Rotorua Community Creche & Kindergarten Inc. - 12/03/2013

1 Evaluation of the Service

How well placed is the service to promote positive outcomes for children?

In-depth self review of centre practices is informing decisions about the quality of education and care provided for children and families. Therefore Rotorua Community Crèche and Kindergarten Inc is well placed to promote positive outcomes for children.

Context

Rotorua Community Crèche and Kindergarten is a community-based education and care service that caters for children from birth to school age. It is located in central Rotorua and is open during school terms only. Morning sessions operate five days a week for a mixed-age group. There is also an afternoon and full day programme that is more suited to the learning needs of children two and a half years and older.

Since ERO’s last review at the end of 2009 there have been significant changes to personnel, the organisational structure, policies and practices. There is a new centre manager, supervisor and teaching team. The role of parent representative has been more clearly defined and the number of these elected representatives has been increased.

In July 2011 a centre-wide review of practices was implemented. This has resulted in considerable change to the programme and routines. In November 2012 the centre achieved licensing under the Education (Early Childhood Services) Regulations 2008.

There has been focused professional learning and development for management and staff relating to effective centre operations, socio-cultural literacy and opportunities related to individual teachers’ development goals.

The Review Findings

The centre manager and supervisor have effectively led the development of a centre vision, mission and philosophy. Their collaborative approach to refocusing the centre’s operations, purpose and direction has resulted in retaining the strong family atmosphere and respectful, positive relationships among staff, parents and children.

A feature of the centre is the open communication and high levels of trust that underpins interactions at all levels. Shared leadership in a collaborative team culture empowers staff and parents to contribute their skills and ideas to enrich the programme and life of the centre.

Managers have developed and implemented a constructive appraisal process for staff that affirms good practice and offers opportunities for ongoing development. They acknowledge the need to now further define job descriptions and develop an appropriate appraisal process for the centre manager and supervisor.

The centre’s curriculum is highly responsive to the interests and needs of individual children and is closely aligned to the principles, strands and goals of Te Whāriki, the early childhood curriculum. Tamariki are encouraged to become curious, competent, confident learners and communicators through self-directed play and exploration. Within this child-initiated approach there is meaningful integration of literacy, mathematics and scientific concepts. Children are developing positive attitudes to learning in a supportive climate that promotes good humour and fun.

A good foundation for assessment has been established which is leading to more in-depth reflection of children’s interests, dispositions and the learning that comes from play. To strengthen assessment, planning and evaluation it is important to now include a greater emphasis on:

  • bicultural assessment practices
  • individual children’s culture, identity and languages
  • parents’ and children’s involvement
  • continuity of learning over time.

Teachers’ interactions with children are characterised by sensitivity and respect in a culture of care. Responsive daily transitions allow time for children to feel settled and engage in the programme at their own pace. Teachers foster empathy for others and encourage older children to care for and guide their younger peers (tuakana/teina).

Teachers value children’s play as meaningful learning. They plan the environment and programme to minimise interruptions to play. Teachers use a range of effective teaching strategies to respond to children's’ interests and learning. They listen carefully and engage in conversations that extend children’s interests, thinking and communication skills.

Centre management and staff have identified, and ERO agrees that further development of bicultural practices is an important next step in centre development.

2 Legal Requirements

Management Assurance on Legal Requirements

Before the review, the staff and management of Rotorua Crèche and Kindergarten Inc completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they select ‘have’ or ‘have not’ 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.

3 Next Review

When is ERO likely to review the early childhood service again?

ERO is likely to carry out the next review in three years.

Dale Bailey

National Manager Review Services

Northern Region

12 March 2013

Information about the Early Childhood Service

Location

Rotorua

Ministry of Education profile number

40049

Licence type

Education and Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

38 children, including up to 8 aged under 2

Service roll

67

Gender composition

Boys 34

Girls 33

Ethnic composition

NZ European/Pākehā

NZ Māori

Asian

Middle Eastern

Tongan

48

14

2

2

1

Percentage of qualified teachers

80%

Reported ratios of staff to children

Under 2

1:3

Exceeds minimum requirements

 

Over 2

1:7

Exceeds minimum requirements

Review team on site

December 2012

Date of this report

12 March 2013

Most recent ERO report(s)

Education Review

Education Review

Education Review

February 2010

May 2007

April 2004

General Information about Early Childhood Reviews

About ERO Reviews

The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.

Review focus

ERO's education reviews in early childhood services focus on the factors that contribute to positive learning outcomes for children. ERO evaluates how well placed the service is to make and sustain improvements for the benefit of all children at the service. To reach these findings ERO considers:

  • 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 self review and partnerships with parents and whānau.

Review Coverage

ERO reviews do not cover every aspect of service performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.