48 Tennessee Avenue, Mangere East, Auckland
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
TopKids Mangere East 1 is licensed to provide education and care for 150 children, including up to 40 aged under two years. It serves a diverse multicultural community. Children are cared for in four age-related groups in adjoining rooms.
The centre was previously part of the Kiwicare group, which was purchased by BestStart in July 2013. At the time of the 2015 ERO report, this centre was known as Kiwicare Tennessee 1. The centre is part of a complex, alongside TopKids Mangere East 2, which is licensed for 100 children over two years of age. Around the age of three-and-a-half, children transition through to the area for older children.
A complex manager and two centre managers have been appointed since the 2015 ERO report. Eight other qualified teachers, two teachers in training, and four unqualified teachers complete the teaching team for Licence 1.
The centre's philosophy strongly values relationships with whānau and children. It celebrates cultural diversity and inclusiveness. Teaching teams aim to work with whanau, community and local agencies to achieve positive and equitable outcomes for children.
The 2015 ERO report noted that teachers supported children's play well. Areas for ongoing development were extending the complexity of children's play and opportunities for exploration and challenge in the environment. Next steps also included management plans, self review and appraisal. There has been good progress in these areas.
The centre is part of the BestStart Education and Care organisation. BestStart provides an overarching governance and management framework as well as personnel to support operations and curriculum in individual centres. A business manager and a professional services manager are highly involved in the staff professional development and strategic guidance.
This review was part of a cluster of seven reviews in the Upper North Island (UNI) BestStart region.
Children benefit from nurturing relationships with adults. They are encouraged to be independent explorers and make discoveries from a good range of accessible resources. Children move freely between the indoor and outdoor environments and engage in sustained, purposeful play that supports their learning and development. Children are curious and adventurous.
Respectful, responsive caregiving supports infants’ and toddlers’ need for secure attachments and developing independence. Teachers maintain a calm, relaxed environment in which very young children have space and time to explore and play. Children are caring, considerate and accepting of others.
Teachers foster a strong sense of belonging in all children. They recognise and build on children's strengths. Teachers support children’s ideas and preferences. They ensure the programme is inclusive of all children, including those with diverse needs.
Children's cultural heritages are affirmed well by teachers, throughout the programme. Teachers and leaders promote bicultural practices, including te reo Māori, and children experience cultural practices that are unique to Aotearoa New Zealand. These good practices support the pride that Māori children and whānau have in their language and cultural identity.
Children from diverse backgrounds speak their home languages confidently, and have access to resources, displays and play experiences that reflect their various cultures. Pacific children and families are well supported. Children engage in Pacific celebrations, art, music and dance, with pride and enthusiasm.
Children learn in an attractive and well-resourced learning environment that invites and sustains children’s engagement in play. There is a strong focus on natural resources and equipment. Teachers foster children’s understanding of literacy, mathematics and science. Children are able to be imaginative, creative and physically active in the carefully organised outdoor areas.
Teachers plan and implement a play based programme, which is underpinned by the centre's philosophy, bicultural practices, parent aspirations and Te Whāriki, the early childhood curriculum. Individual planning reflects the child's strengths and dispositions and teachers are exploring ways to align these aspects with group planning. Children’s assessment portfolios are valued records of learning and development with some including whānau contributions. Electronic portfolios are increasing opportunities for parents and whānau to know about and contribute to their children’s learning.
Centre leaders and staff look for ways to involve parents and whānau and make connections with the local community. Parents/whānau are encouraged to join in, share ideas and provide feedback. Recent surveys suggest high levels of parent satisfaction and appreciation.
Leaders promote a collegial and collaborative workplace culture. They show respect for teachers as valued professionals, and provide professional learning and leadership opportunities. A meaningful appraisal system connects teachers' goals to strategic plans and professional learning.
Internal evaluation is well established, influences decision making and reflects leaders' strong focus on continual improvement. Leaders are aware that deeper reflection and evaluation would help to lift teaching practice and contribute to more positive outcomes for children's learning and wellbeing.
Centre operations are guided by a strategic plan, annual plan and a shared vision. These are linked to BestStart strategic goals, which promotes a sense of belonging to a wider learning community and supports more widespread collaboration amongst teaching teams. Continued revisiting of the goals of the centre's strategic and annual plans is enabling leaders and teachers to monitor quality and promote ongoing improvement.
Centre leaders agree that next steps for ongoing improvement include embedding and building on new initiatives and good practices, including:
teachers' skills and strengths to enrich learning programmes for children
the partnerships that teachers and leaders have with Māori and Pacific whānau, and documenting parent contributions to planning and assessment
teachers' critique of their own practice, and their evaluation of children's learning
internal evaluation that involves deeper evaluative analysis and focuses on the effectiveness and impact of teachers' practices on outcomes for children.
Before the review, the staff and management of TopKids Mangere East 1 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 TopKids Mangere East 1 will be in three years.
Violet Tu’uga Stevenson
Director Review and Improvement Services
Te Tai Raki - Northern Region
22 November 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.
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Location |
Mangere East, Auckland |
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Ministry of Education profile number |
25443 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
150 children, including up to 40 aged under 2 |
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Service roll |
106 |
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Gender composition |
Boys 62 Girls 44 |
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Ethnic composition |
Māori |
35% |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:4 |
Meets minimum requirements |
|
Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
September 2018 |
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Date of this report |
22 November 2018 |
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Most recent ERO report(s) |
Education Review (as Kiwicare Tennessee 1) |
March 2015 |
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Education Review |
March 2012 |
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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 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.
Kiwicare Tennessee 1 provides full day and sessional care and education in Mangere East for up to 150 children. This includes up to 40 children under two years old. Children are accommodated in four age-related groups in adjoining rooms known as houses. The centre operates in conjunction with a preschool on the same site (Kiwicare Tennessee 2) which is licensed for 100 children over two years old.
The centres were previously part of the Kiwicare group that was purchased by the Kidicorp organisation in July 2013. Kidicorp is in the process of implementing philosophical, physical, operational and personnel changes to the service and the environment. Teachers have extensively reviewed the centre philosophy to ensure it incorporates their shared beliefs about culturally responsive teaching and learning programmes.
In late 2014 Kidicorp intensified its support for the centre. A business manager has guided the restructuring of centre management and resource development, while a newly appointed professional services manager (PSM) is beginning reviews of programme management in each house. The centre manager has had less than a year in the position, but has worked hard to implement Kidicorp systems and documentation, and build a collaborative teaching team. Fourteen of the teaching team of twenty are registered teachers. They reflect the cultural diversity of this multicultural Mangere East community.
This is the first ERO review of the centre under Kidicorp management. Current development and proposed changes indicate positive improvements to the programme and systems ERO reported on in 2012.
Most children are content and find activities of interest in the centre. They have respectful relationships with adults and enjoy the resources teachers provide. Children respond well to teachers’ support for their play, frequently engaging in conversations and answering their questions. Older children often work cooperatively in small groups, sharing resources and interacting with each other. Infants benefit from being in smaller groups that enable close attention from teachers and a more gentle pace to their play.
Teachers work collaboratively to support children’s play. They work in calm and gentle ways to engage children in discussion about their play, often using children’s first languages and integrating te reo Māori. Within teaching teams there are good examples of teachers who notice children’s interests and respond with ideas that extend children’s thinking and encourage complex play. The challenge for centre leaders is to develop the consistency of these good practices so that all teachers recognise opportunities to extend learning and exploration, and use effective strategies to settle unhappy children.
The centre is an extensive environment that staff manage carefully to maintain appropriate supervision of children. Shared use of a large ‘café’ for most children’s meals and snacks results in many routines that at times interrupt play and creates a very early eating timetable for some children. Centre leaders agree that a review of the use of the café is warranted.
Learning programmes are managed by teachers in each house. Each team meets regularly to plan activities and resources that reflect children’s current interests or developmental stages. These strategies are not yet effectively guiding many teachers to engage in deliberate teaching that will enhance children’s learning. The new PSM plans to lead teachers in a review of their programme planning and assessment. This support should increase the focus on children’s individual learning and improve the quality of assessment in portfolios and learning stories published electronically.
Parents and whānau support the centre very well. Many participate in centre cultural events, share celebrations with food and music and attend meetings to know more about children's learning. Some parents are beginning to use the on-line access to their child’s portfolio and give feedback on learning experiences. Centre leaders know they need to further extend their efforts to enhance partnerships with families in relation to children's learning.
The centre manager is well supported by Kidicorp to lead the centre. The organisation has made a considerable investment to guide change in a sensitive and meaningful way. Kidicorp advisors have a focused vision for improvement that will empower staff through self review. Current restructuring is likely to result in leaders taking responsibility in each house and enable more autonomous decision making for each team of teachers. The centre manager will now work closely with the business manager and PSM to establish and embed appropriate management planning and personnel systems to guide the operation of the centre.
The centre manager and Kidicorp advisors agree that key next steps for the centre should include:
Before the review, the staff and management of Kiwicare Tennessee 1 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.
The next ERO review of Kiwicare Tennessee 1 will be in three years.
Dale Bailey
Deputy Chief Review Officer Northern
25 March 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 |
Mangere East, Auckland |
||
|
Ministry of Education profile number |
25443 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
150 children, including up to 40 aged under 2 |
||
|
Service roll |
178 |
||
|
Gender composition |
Boys 52% Girls 48% |
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|
Ethnic composition |
Māori Pākehā Samoan Tongan Indian Cook Island Māori Niue Other |
17% 3% 26% 24% 10% 6% 4% 10% |
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Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
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Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
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Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
January 2015 |
||
|
Date of this report |
25 March 2015 |
||
|
Most recent ERO report(s) |
Education Review |
March 2012 |
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.