1015 Duke Street, Mahora, Hastings
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 Nature Kids are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
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Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whakaū Embedding |
Nature Kids’ philosophy prioritises relationships and respect for the environment through the concepts of manaakitanga, taha tinana, whanaungatanga, mana and kaitiakitanga. Children learn across three age-based rooms. A large number of Māori children are enrolled, as well as a small group of Pacific learners.
The philosophy is clearly evident through a rich local curriculum. Meaningful te reo Māori, some tikanga Māori, waiata and links to places of local significance are woven through children’s experiences. Calm and respectful teaching practices enhance a focus on growing social and emotional competence. Children benefit from an environment where they are encouraged, problem solve, work collaboratively and drive their own learning.
Teachers and leaders work in learning-focused partnership with parents and whānau to support children’s inclusion in the curriculum. Responsive processes enable effective transitions of children and whānau into, through and out of the centre. Children with additional learning needs are well supported to achieve success, with clear learning goals in place.
Assessment of children’s learning reflects their learner identity and progress over time. Their interests, home contexts and needs are responded to through the programme. However, for some, their individual culture is yet to be visible in assessment and the broader curriculum.
Well developed evaluation practices identify what is successful for individual children and teachers in relation to teaching and learning, and why. A consistent approach to using evaluation for improvement is promoting continuous growth and positive outcomes for children. The centre is yet to intentionally reflect on how well the centre’s valued learning outcomes are being achieved for tamariki Māori, Pacific learners and other groups of children.
Teachers work collaboratively to develop their professional knowledge and expertise about children’s learning and development. Positive shifts in practice, aligned to the enactment of the philosophy, are evident through teacher inquiry.
Nature Kids will include the following actions in its Quality Improvement Planning:
Draw on the strong relationships that exist with families to be more intentional about how they use the knowledge of children’s culture and language to inform curriculum and assessment.
Further deepen evaluation practices to better understand what the impact of inquiry and changed practice is for groups of children, to gain insight into equity.
Before the review, the staff and management of Nature Kids completed an ERO 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; safety checking; teacher registration; ratios)
relevant evacuation procedures and practices.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliances:
checks to equipment, premises and facilities on every day of operation for hazards to children that include all elements listed in the licensing criteria.
[Licensing Criteria for Early Childhood Education and Care Centres 2008, HS12]
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
4 November 2022
| Early Childhood Service Name | Nature Kids |
| Profile Number | 45593 |
| Location | Mahora, Hastings |
|
Service type |
Education and care service |
|
Number licensed for |
50 children, including up to 20 aged under 2 |
|
Percentage of qualified teachers |
100% |
|
Service roll |
67 |
|
Review team on site |
September 2022 |
|
Date of this report |
4 November 2022 |
|
Most recent ERO report(s) |
Education Review, January 2019; Education Review, March 2016. |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Nature Kids is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Nature Kids is a privately owned early childhood education and care centre situated in Hastings. It caters for children aged from birth to five years. The centre is licensed for 50 children with provision for 20 children up to two years of age. Of the 68 children enrolled 26 are Māori.
The owners are responsible for the management, administration and supervision of the centre. Three separate rooms, Ngaio, Tawa and Rata, are specifically designed for the needs of the different age groups.
The philosophy emphasises the importance of relationships and partnerships through the provision of a localised curriculum. The layout of the outdoor space encourages children to be physically active and environmentally aware. The intent of the Treaty of Waitangi is acknowledged and valued.
The owners and managers have responsibility for the day-to-day operation of the centre. They are supported by three team leaders who have responsibility for the programmes delivered in each room. A number of qualified teachers make up teaching teams. Cooks prepare and provide healthy meals for children.
The centre management and staff have responded well to the areas for development identified in the March 2016 ERO report.
High quality environments effectively support the learning programme. Close and trusting relationships are evident. An extensive range of natural resources promotes children's interest and participation. The attractive outdoor area is well designed to support physically active play and encourage children to be environmentally aware. Regular excursions into the local community add richness to the programme. Children have choices about what they do and who with. They are cooperative, engaged and empowered learners.
Kaiako are responsive and respectful as they work with and alongside children. They use a range of effective strategies to support their learning and persistence in play. There is a strong focus on encouraging curiosity, investigation and communication. High expectations and consistent teacher practice supports children's social competence.
Provision for infants and toddlers is carefully considered. Primary caregiving supports their sense of belonging and wellbeing. Relationships with kaiako are close and trusting. Routines and care moments are seen as learning opportunities.
Children requiring additional learning support are encouraged and enabled to fully participate in the programme. Kaiako have the knowledge and skills to successfully promote their engagement, communication and social learning.
Transitions into and across rooms is sensitively implemented and responsive to children's readiness and in collaboration with whānau. Kaiako are proactive in identifying strategies to support the development of skills that promote successful transition to school.
Bicultural practice is highly evident in the environment and routines. Some teachers use te reo Māori spontaneously and children are responding using kupu Māori. Te reo me ngā tikanga Māori are woven throughout learning experiences enjoyed by children. The service is continuing to explore how to better respond to Māori children through a focus on te ao Māori within the local context.
Pacific culture is reflected within the environments. Leaders acknowledge the need to strengthen provision for children of Pacific heritage and their families. Up-to-date Ministry of Education resources have been accessed to support this development.
The curriculum is responsive to parent aspirations and children's interests and ideas. Literacy, mathematics, science and the arts are well integrated throughout the play-based learning spaces. Teachers are working together to implement the revised early childhood curriculum, Te Whāriki. They are aware of the need to further define the valued learning outcomes within their curriculum. This should enable teachers to measure the impact of the planned programme on children's learning and support ongoing planning decisions.
Children's engagement within the programme are recorded and stories are regularly written that outline children's participation, learning and at times progress. The on-line assessment tool encourages whānau participation and strengthens links between home and Nature Kids. To further strengthen assessment practice, teachers should:
strengthen the focus on children's significant learning
consider how to more effectively promote future learning.
Spontaneous and policy reviews regularly occur and are valued as a tool for teaching and learning. Planned internal evaluation is currently focused on curriculum and teaching practices. To further strengthen understanding and use of the established framework teachers and leaders should:
create an evaluative question to guide the process
develop a range of robust indicators
evaluate the improvements made with a focus on outcomes for children.
A newly revised appraisal process, supported by recent Educational Council professional development, has been implemented this year. Continuing to strengthen and embed appraisal, particularly in relation to setting measurable goals and providing feedback to support teachers ongoing development, is a key next step.
Leaders are future-focused with a clear sense of purpose and commitment to improvement. Collaborative relationships are evident and the teaching team work well together to promote positive learning outcomes for all children.
Priorities for Nature Kids to continue to strengthen include:
aspects of assessment, planning and evaluation
knowledge and use of internal evaluation
appraisal.
Before the review, the staff and management of Nature Kids 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.
ERO identified non-compliance in relation to premises and facilities. The service provider must ensure:
the fish tank is secured
the mirror in Rata room is made safe.
[Licensing Criteria for Early Childhood Education and Care Services 2008, PF7]
The next ERO review of Nature Kids will be in three years.
Phil Cowie
Director Review and Improvement Services
Central Region
30 January 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 |
Hastings |
||
|
Ministry of Education profile number |
45593 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
50 children, including up to 20 aged under 2 |
||
|
Service roll |
68 |
||
|
Gender composition |
Boys 34, Girls 34 |
||
|
Ethnic composition |
Māori |
29 |
|
|
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 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
November 2018 |
||
|
Date of this report |
30 January 2019 |
||
|
Most recent ERO report(s)
|
Education Review |
March 2016 |
|
|
Education Review |
March 2013 |
||
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.
Nature Kids is a privately owned early childhood education and care centre situated in Hastings. It caters for children aged from birth to five years. The centre is licensed for 50 children with provision for 20 children up to two years of age.
The owners are responsible for the management, administration and supervision of the centre. Three separate areas are designed specifically for the needs of different age groups.
Since the March 2013 ERO review, the centre has extended the outdoor space significantly. Careful consideration and planning was given to the layout of this area to encourage children to be physically active and environmentally aware.
The centre management and staff have appropriately responded to the areas for development identified in the previous ERO report.
Children learn in a happy and secure environment. They show confidence and high levels of independence. Teachers know the children and their families well. Positive and responsive relationships support children’s sense of belonging.
Teachers value and foster play as a vehicle for learning. Children engage in sustained self-directed play for extended periods of time. They access resources and activities that support and promote their interests and strengths. Children and teachers have fun. Regular excursions into the wider community provide further learning opportunities.
Teachers notice and respond to individual and group interests. Planning is displayed in order to inform and engage parents in the programme. Some teachers are recognising and responding to children’s learning. Teachers should strengthen assessment, planning and evaluation to more clearly identify how they extend children’s learning.
The recent implementation of e-portfolios is strengthening links between the centre and home. Parent and whānau contribution to their children’s learning is increased.
Children up to the age of two years enjoy a calm and settled environment that caters well for the specific needs of this age group. Responsive caregiving supports strong and secure attachments. Teachers foster children’s language development and allow time and space for children to lead their own learning.
Transitions into and within the centre are carefully considered and responsive to the needs of individual children. Good information sharing between teachers supports the process. A summary of children’s learning while at the centre provides useful information for parents to share with schools. The centre is continuing to work with local schools to further strengthen the transition process.
Children with special education needs are well supported. Teachers work in partnership with parents and external agencies to develop teaching strategies to enhance their learning. Equity funding is used to provide additional resourcing.
There has been a deliberate approach to further developing teachers’ knowledge and understanding of te ao Māori. Resources that affirm Māori children’s sense of belonging are visible and accessible. Teachers are growing in confidence in their use of te reo Māori. This continues to be an area for ongoing development. Teaching strategies to support Pacific children are developing.
Appraisal requires further development. This includes improving individual goal setting, evidence, observation, feedback, next steps, clear alignment to the Practicing Teacher Criteria and usingTātaiako: Cultural Competencies for Teachers of Māori Learners. Managers should increase the usefulness of appraisal to improve teaching and centre management practices.
As a result of external professional learning and development teachers have increased their knowledge and understanding of self review for improvement. There is an established framework that guides the process. Managers acknowledge this remains an area for ongoing development. Shifting the focus of self review from what they are doing to evaluating how well they are doing, should further strengthen the process.
Management and ERO agree that the following next steps are to strengthen:
Before the review, the staff and management of Nature Kids 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 Nature Kids will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
21 March 2016
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 |
Hastings |
||
|
Ministry of Education profile number |
45593 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
50 children, including up to 20 aged under 2 |
||
|
Service roll |
71 |
||
|
Gender composition |
Boys 37, Girls 34 |
||
|
Ethnic composition |
Māori Pākehā Pacific Other ethnic groups |
22 38 1 10 |
|
|
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 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
January 2016 |
||
|
Date of this report |
21 March 2016 |
||
|
Most recent ERO report(s) |
Education Review |
March 2013 |
|
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.