60 Rolleston Drive, Christchurch
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 Selwyn Kids Limited are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
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Ngā Akatoro Domains |
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Learning Conditions
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Whakatō Emerging |
Selwyn Kids Limited is a privately owned home-based education and care service. Educators care for up to four children at a time in their own homes. They are supported by two visiting teachers, one of whom is the service owner. Children from a range of ethnicities attend this service, including a small number who have Māori or Pacific heritages. Minimal progress has been made since the 2019 ERO report. A system of regular appraisal for visiting teachers has not been implemented and needs to be addressed.
Children, including infants and toddlers, learn within a curriculum aligned with the organisation’s identified learning priorities, and Te Whāriki, the early childhood curriculum. They participate in a range of everyday indoor and outdoor learning experiences in educators’ homes and the wider community. Visiting teachers coach and mentor educators to have close interactions with children that are nurturing, empowering and support language development. Children demonstrate social competence and a sense of belonging.
Visiting teachers have developed a new system for assessment, planning and evaluation. The guidelines are yet to clearly identify clear expectations for gathering parent aspirations for their child’s learning, or how visiting teachers and educators will use these aspirations to inform children’s individual planning. The new system is yet to be fully implemented with all educators, and the quality of assessment is variable. Documentation does not yet show children's learning progress over time in relation to the priorities for learning and Te Whāriki learning outcomes.
Visiting teachers are at the early stages of building their leadership capabilities to effectively coach and mentor educators and set clear expectations to:
design and build educator confidence to implement a culturally responsive curriculum
develop their own and educators’ confidence and capability to use te reo Māori and integrate tikanga Māori.
Leaders make changes to aspects of the service’s operation through a process of self-review and ongoing reflection. A framework for internal evaluation has been developed and leaders are beginning to build a shared understanding of evaluation for improvement. Consistent implementation of systems, processes, and practices to monitor health and safety, and governance and management practices are required to meet all aspects of the regulatory standards.
Selwyn Kids Limited will include the following actions in its Quality Improvement Planning: Leaders and visiting teachers to:
Fully implement systems for planning assessment and evaluation, and coach and mentor educators to improve practice.
Develop their own and educator capability to use te reo Māori and integrate tikanga Māori meaningfully into the daily curriculum.
Fully implement the appraisal system.
Implement a system of ongoing monitoring to ensure the service is meeting all aspects of the regulatory standards.
Before the review, the staff and management of Selwyn Kids Limited 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.
ERO identified the following areas of non-compliance:
ensuring heavy furniture, fixtures and equipment that could fall or topple and cause serious injury or damage are secured
ensuring equipment, premises and facilities are checked on every day of operation for hazards to children; and hazards to the safety of children are eliminated, isolated or minimised
implementing human resource management practices that include a system of regular appraisal for visiting teachers.
Licensing Criteria for Home-based Education and Care Services 2008; HS6, HS11, GMA6.
During the review, the service provided ERO with evidence that shows it had addressed the following non-compliance:
Ensuring mattresses that will be used are securely covered with or made of a non-porous material (that is, a material that does not allow liquid to pass through it) that protects them from becoming soiled and allows for easy cleaning (or is disposable) (PF21).
ERO recommends the Ministry follows up with the service provider to ensure non-compliances identified in this report are addressed.
Patricia Davey
Director of Early Childhood Education (ECE)
25 October 2023
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Early Childhood Service Name |
Selwyn Kids Limited |
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Profile Number |
70103 |
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Location |
Christchurch |
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Service type |
Home-based service |
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Number licensed for |
50 children, including up to 50 aged under 2 |
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Percentage of qualified teachers |
100% |
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Service roll |
65 |
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Review team on site |
July 2023 |
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Date of this report |
25 October 2023 |
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Most recent ERO report(s) |
Education Review, April 2019; Education Review, August 2015 |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Selwyn Kids Limited is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Selwyn Kids is licensed under Selwyn Kids Limited, which also operates a kindergarten and before and after school care programme.
The service is licensed to cater for 80 infants, toddlers and children up to school age. This standard service supports both in-home and nanny educators. The service roll of 95 includes 15 Māori children.
The service philosophy promotes reciprocal, responsive relationships and celebrates diversity. It states that whānau aspirations are the key to providing quality care and education for all children. Selwyn Kids Limited is a member of the recently-established Ngā Peko Tauwharekākaho Kāhui Ako (Community of Learning) ECE cluster. This membership is enabling the service to build educational relationships with local schools.
Since ERO's 2015 evaluation, there have been changes to the management team. The owner has added visiting kaiako (teachers) to her role until further appointments are made. The manager, who is also a visiting kaiako, works with the owner to develop systems and processes that support the service to improve and sustain its performance. Educators include some ECE-trained teachers, some of whom have relevant NZQA qualifications and others who are training.
Considerable progress, including improvements to health and safety, is evident since ERO's 2015 review.
The service places an emphasis on children's wellbeing, and supporting nurturing relationships between educators and children. Children are thoughtfully placed with educators, particularly those children with additional learning needs. There is good evidence that educators are responding to children's interests and provide additional resources, including community-based events, to extend the curriculum. Visiting kaiako actively develop educators' knowledge of Te Whāriki, the Early Childhood Curriculum, and support their increasing use of te reo and tikanga Māori through coaching and modelling.
Considerable work is being done to build internal evaluation capacity and capability for improvement. Professional learning and development is supporting visiting kaiako to build their knowledge, systems and use of effective evaluation.
Systems have been significantly improved to promote sustainability and ensure legal requirements are met. These include a clearer policy and procedure framework to support the monitoring of health and safety in homes. Leaders are working together to develop the newly-established service strategic plan that identifies priorities for operational development.
The key priority for the service is to clearly identify, articulate and embed the intended and valued learning outcomes for children. This will better support leaders and educators to build purposeful coherence across the service, and more accurately evaluate the extent to which positive learning outcomes are being promoted for all children.
The main next steps to promote positive learning outcomes for children include:
To promote high quality health and safety practices, leaders must strengthen the consistency of documentation to show that administrative processes have been well implemented in a timely manner.
Before the review, the staff and management of Selwyn Kids Limited completed an ERO Home-based Education and Care 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.
Alan Wynyard
Director Review and Improvement Services Southern
Southern Region
1 April 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.
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Location |
Christchurch |
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Ministry of Education profile number |
70103 |
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Institution type |
Homebased Network |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
80 children, including up to 80 aged under 2 |
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Service roll |
95 |
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Standard or Quality Funded |
Standard |
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Gender composition |
Boys 49 ; Girls 46 |
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Ethnic composition |
Māori |
15 |
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Number of qualified coordinators in the network |
2 |
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Required ratios of staff educators to children |
Under 2 |
1:2 |
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Over 2 |
1:4 |
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Review team on site |
December 2018 |
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Date of this report |
1 April 2019 |
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Most recent ERO report(s)
|
Education Review |
August 2015 |
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Education Review |
October 2010 |
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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 the draft methodology for ERO reviews in Home-based Education and Care Services: July 2014
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.
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.
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Selwyn Kids Limited requires further development of key management documentation, including policies, procedures and consistent systems and processes, to support the positive home education and care learning environments.
ERO's findings that support this overall judgement are summarised below.
Selwyn Kids Limited is a home-based education and care service. It has been under new ownership and management since April 2015. It was previously known as Selwyn Toddlers Network. The service also operates a kindergarten and a before and after school care programme. This ERO report covers a review of the home-based education and care service which caters for specific needs of infants and toddlers in the Rolleston and Mid Canterbury areas.
There have been some changes to the management structure since the previous ERO review in October 2011. One of the new owners was previously a coordinator of this home-based service and is continuing in this role. A curriculum leader was appointed in 2012 to support teaching and learning, and self-review practices in both early childhood services. A new manager for the home-based service was appointed in May 2015 to help set up systems and processes to support the service to improve and sustain its performance.
The curriculum leader and coordinators have made good progress in strengthening self review and assessment practices identified in the 2011 ERO review.
The philosophy places a strong focus on providing a child-centred programme that is well supported by coordinators and educators who are responsive to the strengths, interests and capabilities of children. Leaders and coordinators use the philosophy as a basis for self review to ensure that their expectations match practice in the service. ERO has identified that in order to further strengthen the philosophy an emphasis needs to be given to the unique aspects of home-based education and care.
Leaders, coordinators and educators foster positive relationships and nurturing interactions to support children’s wellbeing. Children benefit from a curriculum that is based on the principles of Te Whāriki, the New Zealand Early Childhood Curriculum, to drive the learning programme.
Educators receive a good level of ongoing one-on-one support from their coordinator, particularly in the modelling of good practice and the writing of informative learning stories. Children's learning stories are attractively presented and provide good information to parents about their children’s participation in a wide range of interesting learning experiences, both within the home premises and the local community. Many of these stories and photographs capture the essence of the child.
There is a good focus on literacy, numeracy and creative activities in the home programme. Links with the wider Selwyn learning community include opportunities for educators, children and parents to attend a weekly playgroup session at the Selwyn Kids kindergarten.
Self review is strategically planned, well understood and used at curriculum leadership level. There is evidence of the self review having a positive impact on coordinator and educator practices and learning outcomes for children. Leaders and coordinators make good use of self review and the provision of professional development to help build educators' confidence and skills to support children's learning. This includes a focus on developing assessment and planning programmes for individual children, and understandings of bicultural practices.
The new owners have developed a useful strategic plan that identifies key priorities for the service in the next three years. They recognise that the provision of strong leadership is a key driver for change and improvement. ERO agrees and encourage the owners to continue to build on the leadership
The new owners have identified long-term planning goals. Priority should now be given to:
ERO has identified that assessment practices should continue to be strengthened to better reflect the richness of what is happening in the programme. This includes:
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 Selwyn Kids Limited 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.
ERO identified non-compliance relating to evidence of systems for home premise health and safety assurance; appointment and induction of educators and coordinators; regular police vetting; first aid training; regular contact with parents and fortnightly contact with educators; and parents access to information regarding the amount and detail of expenditure of any Ministry of Education funding. Since the on-site stage of the review, the management team have developed systems to manage their legal requirements.
The owners and leaders also need to develop systems to ensure that they are able to access any new information about their legal requirements and distribute this information to staff.
ERO has asked for a report outlining how the non-compliance has been addressed by the end of 2015.
The next ERO review of Selwyn Kids Limited will be in three years.
Chris Rowe
Deputy Chief Review Officer Southern (Acting)
26 August 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 |
Rolleston |
|
|
Ministry of Education profile number |
70103 |
|
|
Institution type |
Homebased Network |
|
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|
|
Number licensed for |
80 children, including up to 80 aged under 2 |
|
|
Service roll |
75 |
|
|
Standard or Quality Funded |
Standard |
|
|
Gender composition |
Girls 38; Boys 37 |
|
|
Ethnic composition |
Māori Pākehā Other ethnicities |
0 60 6 |
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Number of qualified coordinators in the network |
3 |
|
|
Required ratios of staff educators to children |
Under 2 |
1:2 |
|
Over 2 |
1:4 |
|
|
Review team on site |
May 2015 |
|
|
Date of this report |
26 August 2015 |
|
|
Most recent ERO report(s)
|
Education Review |
October 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:
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 the draft methodology for ERO reviews in Home-based Education and Care Services: July 2014
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.