Kiwi Kids Early Learning Centre - 26/06/2020

1 Evaluation of Kiwi Kids Early Learning Centre

How well placed is Kiwi Kids Early Learning Centre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Kiwi Kids Early Learning Centre is well placed to promote positive learning outcomes for children.

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

Background

Kiwi Kids Early Learning Centre serves the local community of Onerahi in Whangarei. It provides education and care for 50 children, including up to 16 children under the age of two years.

The centre philosophy values the natural environment and community involvement. It reflects Te Whāriki, the early childhood curriculum, through a holistic learning programme. The centre has recently been accepted into the Enviro Schools programme.

The centre is led by the owner/manager, who is a registered teacher. She, along with a recently appointed head teacher and a recently promoted senior teacher, form the leadership team. Of the 14 staff, 10 are experienced, qualified and registered early childhood teachers.

The purpose-built facility provides for children in three age-related areas. Children under two years of age have easy access to their own outdoor learning space. The other two spaces share an outdoor learning environment that provides for mixed-age play.

The 2016 ERO report noted respectful and collaborative relationships with parents' and teachers' holistic approach to support children in their learning journey. These positive aspects remain evident. The report suggested improvement in leadership and programme planning. Good progress has been made in these areas.

The centre is a member of Ngā Kura mō te ako o Whangarei Kāhui Ako Group 2.

The Review Findings

Children demonstrate confidence to approach adults and their peers. They initiate conversations with each other and display awareness of social competencies through friendships and cooperative play. Tuakana/teina relationships are fostered to allow children to interact with each other. Teachers provide children with opportunities to interact with their wider world through regular local excursions.

Care of infants and toddlers is respectful and sensitive. The calm and slow-paced setting supports infants to feel secure. Teachers follow their lead and look for non-verbal cues to cater to their individual preferences and needs.

Teachers' relationships and interactions with children are responsive and affirming. They are aware of the individual needs of children and respond appropriately. Some teachers model effective teaching practice to extend children's learning, thinking and problem solving. Individual planning to promote positive best outcomes for children is an area of continued focus for the centre.

Well-resourced learning environments are purposeful and thoughtfully designed. Teachers encourage children's interests and the use of natural resources to promote connectedness to Papatūānuku, the land. Teachers often use te reo Māori when interacting with children and are introducing tikanga Māori into the programme.

Teachers document anecdotes about children's learning, identifying children's dispositions and interests. Some portfolios show good examples of teachers extending children's learning. Children have opportunities to share their stories from home.

The new leaders have the capacity, along with the owner, to build a strong leadership team based on the evident relational trust. Leaders are working with teachers to realise the centre's vision and strategic direction. Continued access to relevant professional learning will support teachers to build professional practice.

Centre operations are guided by a strategic plan and up-to-date policy framework. Effective management of staffing and good provision of resources support the delivery of a child-focused learning programme. Leaders have established an evaluation framework. Together with teachers they should use this framework to evaluate the effectiveness of changes made and the impact on outcomes for children and teachers.

Key Next Steps

Key next steps include:

  • strengthening teaching practices across the teaching team

  • teachers evaluating the effectiveness of the programme and their own teaching on extending children's learning

  • leaders and teachers strengthening the bicultural curriculum to support children, whānau and families to gain a deeper understanding of New Zealand's bicultural heritage.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kiwi Kids Early Learning Centre 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.

Steve Tanner

Director Review and Improvement Services (Northern)

Northern Region - Te Tai Raki

26 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

Onerahi, Whangarei

Ministry of Education profile number

45606

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, including up to 16 aged under 2 years

Service roll

68

Gender composition

Boys 38 Girls 30

Ethnic composition

Māori
NZ European/Pākehā
other ethnic groups

19
42
7

Percentage of qualified teachers

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 2020

Date of this report

26 June 2020

Most recent ERO report(s)

Education Review

June 2016

Education Review

March 2013

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.