25 Ranui Road, Stoke, Nelson
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Kiwi Treasures Early Learning Centre are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whāngai Establishing |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whāngai Establishing Whāngai Establishing |
Kiwi Treasures Early Learning Centre is one of two, privately-owned centres. The centre serves a culturally diverse community. The owners provide support to the new head teacher through governance and management processes. Leaders and teachers ae making progress in meeting the key next steps from the 2019 ERO report.
Leaders and teachers foster responsive, respectful interactions and relationships with children and families. They promote social and emotional wellbeing and competence to support children to become independent learners. Children with additional needs are well supported to succeed in their learning. Teachers provide a calm, inclusive, and unhurried environment that encourages children to fully participate in the curriculum.
The centre’s philosophy, based on the strands of Te Whāriki, the early childhood curriculum, is evident in practice. Regular cultural events are celebrated. Children have some opportunities to experience waiata and hear the use of te reo Māori in the learning programme. However, the use of te reo Māori and the acknowledgement of all children’s languages, cultures, and identities are not yet strong features of practice across the teaching team.
Teachers work together to implement assessment, planning, and evaluation practices that are beginning to align to the learning outcomes in Te Whāriki. Learning focused partnerships with parents are yet to be established as part of these processes. Assessment documentation does not yet consistently show how teachers use the learning outcomes to intentionally plan for children’s learning and show progress over time in relation to the learning outcomes.
Self-review practices are collaborative and focused on ongoing improvement. Governance, leaders, and teachers do not yet demonstrate sound understanding and use of effective internal evaluation. Those involved with governance provide mentoring for leadership but have yet to establish leadership and succession planning as priorities.
Kiwi Treasures Early Learning Centre will include the following actions in its Quality Improvement Planning. These are to:
further strengthen assessment processes to show how children are progressing in relation to the learning outcomes in Te Whāriki and clearly reflect children’s languages, cultures, and their identities
increase the opportunities to incorporate te reo Māori me ngā tikanga Māori throughout daily teaching practice
develop capability of governance, service leaders, and teachers to do and use effective internal evaluation for improvement.
Before the review, the staff and management of Kiwi Treasures 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.
ERO identified the following areas of non-compliance:
ensuring that records show parental acknowledgement of medication that is given to children when attending the service
consistently recording the results of safety checks for all staff when undertaking the 4-point check.
[Licensing Criteria for Early Childhood Education and Care Services 2008: HS28, GMA7A].
ERO recommends the Ministry follows up with the service provider to ensure non-compliances identified in this report are addressed.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
13 September 2022
|
Early Childhood Service Name |
Kiwi Treasures Early Learning Centre |
|
Profile Number |
65616 |
|
Location |
Makatū | Nelson |
|
Service type |
Education and care service |
|
Number licensed for |
35 children, including up to 0 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
39 |
|
Ethnic composition |
Māori 12, NZ European/Pākehā 20, Other ethnic groups 7 |
|
Review team on site |
May 2022 |
|
Date of this report |
13 September 2022 |
|
Most recent ERO report(s) |
Education Review, July 2018; Education Review, September 2013 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Kiwi Treasures is a small, privately-owned centre in Stoke, Nelson. The owner is based in Tauranga, where there is a second centre. A head teacher, assisted by a curriculum leader, oversees the Stoke centre and supports the Tauranga-based centre. Over time, there has been little change in staffing.
Children from two years to school age attend the centre. They come from a range of cultural backgrounds, including about 20% who identify with Māori heritage.
The centre’s philosophy states teachers’ commitment to working in partnership with parents to support children to grow ‘as competent, confident learners’. It also states that teachers will recognise each child as ‘a unique and important individual’, families’ cultures and beliefs will be valued, and children will ‘be immersed in knowledge and understanding of the Māori culture’. It also refers to teachers creating a calm and caring environment, where spontaneous play is valued.
Centre leaders have made good progress in relation to the recommendations in the 2013 ERO report.
The centre is welcoming and inclusive for children and their families, creating a strong sense of belonging for all. Children benefit from respectful, affirming and responsive interactions with their teachers. Children play well alongside and with each other. Friendships between children are evident. Teachers take time to talk with parents and build a good relationship with them. Children are sensitively supported as they transition into the centre and on to school.
Children are very well supported in their development and learning. They are settled in their play, show sustained engagement and interest, and benefit from thoughtful provocations and reciprocal conversations with their teachers. Teachers encourage children to lead their play, make choices and take responsibility. Extra support is in place for children with additional learning needs.
Children benefit from broad and interesting learning experiences. Curriculum strengths include frequent opportunities for music, movement, dramatic play and physical challenge. Teachers thoughtfully integrate early literacy and mathematics into children’s play. The well-resourced and carefully presented indoor and outdoor environment further supports new learning and enables children to revisit prior learning.
Important aspects of Māori culture are very evident in the day-to-day programme. Core Māori values and concepts, such as manaakitanga, whanaungatanga, and tuakana-teina relationships are especially evident. Learning records for Māori children show that these things are valued. A next step for teachers is to explore how centre planning and programmes, and children’s learning records could more explicitly value the diverse cultures of other children.
Overall, the centre has sound practices for the assessment and planning of individual children’s learning. Learning stories emphasise dispositional learning. Most link back to the child’s goal and over time show increasing complexity in learning. Learning stories often describe carefully the strategies teachers have or will use to extend or deepen the child’s learning. A next step is to better show in learning stories how teachers have responded to parents' aspirations for their children's learning. Planning for group learning needs strengthening.
Planned reviews have led to positive changes and improvements for children. However, aspects of internal evaluation need strengthening. Teachers need to develop a review schedule/plan to ensure that all important aspects of children’s learning are evaluated over time. Reviews could be strengthened by using evaluative questions to guide reviews, and ensuring that the scope of a review is manageable. After implementing changes, leaders and teachers need to later evaluate what difference the changes have made for children.
Centre leaders have built a positive and collaborative staff culture where decisions are made around what is best for children. Teachers feel valued and well supported by the leaders and owner. Teachers’ strengths are used well to enrich children’s learning.
The centre is well managed and governed. The owner has a strong commitment to equity, ensuring that all children and families benefit from early childhood education, irrespective of personal circumstances. The owner and staff have identified useful strategic goals. They have recently improved reporting systems from the centre to the owner.
The key next steps are to:
Before the review, the staff and management of Kiwi Treasures 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:
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 Kiwi Treasures Early Learning Centre will be in three years.
Dr Lesley Patterson
Deputy Chief Review Officer Southern
Te Waipounamu - Southern Region
16 July 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 |
Stoke, Nelson |
||
|
Ministry of Education profile number |
65616 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
35 children aged over 2 years |
||
|
Service roll |
51 |
||
|
Gender composition |
Girls: 33 Boys: 18 |
||
|
Ethnic composition |
Māori |
11 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
|
Review team on site |
June 2018 |
||
|
Date of this report |
16 July 2018 |
||
|
Most recent ERO reports
|
Education Review: |
September 2013 |
|
|
Education Review: |
May 2010 |
||
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.
Kiwi Treasures Early Learning Centre is a privately-owned service that provides full day education and care for up to 35 children aged from two to five years. Most of the children, families and staff live in the Stoke community. Approximately one third of the children are Māori.
The owners, service provider and head teacher have joint responsibility for ensuring that children’s wellbeing and learning are promoted. Their respective governance, management and leadership roles are clearly defined and well understood. They have addressed the areas identified for development in the May 2010 ERO report and continue to focus on improving the quality of outcomes for children.
The centre philosophy is soundly based on national education priorities, community needs and parents’ aspirations. The head teacher oversees daily operations and provides professional leadership. Over 80% of the teaching staff are suitably qualified.
The centre was relicensed in 2012 under the Education (Early Childhood Services) Regulations 2008.
Children play and learn in an environment that is well equipped, home-like and nurturing. Indoor and outdoor areas provide a wide range of opportunities for children to explore, experiment, create, imagine and be challenged.
Staff are warm and friendly in their interactions with children, whānau and colleagues. Children develop a sense of belonging and show confidence in their relationships with each other and with adults. Transitions into the centre and on to school are well managed.
The centre vision and values are clearly articulated and highly evident in daily practice. Each child is respected as a unique individual, with particular strengths, needs and interests. The wellbeing and progress of children with special needs are addressed with care and sensitivity.
Early literacy and mathematics concepts are integrated authentically into conversations and activities. Teachers effectively balance the goal of promoting and extending learning with fostering free spontaneous play.
Individual learning plans incorporate what teachers notice and recognise and what parents want for their children. Goals are set and shared, and development monitored over time. Stories in each child’s profile book are closely aligned with current focus areas. Observations by all staff contribute to these books as comprehensive and meaningful records of children’s learning and development. The quality and effectiveness of teachers’ responses to what they know about children are a strength of the centre.
Further evidence of this personalised approach to education and care is seen in the way teachers show their respect for and valuing of te ao Māori. Te reo me ngā tikanga Māori are seamlessly woven into routines, interactions, resources and daily programmes. All children enjoy learning kupu and waiata Māori, and staff are committed to building their own knowledge and bicultural awareness. Māori children and their whānau experience an environment where their language, culture and identity are highly valued.
Effective governance and management underpin the success of the centre. Policies, procedures and systems are well understood and regularly reviewed. The owners maintain regular communication and close collegial relationships with staff. Their involvement in the life of the centre enables them to monitor and support the wellbeing of children and staff. Decision-making and allocation of resources are informed by robust self review. The strategic plan clearly defines priorities for ongoing improvement and development. A set of actions sits under each goal and progress against these is carefully tracked.
The head teacher has a strong improvement focus and manages change well. She leads a collaborative team whose professional practice and personal relationships contribute to successful outcomes for children and the achievement of the centre’s strategic goals. She demonstrates clear appreciation of the purpose and value of evaluation and self review.
Staff successfully engage parents and whānau in children’s learning and in the life of the centre. Annual surveys seek feedback, which influences subsequent planning. Parents express high levels of satisfaction with the strong sense of partnership between them and the centre. They affirmed the positive relationships and high quality education and care that their children enjoy.
One of the centre’s key strategic objectives is to increase participation in early childhood education in the local community. To help bring this about, the centre offers families a half day free for children each week and remains open for most public holidays. These initiatives demonstrate the owners and staff’s commitment to encouraging families to access their service. The availability of additional hours enables more children to benefit from continuity of teaching and learning.
A new system for appraising staff is being trialled. Centre managers recognise that they need a plan to evaluate the effectiveness of this system.
Centre managers are considering ways to refine annual planning to ensure that action plans are manageable and goals achievable within realistic time frames.
Before the review, the staff and management of Kiwi Treasures 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:
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 Kiwi Treasures Early Learning Centre will be in four years.
Joyce Gebbie
National Manager Review Services Central Region (Acting)
9 September 2013
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 |
Stoke |
||
|
Ministry of Education profile number |
65616 |
||
|
Licence type |
Education and Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
35 children aged over 2 |
||
|
Service roll |
50 |
||
|
Gender composition |
Boys 22, Girls 28 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Tongan |
12 37 1 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Under 2 |
N/A |
|
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
July 2013 |
||
|
Date of this report |
9 September 2013 |
||
|
Most recent ERO report(s)
|
Education Review |
May 2010 |
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.