Small Kauri Early Childhood Education Centre

Education institution number:
10293
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
35
Telephone:
Address:

39 Coronation Road, Mangere Bridge, Auckland

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Small Kauri Early Childhood Education Centre - 08/05/2020

1 Evaluation of Small Kauri Early Childhood Education Centre

How well placed is Small Kauri Early Childhood Education Centre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Small Kauri Early Childhood Education Centre is very well placed to promote positive learning outcomes for children.

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

Background

Small Kauri Early Childhood Education Centre is a privately owned, well-established centre licensed for 37 children, including up to seven under two years of age. The centre offers full-day education and care in a mixed-aged group setting.

The centre philosophy acknowledges children's individuality and capability. It is underpinned by a strong commitment to bicultural practices and child-led play. Teachers focus on developing children's resilience, perseverance, challenge and confidence. They also aim to promote children's collaboration, cooperation and relationship-building skills.

The centre owner and centre manager lead seven qualified staff and two supporting staff. All staff members are long serving. High ratios of teachers to children are maintained.

ERO’s 2016 report acknowledged teachers’ positive partnerships with children and whānau. Children were seen as capable, competent, and as having developed strong problem-solving skills. These positive features are still evident. Areas for development included policies, self review, strategic and annual planning. The centre has made good progress in these areas.

The centre is a member of Te Iti Kahurangi Community of Learning | Kāhui Ako (CoL)

The Review Findings

The centre's philosophy is highly evident in the programme. Children show a strong sense of belonging to the centre. They play cooperatively alongside their peers for long periods of time. Their social and emotional competence is nurtured through respectful relationships and strong connections with teachers and each other.

Children are competent, confident and articulate learners. They actively approach teachers to share their ideas and discuss their theories. Teachers empower children to lead their own learning and model oral language to support more complex thinking. Good quality resources and learning environments enable children to explore freely and experience learning challenges.

Infants and toddlers receive high quality care and education. Unhurried caregiving supports strong and secure attachments between teachers and children. Teachers’ skilled, collaborative practices help infants and toddlers to make choices for themselves, including decisions about what they will do next. The mixed-age setting encourages older children to nurture infants and toddlers into new experiences. Tuakana/teina relationships are evident. This supports younger children’s social and emotional development.

Teachers actively promote children’s understanding of te ao Māori. Te reo and tikanga Māori are naturally integrated into the programme. Culturally significant excursions, storytelling and events, linked to children’s learning, enhance the curriculum. Teachers encourage children to develop cultural confidence and understanding of the bicultural heritage of Aotearoa New Zealand.

Teachers are sensitive and responsive to differences in children's cultural backgrounds. Interactions with children and families of Pacific heritage are responsive to individual families. Teachers often converse with parents and children in home languages. Children and whānau can see their cultures shared with pride across the centre and in learning stories. Whānau are warmly welcomed into the centre and are considered partners in their children’s learning.

Leaders and teachers are advocates for the rights of children, and for inclusion and diversity. They work collaboratively with external agencies to support children and their whānau. Leaders and teachers provide responsive programmes for children with additional learning needs and support individual children's strengths and needs.

Teachers and leaders have a strong understanding of, and align planning to Te Whāriki, the early childhood curriculum. They provide a programme that is purposeful and responsive to children's interests. They know the children well and follow their learning cues. Children’s individual portfolios show continuity and developing complexity of learning.

Centre leadership is highly effective. Centre leaders are professional and maintain involvement in the wider early childhood education sector. Teachers and leaders work with whānau to build shared knowledge of children's learning. Staff professional development is aligned to the strategic plan. Emergent leadership is fostered. Internal evaluation is collaborative, linked to the philosophy and contributes to improved learning outcomes for the children.

Key Next Steps

To enhance the high quality provision for children, centre leaders will continue with their internal evaluation of 'Every child a taonga' that aligns to the Ministry of Education's Strategic Plan for Early Learning.

Management Assurance on Legal Requirements

Before the review, the staff and management of Small Kauri Early Childhood Education 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

8 May 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

Mangere Bridge, Auckland

Ministry of Education profile number

10293

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

37 children, including up to 7 aged under 2 years

Service roll

43

Gender composition

Boys 29 Girls 14

Ethnic composition

Māori
NZ/European/Pākehā
other ethnic groups

5
31
7

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Under 2

1:3

Better than minimum requirements

Over 2

1:4

Better than minimum requirements

Review team on site

February 2020

Date of this report

8 May 2020

Most recent ERO report(s)

Education Review

June 2016

Education Review

April 2013

Education Review

November 2009

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.

Small Kauri Early Childhood Ed Centre - 23/06/2016

1 Evaluation of Small Kauri Early Childhood Education Centre

How well placed is Small Kauri Early Childhood Education Centre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

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

Background

Small Kauri Early Childhood Education Centre in Mangere Bridge, Auckland provides for up to 37 children including seven up to two years of age. The centre is privately owned and operates in a modified building adjacent to the village shopping area.

Children play and learn together as a mixed age group. The owner is knowledgeable about and experienced in early childhood education, and has a clear vision of high quality learning for children. The centre maintains high ratios of teachers to children. Teachers are well qualified and have worked together for some time.

The philosophy aims to promote children's thinking and problem solving through their interactions with teachers, resources and the environment. Children are valued as capable individuals who contribute to each other's learning and development.

The 2013 ERO report noted that the centre's vision for children's learning was evident in the programmes in action. Skilled teachers supported children well as they directed their own play. These good practices continue to be evident. Aspects of administration and management were identified as areas for development at the time in the 2013 report. Some progress has been made in these areas.

The Review Findings

Children's wellbeing and learning are at the heart of all decisions in the centre. Children are valued and trusted as highly capable and competent learners. They direct their own play and have confidence in themselves as learners. Children have a strong sense of belonging in the centre.

Children choose from a wide range of good quality resources to support their play. They have very good opportunities for creative construction. Teachers support children well to solve real life problems cooperatively. They pose questions that require children to think critically and creatively. Through high quality interactions, teachers affirm children as thinkers, planners and problem solvers.

Children's oral language development is well supported by the language modelled by teachers during rich conversations. Teachers include, and children experiment with, te reo Māori throughout the day.

Teachers make good use of the local environment. They capitalise on local walks to provide real life learning opportunities. Children find interesting ways to explore and use their outdoor space. The presentation and resourcing of the outdoors area could be further developed to support children's creative engagement.

Teachers ensure they know children well as learners. The centre extends and supports children's learning through strong partnerships with children's whānau. The owner and teachers support and advocate for families that need additional help.

Teachers respond promptly to children's interests, needs, strengths and ideas. Children have worthwhile opportunities to explore concepts in the visual arts, science and technology. Teachers skilfully support children to integrate early literacy and mathematics ideas and skills into their play.

The centre owner provides strong leadership for teachers. She uses educational theory and research to inform beliefs about what is important in teaching and learning for young children. As a consequence she has high expectations of teachers and has built their professional knowledge and expertise over time.

Teachers work well together. They have built a strong sense of team that is supportive and inclusive. Internal professional learning and development for teachers is highly valued. Teachers reflect on their practice and their impact on outcomes for children. A culture of reflection is embedded. This culture contributes to the consistency of teacher practice in the centre.

Key Next Steps

ERO considers that key next steps for centre improvement include refining the centre's management documentation so it better reflects the high quality curriculum practice. The owner and teachers could consider further review of:

  • policies so that there is clearer alignment with good centre practices

  • processes for self review, including ways to engage families in reviews of centre practices and procedures

  • strategic and annual planning to ensure the sustainability of the current high quality of service provision.

Management Assurance on Legal Requirements

Before the review, the staff and management of Small Kauri Early Childhood Education 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Small Kauri Early Childhood Education Centre will be in three years.

Graham Randell

Deputy Chief Review Officer Northern

23 June 2016

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

Mangere Bridge, Auckland

Ministry of Education profile number

10293

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

37 children, including up to 7 aged under 2

Service roll

44

Gender composition

Boys 23 Girls 21

Ethnic composition

Māori

Pākehā

Chinese

Taiwanese

Pacific

other

8

18

5

3

4

6

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Under 2

1:2

Better than minimum requirements

Over 2

1:3

Better than minimum requirements

Review team on site

April 2016

Date of this report

23 June 2016

Most recent ERO report(s)

Education Review

April 2013

Education Review

November 2009

Education Review

November 2006

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 and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

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.