Kids at Play Childcare Centre

Education institution number:
20187
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
50
Telephone:
Address:

6 Bellwood Avenue, Mount Eden, Auckland

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1 Evaluation of Kids at Play Childcare Centre

How well placed is Kids at Play Childcare 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

Kids at Play Childcare Centre is a long established early childhood service located in Mt Eden, Auckland. It operates as a not-for-profit incorporated society. The management committee, made up from elected parents and the centre manager, is the governing body for the centre. The centre is licensed to provide all-day education and care for 42 children, including up to 12 under two years of age.

Seven qualified teachers and additional support staff work with age related groups of children. Infants and toddlers have their own large indoor and outdoor play areas and older children have several indoor and outdoor learning spaces. Several new teachers have been appointed in the last three years.

The centre's philosophy focuses on the importance of the family and whānau involvement in children's learning. It includes a strong commitment to fostering an interactive, fun environment where children have positive learning experiences.

The 2015 ERO review identified many positive findings that continue to be present. The report recommended strengthening learning partnerships with parents, planning strategically towards the centre's vision and philosophy, and linking planning and assessment to better reflect current best practice in early education. Teachers have made positive progress in each of these areas for development.

The Review Findings

Children are valued and respected learners. Teachers place high importance on play as a foundation for learning. Children learn at their own pace in the centre's large, calm and inclusive learning environments. Older children are involved in complex and sustained play. They engage in meaningful conversations with each other and with adults. Children trust teachers to be responsive and to encourage them in their learning.

Children make full use of the learning environment. The spacious outside play area is attractively set out and offers a good range of age-appropriate and interesting challenges. This environment helps children to develop their physical skills and social competencies. The indoor areas have some inviting spaces and displays that reflect the character of the centre. Early literacy and mathematics are integral parts of the programme. Teachers celebrate important cultural events with families and the environment shows some influence of children's culture.

Teachers are growing their bicultural practices and understanding of te ao Māori and documenting these more explicitly. They are integrating more te reo Māori into the programme, especially during mat time. Leaders are well placed to continue to grow the use and place of te reo Māori me ōna tikanga into everyday common use.

Infants and toddlers are well cared for and nurtured. They form warm bonds with their prime caregiver and other teachers. They experience a range of opportunities that support their development and learning. Although the environment contains many good resources, teachers should increase the access infants and toddlers have to heuristic, natural, open-ended resources.

Teachers are inclusive of all children and their whānau. They listen to children respectfully. Teachers build positive partnerships with parents. They focus on developing quality teaching practices to support children's ongoing learning, wellbeing and development.

Well-considered planning and assessment practices guide relevant programmes for children. Planning approaches are collaborative and flexible, allowing teachers to respond to children's interests and to cater for diverse learning needs. Leaders intend to focus more on individual planning to support older children to develop their critical thinking skills.

Children's learning stories contain good records of their participation in the programme. They are available on-line to parents and whānau and are linked to Te Whāriki, the early childhood curriculum. More parents are using the on-line portal to share children's learning at home with teachers.

The centre manager and lead teachers provide effective leadership. Annual appraisal supports teachers and leaders to reflect on the quality of teaching practice against centre strategic goals and the professional teaching standards. These appraisals inform professional development decisions aligned to teachers' specific interests and promote valued outcomes for children.

The vision of the society management committee provides a clear direction for the centre. Extensive governance policies and practices outline operations and promote adherence to regulations. The committee has formalised self-review practices against strategic planning and is strengthening internal evaluation.

Key Next Steps

Key next steps for centre development include:

  • reviewing and evaluating the centre philosophy in line with Te Whāriki and other teaching philosophies currently being implemented

  • prioritising teacher development and programme implementation within the centre's strategic plan

  • developing the centre's self-review into more robust internal evaluation processes.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kids at Play Childcare 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 Kids at Play Childcare Centre will be in three years.

Violet Tu’uga Stevenson

Director Review and Improvement Services

Te Tai Raki - Northern Region

8 November 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

Mt Eden, Auckland

Ministry of Education profile number

20187

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

42 children, including up to 12 aged under 2

Service roll

53

Gender composition

Girls 30 Boys 23

Ethnic composition

Māori
Pākehā
Chinese
British/Irish
other ethnic groups

2
28
7
6
10

Percentage of qualified teachers

80% +

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

September 2018

Date of this report

8 November 2018

Most recent ERO report(s)

Education Review

April 2015

Education Review

February 2012

Education Review

February 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 Kids at Play Childcare Centre

How well placed is Kids at Play Childcare 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

Kids at Play Childcare Centre is located in the inner city suburb of Mt Eden, Auckland. The service has served its community since 1987, and operates as a not for profit incorporated society. The management committee, made up from elected parents and the centre manager, is the governing body for the centre.

The committee appoints a centre manager who has responsibility for professional leadership and for the daily operations of the service. The centre provides education and care for 42 children up to the age of five years, including 12 under the age of two. Children are organised into two specific groups and areas, those under two years and those over two years old.

The centre has a history of positive ERO reports. The 2012 report recommended the centre focus on extending children’s learning through a review of the environment and the opportunities it offered children. A further suggestion for teaching staff was to engage cognitively with children to lift the level of complexity in their play. Progress has been made in these areas and they continue to be a focus for centre development.

The Review Findings

Families and children are warmly welcomed into the centre. Children settle quickly, demonstrate a sense of belonging and engage confidently with adults and each other. Teachers respond sensitively to children’s care routines and specific ongoing needs and preferences.

Staff offer a programme based on emerging topic activities, developed from teachers’ observations of children at play. There are often three or four different emerging topics to engage children simultaneously in the centre’s learning environment. This provides a variety of choice and some degree of challenge. Teachers now need to extend and strengthen children’s individual learning in these contexts in line with Te Whāriki, the early childhood curriculum.

Assessment portfolios show that teachers write informative learning stories centred on children’s learning experiences and on their progress over time. The children’s portfolios are of good quality in this respect. Teachers’ planning would benefit from better use of the portfolio information about children’s interests, strengths and abilities, to feed into the learning programme.

Older children are regularly grouped together, particularly in the afternoons, to follow a transition to school programme. Centre leaders could consider professional development for staff to explore the most effective and current practice for supporting the learning of this age group.

Since ERO’s review in 2012 the centre has focused professional development on the understanding of schema. This knowledge has enabled teachers to deepen children's learning experiences. The centre manager and teachers are accessing other current and relevant sources of professional learning to ensure a high quality curriculum and programme are provided for children.

Some spontaneous self review has been effectively conducted by the centre manager and teachers to improve centre policies and procedures. There now needs to be a focus on developing strategic planning and the use of self review to bring about continuous improvement to learning outcomes for children.

Key Next Steps

ERO endorses the centre leaders’ self-identified next steps to:

  • think and plan strategically to work meaningfully towards the centre’s vision and philosophy
  • strengthen learning partnerships with parents that focus on children’s interests, strengths and abilities and feed this information into the planned programme
  • continue to focus on the development of te reo me ōna tikanga Māori in the centre’s programme to support children’s understanding of New Zealand’s bicultural heritage.

ERO also recommends that centre leaders and teachers:

  • make links between assessment and planning to better support individual children’s learning and interests and to reflect current best practice in early years education
  • continue to develop self review that promotes better learning outcomes for children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kids at Play Childcare 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 Kids at Play Childcare Centre will be in three years.

Dale Bailey

Deputy Chief Review Officer Northern

9 April 2015

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

Mt Eden, Auckland

Ministry of Education profile number

20187

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

42 children, including up to 12 aged under 2

Service roll

58

Gender composition

Girls 30 Boys 28

Ethnic composition

Māori

Pākehā

Chinese

Indian

Samoan

French

other Pacific

other

2

41

3

3

3

2

2

2

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

1:4

Better than minimum requirements

 

Over 2

1:6

Better than minimum requirements

Review team on site

January 2015

Date of this report

9 April 2015

Most recent ERO report(s)

Education Review

February 2012

 

Education Review

February 2009

 

Education Review

May 2006

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.