Kumeu Village Kindergarten

Education institution number:
20553
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
48
Telephone:
Address:

5 Shamrock Drive, Kumeu

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ERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.

ERO’s Judgement

Regulatory standards

ERO’s judgement

Curriculum

Meeting

Premises and facilities

Meeting

Health and safety

Not meeting

Governance, management and administration

Not meeting

At the time of the review, ERO identified areas of non-compliance with regulatory standards that are an unacceptable risk to children.

Background

Kumeu Village Kindergarten is a privately owned service that provides sessional and full-day education and care for children. The service provider is responsible for governance and management. A qualified supervisor leads a team of four qualified teachers and four unqualified staff.

Summary of Review Findings

The service’s curriculum is informed by assessment, planning and evaluation that demonstrates an understanding of children’s learning and relevant theories of practice. Regular opportunities are provided for parents to communicate with adults providing education and care about their child and share specific evidence of their child’s learning.

An increased level of monitoring of health and safety and governance and management practices is required to meet all aspects of regulatory compliance. 

Actions for Compliance

ERO found areas of non-compliance in the service relating to:

  • ensuring all children’s workers who have access to children are safety checked in accordance with the Children’s Act 2014
  • ensuring adults providing education and care are familiar with relevant emergency drills and carry these out with children on an at least three-monthly basis, including having a record of emergency drills carried out and evidence of how evaluation of the emergency drills has informed the annual review of the service’s emergency plan
  • having evidence of written authority from parents for the administration of medicine and the dosage of administered medication given to children.

Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA7A, HS8, HS28.

Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:

  • implementing suitable human resource management practices (GMA7)
  • having an annual budget setting out leave entitlements and provisions for professional development (GMA9)
  • having a procedure outlining how linen used by children or adults is hygienically laundered (HS2)
  • ensuring heavy furniture, fixtures, and equipment that could fall or topple and cause serious injury or damage are secured (HS6)
  • having a written emergency plan and supplies to ensure the care and safety of children and adults at the service, including a communication plan to contact children’s caregivers (HS7)
  • maintaining a record of the time each child attending the service sleeps, and checks made by adults during that time (HS9)
  • ensuring that the temperature of warm water delivered from taps that are accessible to children is no higher than 40°C, and comfortable for children at the centre to use (HS13)
  • ensuring that water stored in any hot water cylinder is kept at a temperature of at least 60°C (HS14)
  • maintaining a record of excursions that includes the signature of the person responsible for giving approval for the excursion to take place and assessment and management of risk (HS17)
  • having a process for when there is a serious injury or incident involving a child while at the service that is required to be notified to a specified agency, that the service provider must also notify the Ministry of Education at the same time (HS34).

Recommendation to Ministry of Education

ERO recommends that the Ministry reassess the licence issued to this service provider. ERO will not undertake a further review of this service until the Ministry of Education is satisfied that the service meets regulatory standards.

Next ERO Review

The next ERO review will be in consultation with the Ministry of Education.

Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

6 July 2021 

Information About the Service

Early Childhood Service Name Kumeu Village Kindergarten
Profile Number 20553
Location Kumeu, Auckland

Service type

Education and care service

Number licensed for

36 children over 2 years of age

Percentage of qualified teachers

80%+

Service roll

49

Ethnic composition

Māori 1
NZ European/Pākehā  40
other ethnic groups  8

Review team on site

March 2021

Date of this report

6 July 2021

Most recent ERO report(s)

Education Review, 2016

Education Review, 2013

General Information about Assurance Reviews

All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.

Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.

ERO undertakes an Akanuku | Assurance Review process in any centre-based service:

  • having its first ERO review – including if it is part of a governing organisation
  • previously identified as ‘not well placed’ or ‘requiring further development’
  • that has moved from a provisional to a full licence
  • that have been re-licenced due to a change of ownership
  • where an Akanuku | Assurance Review process is determined to be appropriate.

Management Assurance on Legal Requirements

All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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.

As part of an Akanuku | Assurance Review ERO assesses whether the regulated standards are being met. In particular, ERO looks at a 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 certification; ratios)
  • evacuation procedures and practices for fire and earthquake.

As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:

  • discussions with those involved in the service
  • consideration of relevant documentation, including the implementation of health and safety systems
  • observations of the environment/premises, curriculum implementation and teaching practice.

1 Evaluation of Kumeu Village Kindergarten

How well placed is Kumeu Village Kindergarten 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

Kumeu Village Kindergarten provides sessional and full day education and care for 36 children over two years of age. Parents are able to make some choices about the days or times their children attend with younger children attending on Tuesdays and Thursdays. The experienced and qualified staff team has remained, with most staff serving many years in the centre.

The owners bring considerable early childhood education and management expertise to their operation of the service. They encourage the development of sound practice and frameworks for managing the centre.

The 2013 ERO report identified many positive aspects of the programme including positive and reciprocal relationships with families and the community, and children becoming capable, confident learners. It commented on the affectionate and respectful relationships with children and the well-presented environment. These good features continue to be evident.

The Review Findings

Teachers provide high quality education and care for children. From positive transitions into the kindergarten, nurturing teachers strive to give children a sense of belonging, wellbeing and confidence. As a result, children and their families appear settled and happy.

Children play well together. They talk confidently to their friends and to adults and are respectful and careful of others’ feelings. Teachers encourage and support children to play as socially competent groups. These positive strategies are allowing children to develop self-management skills.

Children use the plentiful resources to elaborate and extend their interest in their collaborative games. Teachers work close to children supporting their play when necessary and engaging them in conversation. Teachers could consider ways of adding value to programmes by further broadening the scope of their open-ended interactions with children.

Teachers recognise and use children’s interests effectively as a starting point for planning programmes to support learning. Children’s portfolios clearly show how ‘noticing, recognising and responding’ to children’s play, and their progress over time. Teachers invite parents/whānau to discuss their aspirations for their children and to contribute to programmes. This encourages a sense of ownership and inclusion for families.

The 2013 ERO report identified a number of areas where further work would provide better outcomes for children. These included using self review more effectively to make judgements about the quality of the programme, developing bicultural practices and knowledge and strengthening individual records of learning to show children’s progress over time. Centre management and staff have made good progress in all of these areas.

Children have many opportunities to hear and use te reo me ngā tikanga Māori. Teachers have a significant and visible commitment to te ao Māori that is meaningful to children, their parents and themselves. They support children’s understanding of, and their familiarity with waiata, and action and singing games. Children clearly demonstrate their knowledge by responding appropriately to language and tikanga expectations. Teachers have benefitted from the professional support provided by the owners and have expressed their intention to continue this development.

The kindergarten environment has been significantly improved by the development of the outdoor area. The new playground provides space and a variety of interesting play areas. It also enables children to engage in and challenge themselves in physical activities. The large garden includes a variety of vegetables and fruit trees which has sparked a great deal of interest in healthy eating and in respecting nature.

A challenge from the owners to teachers was to consider ways of continuing their own growth as teachers. This challenge has been embraced by teachers. The development of the new philosophy has been a pivotal document for encouraging their thinking about what underpins their provision for children. The strong Māori influence in the document has enabled teachers to see their practice in a framework of Māori values that link well to Te Whāriki, the early childhood curriculum, and the requirements of legislation.

The centre is well led and effectively managed by capable teachers and administrators.

Key Next Steps

ERO endorses managers’ and teachers’ intention to:

  • continue to develop centre-wide literacy and transitioning practices
  • further strengthen bicultural knowledge and understanding
  • continue with plans to revitalise the indoor playing spaces
  • use evaluation to continue to review current practices.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kumeu Village Kindergarten 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 Kumeu Village Kindergarten will be in four years.

Graham Randell

Deputy Chief Review Officer Northern

16 June 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

Kumeu, Auckland

Ministry of Education profile number

20553

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

36 children, including up to 0 aged under 2

Service roll

70

Gender composition

Girls 35 Boys 35

Ethnic composition

Māori

Pākehā

Cook Island Māori

other

2

64

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

May 2016

Date of this report

16 June 2016

Most recent ERO report(s)

Education Review

April 2013

Education Review

February 2010

Education Review

February 2007

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.