Teuila Kids Early Learning Centre

Education institution number:
10234
Service type:
Education and Care Service
Definition:
Samoan ECE service
Total roll:
17
Telephone:
Address:

35 - 37 Pt England Road, Point England, Auckland

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1 Evaluation of Teuila Kids Early Learning Centre

How well placed is Teuila Kids Early Learning 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

Teuila KIDS Early Learning Centre operates in Point England alongside the Tamaki Pacific Islanders Church (PIPC). The centre is licensed for up to 34 children, including 10 aged under two years. Half of the children enrolled are Samoan and a number are from other Pacific groups.

Since ERO's 2016 review, there has been a change of centre ownership. It is now one of three centres owned by Community KIDS Early Learning Centres. The directors employ a centre manager who works with a team of three qualified early childhood teachers.

Formerly Aoga a le Teuila Pre-School, the centre has historically offered a Samoan bilingual service. Since the change to private ownership, the centre's philosophical approach has been reviewed. It promotes relationships, responding to cultural diversity, and success for children and their whānau. The centre's vision is articulated in the KIDS acronym (knowledge, identity, discovery, success).

ERO's 2016 report for Aoga a le Teuila Pre-School recommended that managers work with the Ministry of Education to address areas of concern. These related to the quality of programmes for children, strategic planning financial management, staff police vetting and emergency evacuation practices. New managers have addressed health and safety matters and developed clear strategic plans. They have made good progress improving the quality of teaching and learning.

The Review Findings

The service is well placed to embed and continue building on recent improvements and developments to enhance outcomes for children. The atmosphere and teachers' interactions with children are gentle, respectful and calm. Close relationships with, and a warm welcome for children and their families help to create and maintain a sense of belonging.

The environment is spacious and well resourced. Learning areas are well set out and make good use of the spaces available. Children get good support for the choices that they make as they move between learning areas and play cooperatively. There is a rich reflection of children's cultural backgrounds and of te ao me te reo Māori.

Programmes and interactions are responsive to children's cultural backgrounds and individual needs. Teachers promote children's confidence and self-management skills. Children have meaningful opportunities to lead group activities that promote and celebrate Māori and Pacific cultures and languages. Children's home languages are integrated well in the context of daily activities and conversations.

Curriculum developments have included input from staff and parents. Programmes are based on individual education plans for each child. They respond to children's interests and parents' aspirations. Positive relationships with local schools contribute to smooth transitions for children when they go to school.

Teachers keep useful records of children's learning and make use of an online portal to make their assessment of children's learning more accessible to families. There are good opportunities for parents to engage with the service and contribute their ideas.

New owners have provided effective professional leadership and made significant progress since ERO's 2016 review. The manager and staff are well supported in their roles. The owners and manager have complementary skills, work collaboratively, foster staff strengths and are committed to ongoing learning. They have:

  • reviewed the centre's philosophy and structure and all policies and practices

  • developed positive relationships with staff and the local community, schools and churches.

  • established clear roles and responsibilities, good systems for staff induction and performance management, and ongoing professional learning and development

  • developed comprehensive financial management processes, a more robust accountability system and a sound process for internal evaluation.

The owners have begun to develop a useful strategic planning framework that links their vision, values and strategic objectives with the centre's philosophy and curriculum requirements. Spontaneous, regular and strategic internal evaluation, alongside teacher performance appraisal, informs decisions about improving practice.

Key Next Steps

The owners and manager agree that next steps for centre development are to continue implementing and building on new practices, including those related to:

  • critical evaluation that contributes to strategic thinking and annual planning

  • programmes for children and preparation for smooth transitions to school

  • engaging parents in programmes, and responding to their contributions and aspirations.

Management Assurance on Legal Requirements

Before the review, the staff and management of Teuila Kids Early Learning 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 Teuila Kids Early Learning Centre will be in three years.

Violet Tu’uga Stevenson

Director Review and Improvement Services

Te Tai Raki - Northern Region

11 October 2018

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

Point England, Auckland

Ministry of Education profile number

10234

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

34 children, including up to 10 aged under 2

Service roll

17

Gender composition

Boys 10 Girls 7

Ethnic composition

Māori
Pākehā
Samoan
other Pacific

2
1
9
5

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Under 2

1:2

Better than minimum requirements

Over 2

1:5

Better than minimum requirements

Review team on site

September 2018

Date of this report

11 October 2018

Most recent ERO report(s)

Education Review

May 2016

Education Review

October 2012

Education Review

August 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 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.

1 Evaluation of Aoga a le Teuila Pre-School

How well placed is Aoga a le Teuila Pre-School 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

Aoga a le Teuila Pre School is a Christian education and care service for children up to 5 years of age. The service operates under the Aoga a le Teuila Trust and is governed by a board of trustees. It is situated alongside of the Tamaki Pacific Islanders' Church in Glen Innes. The preschool is a Samoan bilingual service established to encourage children and their families to maintain their Samoan cultural identity, language and values.

Aoga a le Teuila Pre-School is managed by a board of trustees. The 2012 report acknowledged good management processes and planning in place to monitor the progress that the centre was making towards meeting its strategic goals

The 2012 ERO report also recommended that staff continue developing self review and transition to school processes

The Review Findings

Children display a strong sense of belonging in the centre. They are socially and emotionally competent and relate respectfully to each other. Children enjoy both independent and collaborative play. They work patiently and persistently at tasks and are physically fit. Teachers provide an environment that allows children to make choices from a range of resources.

A next step for improving outcomes for children could be achieved by teachers developing a stronger focus on learning interactions with children. Learning programmes could be strengthened by teachers developing teaching strategies that challenge children's thinking, reasoning and problem solving. The curriculum could also include literacy, numeracy and science within the context of play.

Good systems are in place to communicate and share information with aiga/families, including using newsletters and technological systems. Aiga value learning excursions and enjoy accompanying their children on interesting trips into the community. Teachers could now build parents' understanding about how the curriculum supports children's learning and how families can develop a role in their children's learning.

Strategic planning would be more useful if it was focused on making improvements to children's learning. The teachers' appraisal system incorporates the Practising Teacher Criteria and is a valuable guide to help raise the quality of children's learning. Professional development support has been accessed to develop a policy framework. Distinguishing policies from procedures, would be a helpful approach to achieving effective policy review. Job descriptions should be kept up to date by reflecting changes in staff roles.

The board has systems in place to support the centre's daily operations. However, ERO recommends the board undertake a review of the financial viability of the centre. Other areas for the board to address include:

  • employing staff in excess of staffing requirements

  • aligning rates of remuneration to job descriptions

  • the practicality of investing funding when the centre budget operates with a deficit bank balance.

Key Next Steps

ERO and the board and centre managers agree that the following areas should be addressed by:

  • ensuring effective financial management practices promote the financial sustainability of the centre

  • strategic planning including a focus on strengthening the complexity of children's learning

  • reducing policies to make them more useful, and reviewing policies more manageable.

Management Assurance on Legal Requirements

Before the review, the staff and management of Aoga a le Teuila Pre-School 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

Actions for compliance

ERO identified areas of non-compliance. To meet requirements the service needs to improve its performance in the following areas:

  • financial management

  • provide a programme that strengthens children's learning capability through high quality interactions with teachers

  • conduct regular fire and earthquake practices every three months

  • ensure all non-registered staff are police vetted every three years.

Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA7, GMA8, Criterion C3, Criterion HS8, Education Act 1989 sections 319D to 319FA.

Development Plan Recommendation

ERO recommends that the service consult with the Ministry of Education and plan to address the key next steps and actions outlined in this report.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Aoga a le Teuila Pre-School will be within two years.

Graham Randell Deputy Chief Review Officer Northern

6 May 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

Glen Innes, Auckland

Ministry of Education profile number

10234

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

34 children, including up to 15 aged under 2

Service roll

29

Gender composition

Boys 18 Girls 11

Ethnic composition

Māori

Samoan

Cook Island Māori

1

27

1

Percentage of qualified teachers

0-49% 50-79% 80%+Based on funding rates

80% +

Reported ratios of staff to children

Under 2

1:5

Meets minimum requirements

Over 2

1:8

Better than minimum requirements

Review team on site

February 2016

Date of this report

6 May 2016

Most recent ERO report(s)

 

Education Review

October 2012

Supplementary Review

August 2009

Supplementary Review

June 2008

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.