Kelston Community Early Childhood Centre

Education institution number:
10347
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
31
Telephone:
Address:

9 St Leonards Road, Kelston, Auckland

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1 ERO’s Judgements

Akarangi | 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 (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.

ERO’s judgements for Kelston Community Early Childhood Centre are as follows:

Outcome Indicators

ERO’s judgement

What the service knows about outcomes for learners

Whakaū Embedding

Ngā Akatoro Domains

ERO’s judgement

He Whāriki Motuhake

The learner and their learning

Whakaū Embedding

Whakangungu Ngaio

Collaborative professional learning builds knowledge and capability

Whakaū Embedding

Ngā Aronga Whai Hua

Evaluation for improvement

Whakaū Embedding

Kaihautū

Leaders foster collaboration and improvement

Whakaū Embedding

Te Whakaruruhau

Stewardship through effective governance and management

Whakaū Embedding

2 Context of the Service

Kelston Community Early Childhood Centre is governed by the Kelston Community Trust. A trust contact person oversees governance of the service on behalf of the trust. A centre manager leads a team of four teachers. Most of the children attending are Māori or have Pacific heritages. The service provides for an increasingly diverse ethnic community.

3 Summary of findings

Children are well supported to transition into the service. Whānau who spoke with ERO, appreciate the positive relationships teachers establish with their children, and themselves. Children confidently share their feelings, interests and ideas with each other and their teachers. They demonstrate a strong sense of belonging.

Teachers value the languages and cultures of children and families. Whānau have opportunities to contribute to a curriculum that recognises and responds to home languages and cultures. Children benefit from teachers’ purposeful integration of meaningful experiences that reflect te ao Māori (the Māori world). These practices affirm children’s mana and cultural identity.

Children’s language development is supported by teachers encouraging them to participate in small group conversations. Teachers skilfully promote children’s independence, and decision making. Children with additional learning needs are well supported to fully participate in the curriculum provided.

Learning environments are well designed and richly resourced. Children have access to print-rich environments and a range of materials to express their ideas. Mathematical symbols and concepts are incorporated into the teaching and learning. Children can revisit their learning.

Leaders and teachers work collaboratively to build their professional knowledge. Teachers are supported to take responsibility for their own professional learning. They are continuing to increase their understanding of how to use internal evaluation to identify the impacts of improvements made. There are established systems that support decision making and an ongoing focus on what is happening for children and their learning. Consistent implementation of these practices is likely to support continued improvements.

4 Improvement actions

Kelston Community Early Childhood Centre will include the following actions in its Quality Improvement Planning:

  • Evaluate how effectively teachers’ assessment of learning and evaluation of the curriculum helps them to progress their priorities for children’s learning.
  • Build the collective capability of the team to evaluate how the curriculum and teaching practices contribute to improved outcomes for children.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Kelston Community Early Childhood 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.

6 Actions for Compliance

During the onsite visit the service provided ERO with evidence to show it had addressed the following non-compliances:

  • Developing a policy to ensure that no person on the premises uses, or is under the influence of, alcohol or any other substance that has a detrimental effect on their functioning or behaviour during the service's hours of operation (HS33).
  • Ensuring that all children’s workers who have access to children are safety checked in accordance with the Children’s Act 2014, in relation to seeking professional information about qualified teachers so that a full risk assessment can be completed (GMA7A).

Phil Cowie
Acting Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

13 October 2021 

7 About the Early Childhood Service

Early Childhood Service Name

Kelston Community Early Childhood Centre

Profile Number

10347

Location

Kelston, Auckland

Service type

Education and care service

Number licensed for

40 children over 2 years of age

Percentage of qualified teachers (delete if not applicable)

80-99%

Service roll

35

Ethnic composition

Māori 8, NZ European/Pākehā 2, Samoan 11, Tongan 5, Asian 5, other ethnic groups 4

Review team on site

July 2021

Date of this report

13 October 2021

Most recent ERO report(s)

Education Review, October 2017; Education Review, April 2015

1 Evaluation of Kelston Early Childhood Centre

How well placed is Kelston Early Childhood Centre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Kelston Early Childhood Centre has contracted external advisory support to continue progress towards establishing effective leadership and more in-depth knowledge at governance and management levels. This support is also required to increase the consistency of good quality teaching practices.

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

Background

The Kelston Early Childhood Centre offers programmes for up to 40 children over two years of age, from a wide range of ethnicities and cultural backgrounds. The centre was established by the Kelston Community Trust. Six principals from local schools have been involved in the governance of the centre since its inception.

The Trust also promotes learning opportunities for local children and their families through a HIPPY programme, which operates in the same building. The HIPPY manager is the Trust contact person. Many parents have participated in the HIPPY programmes and some have then trained as HIPPY educators, or as early childhood or primary school teachers.

Some families attend the centre for short periods. The Trust manages funding carefully to enable children to attend without fee payment.

Since the 2015 ERO review, Ministry of Education other external support has focused on improving curriculum management, self review and appraisal practices. These improvements were recommended by ERO in 2012. They are still to be fully implemented. Leadership, governance and management have not been effective in supporting consistent improvement.

In the past month, a new Trust chairperson has been appointed and the Trust is currently advertising for a new centre manager to lead curriculum developments. There has also been progress with strategic planning and professional support for teachers.

The Review Findings

The centre's philosophy is partly evident in the programme. A richly resourced, natural and attractive, child-centred learning environment engages children in play. Children are cared for and are nurtured well by teachers. The teachers' commitment to the Treaty of Waitangi, through the inclusion of bicultural values, is also evident in the learning environment.

The team of qualified teachers is representative of the culturally diverse community. Most teachers speak more than one language and identify culturally with many of the children. Children hear and are encouraged to use their home languages in the centre. However, teachers' conversational interactions with children should be more frequent and focused on supporting learning.

Improved communication and partnership relationships with parents should be a goal, to help develop shared understandings about the parents' role in supporting and participating in their children's learning.

Leadership of the curriculum, strategic governance and management have not been collaborative or effective. Teachers have had opportunities to develop their individual knowledge through professional training. However, sharing new knowledge with their colleagues would help them to establish a more collaborative and knowledgeable team.

Key Next Steps

The Trust has recently contracted an external adviser to help address the next steps identified in this report. Ongoing work with this adviser should help the Trust, centre manager and teachers to develop:

  • skilled, strategic governance, management and curriculum leadership

  • systematic, improvement focused, internal evaluation that includes ascertaining the impact of managers' and teachers' professional learning on outcomes for children

  • strategic and management planning, and regular monitoring of progress towards strategic goals.

  • effective assessment, programme planning and evaluation to support increasingly good quality programmes for children that align with Te Whāriki, the early childhood curriculum.

The Trust has agreed to develop a plan to address these areas for development and to provide a six-month progress report.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kelston Early Childhood 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.

Actions for compliance

ERO identified areas of non-compliance relating to governance, management, curriculum and leadership. To meet requirements the service needs to improve its performance in the following areas:

  • Assessment, programme planning, evaluation and programme implementation that reflect Te Whāriki and knowledge of relevant theories and practice in early childhood education.

  • Suitable personnel policies and practices, including managers' and teachers' appraisal that promotes high quality practices.

  • Systematic, ongoing and improvement focused internal evaluation.
    Licensing Criteria for Early Childhood Education and Care Centres 2008, C1-4, GMA6, 7.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Kelston Early Childhood Centre will be in three years.

Graham Randell

Deputy Chief Review Officer Northern

4 October 2017

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

Kelston, Auckland

Ministry of Education profile number

10347

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, over 2 years of age

Service roll

58

Gender composition

Boys 36 Girls 22

Ethnic composition

Māori
Pākehā
Samoan
Indian
Tongan
Cook Islands Māori
Middle Eastern
Cambodian
Filipino
Vietnamese
other

12
1
12
8
7
5
4
3
2
2
2

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Over 2

1:10

Meets minimum requirements

Review team on site

July 2017

Date of this report

4 October 2017

Most recent ERO report(s)

Education Review

April 2015

Education Review

May 2012

Education Review

May 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.