, including up to 15 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
57 |
|
Review team on site |
February 2023 |
|
Date of this report |
28 March 2023 |
|
Most recent ERO report(s) |
Education Review, February 2019; Education Review, April 2015 |
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a license to operate.
having its first ERO review – including if it is part of a governing organisation
previously identified as ‘not well placed’ or ‘requiring further development’
that has moved from a provisional to a full licence
that have been re-licenced due to a change of ownership
where an Akanuku | Assurance Review process is determined to be appropriate.
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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.
As part of an Akanuku | Assurance Review ERO assesses whether the regulatory standards are being met. In particular, ERO looks at a 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; safety checking; teacher certification; ratios)
relevant evacuation procedures and practices.
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
discussions with those involved in the service
consideration of relevant documentation, including the implementation of health and safety systems
observations of the environment/premises, curriculum implementation and teaching practice.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Kingdom Kidz is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Kingdom Kidz caters for children from three months to school age and offers full and part-time hours. The centre operates in a rural setting and has a diverse roll, including a high number of Māori children.
Teachers' work with children is inspired by Christian values, Reggio Emilia philosophy and the RIE programme (Resources for Infant Educators). The centre property also provides scope for learning about the natural world.
The majority of teachers hold early childhood qualifications. The owner also employs staff with appropriate experience in early childhood teaching.
The centre owner lives overseas. She returns regularly and maintains close ties with the centre manager and the lead teachers. The manager oversees the daily management of the centre. Lead teachers have responsibility for the children's care routines and learning programmes.
The 2016 ERO review found many good practices were in place. Teachers were proactive and seeking improvement. The report also identified the need to develop the strategic plan, further develop portfolios to reflect children's learning, and to review the appraisal process and the philosophy. These aspects of practice were addressed following the review, but now need further review and updating to reflect current legislation and quality practices.
Children and their families are warmly welcomed, and children settle quickly to self-chosen play. They are confident and chatty with their peers. Teachers set the environment with provocations to attract children's participation, and in response to children's interests. Some children sustain their play for long periods.
Teachers maintain a quiet, calm atmosphere in the baby and toddler room, respecting children's need for loving care and fostering a sense of wellbeing. These younger children have their own playground and a comfortable playing space indoors. They respond positively to their environment, making choices and practising their beginning language with each other and teachers.
The centre is on an extensive property that includes vegetable gardens that children often help to tend. There are also a small number of animals. A creek with eels adds further interest for children. Sensible gates and fences around the centre keep children safe, while these added opportunities contribute to their learning in a family-farm atmosphere.
Teachers are increasing their use of words and phrases in te reo Māori, and to respect aspects of tikanga in their practice. They have enrolled in a further course for this year to increase their understanding and knowledge of the language. Teachers could more clearly reflect their commitment to bicultural practice in documentation and resources that are available to children.
Teachers provide good support for children with additional educational needs. They work effectively with external agencies to ensure that children feel included. Teachers provide appropriate support to allow children to benefit from their time in the centre.
Parents/whānau value the care their children receive. Teachers respond positively to suggestions made by parents and invite them to centre events. Children's transition into, through and off to school are well managed. Teachers have developed some connections with local schools and intend to strengthen these relationships.
Review and revision of governance and management processes for the centre should be priorities for the year ahead. Policies and procedures to guide practice need updating to match the expectations of the licensing criteria, the Vulnerable Children's Act and new health and safety requirements. Appraisal processes need to be streamlined and improved to build teacher capability and capacity. The philosophy for the centre is due for review. Using Te Tiriti o Waitangi, and the revised Te Whāriki, the early childhood curriculum, as guiding documents for this review would be beneficial.
There is a need for more professional learning opportunities to support centre leaders to increase their capacity to lead centre developments.
Centre managers agree that key next steps for leaders and teachers are to:
strengthen appraisal processes by providing regular discussion times, observations and written feedback during the year
engage in professional development to strengthen assessment, planning and evaluation processes
continue strengthening bicultural practices
grow the capability of centre leadership to lead a professional teaching team and centre developments.
Before the review, the staff and management of Kingdom Kidz 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.
In order to improve practices teachers should ensure items stored high are secured, risk assessment management is detailed, and supervision ratios are appropriate for excursions close to water.
Steve Tanner
Director Review and Improvement Services Northern
Northern Region
28 February 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.
|
Location |
Ngunguru, Whangarei |
||
|
Ministry of Education profile number |
10415 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
50 children, including up to 15 aged under 2 |
||
|
Service roll |
72 |
||
|
Gender composition |
Girls 40 Boys 32 |
||
|
Ethnic composition |
Māori |
17 |
|
|
Percentage of qualified teachers |
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 |
January 2019 |
||
|
Date of this report |
28 February 2019 |
||
|
Most recent ERO report(s) |
Education Review |
April 2015 |
|
|
Education Review |
March 2012 |
||
|
Education Review |
March 2009 |
||
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.
Kingdom Kidz is a service that provides education and care for babies and children up to school age. The centre is in a rural setting north of Whangarei. The centre owner has worked at the centre since 2007 and became centre leader in 2011. In this time teachers have worked to define their learning philosophy, using their Christian values alongside the theories and practice of Reggio Emilia, and Magda Gerber. This philosophy is now fully integrated into the curriculum and guides centre practice.
The centre sits within three acres of garden. Children are able to pick fresh fruit and interact with the farm animals in the centre's grounds. These are noteworthy features of the centre.
In 2012 ERO identified that there were many good opportunities for children’s learning. At that time, teachers identified the need to further develop strategic planning processes. They also decided to extend play opportunities in the area for children under two and to further provide professional development for teachers. These decisions have been followed through and teachers continue to be proactive and seek improvement.
Children in the centre are confident and capable learners. They settle readily and make deliberate choices about where and what to play and the resources they need. Many children sustain play for prolonged periods. ERO observed children solving problems and experimenting with new ideas as challenges arose. They were totally involved in their many opportunities for play.
Children work collaboratively showing tuakana/teina support for each other. They benefit from the spacious natural environment. Children are calm and relaxed in this environment. Learning spaces invite complex play and promote children’s inquiry. The Reggio Emilia project-based approach is very evident. This is particularly noticeable in the older children’s learning programmes where they are developing and demonstrating independence and resourcefulness.
Teachers skilfully engage children as they play. Children are well supported to collaborate and investigate ideas and new thinking. Teachers use open ended questions. This helps to prompt reciprocal conversations and further extend children’s thinking. Children engage readily with adults and other children, often using quite complex oral language.
Teachers in the under two area are guided by Magda Gerber approaches. This is demonstrated in the gentle and respectful way teachers speak and respond to babies. Teachers are very deliberate in their intention to promote children's independence and autonomy. As a result they are building children’s confidence. Respectful interactions between staff and children dignify all behaviours at the centre.
Teachers respond well to children’s learning interests. Teachers’ planning and assessment is evident in children’s learning stories. The progress and development of each child is described effectively. Teachers note that by further developing children’s learning stories they would be better placed to provide greater learning opportunities for children.
The centre is continuing to develop bicultural practices. Teachers use te reo Māori and children respond to simple instructions. Centre leaders plan to strengthen the relationship with their local marae and enhance the place of te Ao Māori in the life of the centre.
Parents and whānau participate and contribute to self review and centre events. Whānau value the close communication they have with teachers. They follow with interest their children's progress and wellbeing.
Positive working relationships exist between local schools and the centre. Teachers and leaders are carrying out a timely review of their transition to school practice. Their intention is to identify ways to improve transition outcomes for children.
There is good distribution of leadership roles across the teaching teams. They implement the centre philosophy to responsively guide curriculum and teaching practice. This leadership approach ensures that children’s learning and wellbeing is at the heart of all decisions and actions within the centre.
The centre is well managed and effectively led. A new leadership approach to the teacher appraisal process later in 2015 is likely to help build teacher’s professional capacity. Considering how to develop a professional learning community of teachers would be a further step toward enhancing teaching practice.
During the course of this review, centre leaders and ERO agreed that key priorities for the centre include:
Before the review, the staff and management of Kingdom Kidz 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.
The next ERO review of Kingdom Kidz 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 |
Glenbervie, Whangarei |
||
|
Ministry of Education profile number |
10415 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
50 children, including up to 15 aged under 2 |
||
|
Service roll |
70 |
||
|
Gender composition |
Girls 37 Boys 33 |
||
|
Ethnic composition |
Māori Pākeha other European |
12 57 1 |
|
|
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 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
January 2015 |
||
|
Date of this report |
13 April 2015 |
||
|
Most recent ERO report(s) |
Education Review |
March 2012 |
|
|
Education Review |
March 2009 |
||
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.