44 The Braigh, Waipu
View on mapAkarangi | 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 Kids 1st Childcare & Learning Centre are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Kia rangatira ai te tipu Excelling |
Ngā Akatoro Domains |
ERO’s judgement |
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He Whāriki Motuhake The learner and their learning |
Kia rangatira ai te tipu Excelling |
|
Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakawhanake Sustaining |
|
Ngā Aronga Whai Hua Evaluation for improvement |
Whakawhanake Sustaining |
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Kaihautū Leaders foster collaboration and improvement |
Kia rangatira ai te tipu Excelling |
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Te Whakaruruhau Stewardship through effective governance and management |
Whakawhanake Sustaining |
Kids 1st Childcare & Learning Centre Ltd is located at the coastal and rural community of Waipu. The centre is privately owned and provides full-day education and care. Centre management is supported by a fully qualified teaching team.
Children’s mana is enhanced through respectful and responsive relationships with teachers. The thoughtfully resourced learning environment encourages children to explore and become engaged in a wide variety of learning experiences. Children are encouraged to take responsibility for their learning, the wellbeing of others and to care for the environment.
Children are affirmed as individuals. Their strengths and interests are recognised and valued by teachers. Children confidently express their feelings and ideas through music, art and imaginative play. Their understanding of early literacy and mathematics concepts and symbols is woven through their play and conversation. Leaders and teachers collaborate with children to design, implement and evaluate a programme that is responsive and well informed by current theories of teaching and learning.
Te reo Māori is recognised as a living and relevant language for all children. Whānau aspirations for the learning of their children are gathered and valued. Leaders and teachers work collaboratively and responsively to achieve them. They advocate for children and whānau to ensure all children have access to high quality, inclusive education and care. They actively identify and remove barriers to a child’s full acceptance, participation and learning.
Leaders and teachers access a good range of professional learning opportunities that bring new learning to teaching practices. They actively engage in critical reflection, problem solving and work well together. Internal evaluation is driven by the motivation for improvement, and the impact of improvement actions are monitored. Relational trust at every level supports collaboration, openness to change and improvement.
Leaders responsible for the centre’s governance and management ensure that children’s learning and wellbeing are the primary considerations in decision making. They enact the service’s vision and philosophy. Leaders model and expect professional accountability and collective responsibility for the wellbeing and learning of all children.
Kids 1st Childcare & Learning Centre will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Kids 1st Childcare & 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:
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.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
7 July 2021
| Early Childhood Service Name |
Kids 1st Childcare & Learning Centre Ltd |
| Profile Number | 10425 |
| Location | Waipu, Northland |
|
Service type |
Education and care service |
|
Number licensed for |
37 children, no children aged under 2. |
|
Percentage of qualified teachers |
100% |
|
Service roll |
63 |
|
Ethnic composition |
Māori 14 |
|
Review team on site |
April 2021 |
|
Date of this report |
7 July 2021 |
|
Most recent ERO report(s) |
Education Review, September 2015 |
How well placed is Kids 1st Childcare & Learning Centre Ltd 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.
Kids 1st Childcare and Learning Centre is located in the coastal and rural community of Waipu, Northland. The centre provides full day education and care for children from two to four years of age. Children attend for varying sessions during the week and some teachers work part-time.
The centre is privately owned, two of the owners act as manager and head teacher. Most of the teachers are well qualified.
The centre’s philosophy focuses on providing high quality programmes in a safe, caring, fun and multi-sensory learning environment. A significant feature of the centre is a specific programme that supports older children to build respect for Papatunuku and Tangaroa, and to learn about environmental sustainability.
The centre has responded positively to the 2012 ERO report. Areas of good performance relating to teaching and learning, curriculum and self review have been sustained and enhanced.
Children and their families are warmly welcomed to the centre at the start of their day. Children form warm and trusting relationships with their teachers and settle quickly to play. They demonstrate a strong sense of wellbeing and belonging. Teachers provide individual support for children with special needs.
Strong learning partnerships between staff and whānau are evident. Staff members work actively to understand the aspirations and expectations of families. As a result, teachers and the centre are held in high esteem by families who respond enthusiastically to opportunities to contribute to centre programmes. Children engage in imaginative, cooperative and innovative play for long periods of time. They eagerly share their knowledge and ideas with teachers and other children. Children are very well supported and respected as confident, capable and competent learners. They are friendly and caring towards each other.
Teachers’ interactions with children are respectful and affectionate. They work alongside children and are responsive to their ideas. Teachers make links to children’s home experiences and have extensive knowledge of children’s interest and strengths. Children’s interests are extended through responsive individual planning systems. Children's strengths, interests and participation in the programme are clearly shown in their attractive learning records.
The centre environments support children’s learning experiences well. They are carefully thought out, very attractive and well presented. The spacious indoor and outdoor learning areas have high quality resources for children that encourage exploration and creative problem solving as part of play. Teachers skilfully integrate science, literacy and numeracy learning into children’s play, and provide good support for children as they transition to the local school.
Staff promote bicultural awareness, knowledge and understanding through resources, displays, group activities and festive celebrations. Centre managers have identified the need for teachers to further strengthen bicultural practices, including increasing recognition of tikanga and extending the use of te reo Māori. Cultural days are part of the programme that celebrates key events in Aotearoa New Zealand.
Centre managers and staff have high expectations and are motivated to continue providing high quality programmes for children. Teachers are highly professional and work collaboratively as a team. They have regular opportunities for professional learning that relate to organisational priorities and to their individual interests. Teacher professional learning and appropriate appraisal systems guide the development of teaching practices.
Governance and management of the centre are efficient and highly effective. The centre’s annual plan focuses on providing high quality care and educational outcomes for children. Well established systems, policies and practices are consistently implemented and regularly monitored. Centre processes for self review are systematic, include multiple perspectives, and are clearly linked to the centre’s vision.
To help guide the centre's future direction, ERO and the owners agree that key next steps for the centre are to:
Before the review, the staff and management of Kids 1st Childcare & Learning Centre Ltd 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 Kids 1st Childcare & Learning Centre Ltd will be in four years.
Graham Randell
Deputy Chief Review Officer Northern (Acting)
14 September 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.
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Location |
Waipu, Northland |
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Ministry of Education profile number |
10425 |
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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 |
37 children, including up to 0 aged under 2 |
||
|
Service roll |
56 |
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Gender composition |
Boys 30 Girls 26 |
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Ethnic composition |
Māori NZ European/Pākehā other |
13 41 2 |
|
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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 |
Over 2 |
1:10 |
Meets minimum requirements |
|
Review team on site |
July 2015 |
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Date of this report |
14 September 2015 |
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Most recent ERO report(s) |
Education Review |
August 2012 |
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|
Education Review |
August 2009 |
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.
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.