97 Remuera Road, Remuera, 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.
Edukids Remuera is licensed to provide education and care for up to 70 children, including up to 20 children under two years of age. Most children at the centre are from diverse cultural backgrounds.
The centre operates out of a renovated villa that has a split level. The top level is for children from two years up to school age and the lower level, with its own separate playground, is for infants and toddlers. Each room has a head teacher and other qualified and registered teachers. The majority of teachers are new to the centre since the last ERO review. A cook works on site providing meals for children.
The centre's philosophy espouses child-focused and nurturing teaching and learning approaches that are based on whānau aspirations. It highlights the importance of celebrating cultural diversity and identifies the centre's key values that include whakawhanaungatanga, aroha and whakamana.
The 2015 ERO report noted that teachers provided programmes that were stimulating and supported children's interests and strengths. These positive features have been maintained. Teachers have engaged in professional development in planning, assessment and internal evaluation. They have strengthened bicultural practices and developed good relationships with the local community and schools.
The centre is one of the BestStart Education and Care Centres. The BestStart organisation provides an overarching governance and management framework as well as personnel to support the operation and curriculum development in individual centres. A Business Manager and a Professional Services Manager are highly involved in the professional development of staff, and strategic guidance.
This review was part of a cluster of seven reviews in the BestStart Auckland - Upper North Island Region.
Warm relationships and respectful interactions underpin the programme, and contribute to a calm and welcoming tone. Children's play is purposeful and sustains high levels of engagement in tasks or activities. They are aware of the routines of the day.
Tuakana/teina approaches with older children supporting younger children are encouraged. Centre leaders are keen to further develop team expectations in bicultural practices. They could now embed and implement bicultural goals in all areas of the curriculum.
Infants receive respectful, individualised care, and toddlers' growing independence is nurtured and their preferences affirmed. Transition processes into, through and beyond the centre are well managed and support whānau and child readiness for leaning.
Children are confident, and play cooperatively with each other and adults. They have a strong sense of belonging and show care and consideration for others. Children have good opportunities to make choices about their play. Teachers support them to develop science, literacy and mathematics skills and concepts in the well-resourced environment. Children explore the environment and are curious about the natural world. Children are capable, competent and sociable learners.
Teachers support children's play well and extend children’s skills and knowledge in a variety of learning areas. They provide a balance between structured and child-initiated play. Children’s independence and self-management skills are valued and fostered.
Well-established management practices, positive relationships with parents/whānau and teachers' culturally responsive practice continue to be reflected in centre practices and procedures. Centre leaders and teachers value parental and community involvement. Parents/whānau receive good information about their child’s learning and development. They are encouraged to contribute to the centre programme and join in centre events.
Leaders and teachers have a strong commitment to social justice, equity and the centre philosophy. Ongoing teacher development is valued and supported by a relevant appraisal system. Internal evaluation is well-established and influences decision making. It has been identified by leaders as an area to continue strengthening.
Centre operations are guided by the shared vision, and strategic and annual planning. These are linked to the strategic goals of the BestStart organisation. The process of linking the centre's strategic plan to the organisation's plan is promoting teachers' recognition that they belong to a wider learning community. This is supporting more widespread collaboration amongst teaching teams. Continued revisiting of the centre's strategic and annual planning goals is enabling leaders and teachers to monitor practice quality and promote ongoing improvement.
Centre leaders agree that next steps for ongoing improvement include:
strengthening teacher understanding of practice shifts needed to implement Te Whāriki 2017
adding more depth, complexity and continuity to child-led learning and making this visible in centre documentation
developing a more collaborative approach to evaluation that involves deeper analysis of the impact of teacher practice on children's outcomes
developing assessment and planning processes to show how children’s individual interests are noticed, responded to, and extended over time.
Before the review, the staff and management of Edukids Remuera 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 Edukids Remuera will be in three years.
Violet Tu’uga Stevenson
Director Review and Improvement Services
Te Tai Raki - Northern Region
29 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 |
Remuera, Auckland |
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Ministry of Education profile number |
10385 |
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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 |
70 children, including up to 20 aged under 2 |
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Service roll |
74 |
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Gender composition |
Girls 40 Boys 34 |
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Ethnic composition |
Māori |
4 |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
|
Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
September 2018 |
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Date of this report |
29 November 2018 |
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Most recent ERO report(s) |
Education Review |
April 2015 |
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|
Education Review |
March 2012 |
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Education Review |
April 2009 |
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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.
Edukids Remuera operates under the management systems of Kidicorp Ltd. The centre provides care and education for 70 children, including 20 children under the age of two years. The centre’s philosophy and vision promote children’s learning and are evident in teaching practices. The philosophy is closely linked to Te Whāriki, the early childhood curriculum. Te Tiriti o Waitangi is respected as the founding document of Aotearoa New Zealand and teachers’ bicultural practice honours that commitment.
The centre is managed by an experienced leader who is improvement focused. She works collaboratively and is supported by two head teachers and Kidicorp professional managers to promote positive outcomes for children. The majority of the teachers are qualified in early childhood education.
Since the 2012 ERO report significant work has taken place, including the merging of two separate licences and an increase in numbers to 70 children. The areas for review and development identified in ERO’s 2012 report related to improving learning environments, increasing complexity and challenge for children and strengthening programme evaluation and self review have been addressed. The centre continues to provide an inclusive programme that supports a variety of cultural experiences for children.
Children’s interests and strengths are promoted. They engage in a stimulating programme with learning experiences that challenge them. As a result children are confident and competent and can express themselves well. Children are active and make good use of the outdoor playground for physical play. Children initiate conversations with each other and with adults. They are independent and play cooperatively together. Friendships are well established.
Teachers provide programmes for children that nurture their curiosity and promote literacy and mathematics learning. The programme builds on children’s prior knowledge and experiences and promotes learning in fun and creative ways. Teachers make good use of assessment portfolios to show children’s interests, progress and continuity of learning over time.
Children’s identity, language and culture are celebrated in ways that value children as unique individuals. Teachers promote the use of children’s first languages to communicate with and between children and families. Teachers’ special focus on improving bicultural practices is positively supported by centre leaders. Children hear te reo Māori and experience tikanga. Continued meaningful professional development in bicultural practices will strengthen this area of teachers' learning and teaching.
Infants and toddlers are cared for in a separate space. They show a strong sense of belonging in their environment and they relate well to teachers. Teachers are developing a learning programme that enriches children at this most critical stage of their development and promotes learning together and independently.
The learning environment is maximised to enrich children’s learning, and to offer children spaces for projects or concentrated play. Teachers’ review of the learning environment has resulted in more provision of quality resources that prompt children to enquire and explore. Visual displays show children’s play and learning in the centre’s programme.
Parents are invited to contribute to their children’s learning. Teachers could now consider ways to include this parent contribution in children’s portfolio records. Parents’ education events are well attended. Feedback from parents shows that these events build on their capacity to learn together with their child.
The outdoor playground design has made best use of the limited space available. The equipment provides challenge for older children and promotes physical activity. Teachers take children out for local walks to further develop their experiences and knowledge about their community.
The centre manager and staff work well together. They have developed effective self-review processes that positively impact on children’s engagement in the programme and improve their learning outcomes. They have identified the need to make greater use of research to inform their practice to further enhance learning outcomes for children.
Centre managers agree key next steps include:
Before the review, the staff and management of Edukids Remuera 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.
The next ERO review of Edukids Remuera will be in three years.
Dale Bailey
Deputy Chief Review Officer Northern
17 April 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 |
Remuera, Auckland |
||
|
Ministry of Education profile number |
10385 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
70 children, including up to 20 aged under 2 |
||
|
Service roll |
73 |
||
|
Gender composition |
Boys 38 Girls 35 |
||
|
Ethnic composition |
Māori Pākehā Chinese Indian other European other Asian |
8 32 17 3 8 5 |
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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 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
February 2015 |
||
|
Date of this report |
17 April 2015 |
||
|
Most recent ERO report(s) |
Education Review |
March 2012 |
|
|
Education Review |
April 2009 |
||
|
Education Review |
April 2006 |
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.