24 Dinsdale Road, Hamilton Central, Hamilton
View on mapCentral Kids Kindergartens – Dinsdale
Dinsdale Early Learning Centre - 19/11/2018
1 Evaluation of Dinsdale Early Learning Centre
How well placed is Dinsdale Early Learning 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
Dinsdale Early Learning Centre is situated in Hamilton city, in the suburb of Dinsdale. It is an all-day education and care centre licensed for 45 children including up to 15 aged under two years. It operates two age-based rooms catering for infants, toddlers and young children. At the time of this review there were 49 children enrolled, mostly of Māori and Pākehā descent and including a small number of other nationalities.
The centre's philosophy aims to enable child-directed play, children having the freedom to explore, choose and discover at their own pace. The centre has a positive ERO review history. Since the last ERO review in 2015 a new centre manager has been appointed and staffing has remained stable. The centre has responded to ERO’s recommendations and developed leadership processes and systems.
The centre operates under the governance and management of Central North Island Early Education Services Trust and the Central North Island Kindergarten Association Trust, community not-for-profit organisations. The overarching philosophy is to provide centres that enable children to reach their full potential, and learning through play, supported by passionate professional people.
This review was part of a cluster of four reviews in the Central North Island Early Education Services Trust.
The Review Findings
Children and their families are welcomed into a homely environment. Relationships are positive, trusting and respectful. Children develop close friendships and their social and emotional competencies are strongly fostered by teachers who affirm their efforts and contributions. Children's belonging and wellbeing are fostered.
The curriculum is highly inclusive and promotes equitable learning for children and contributes to them developing as capable and confident learners. Particular strengths of the curriculum include:
- the natural integration of literacy, mathematics, aspects of te reo and tikanga Māori into children’s interests and play
- well-supported individualised transitions into the centre, between rooms and on to school that supports the emotional wellbeing of each child
- effective assessment, planning and evaluation processes that successfully identify progress and continuity of learning
- well-monitored individual education plans for children who have been identified as needing additional support programmes.
Children engage in sustained and complex self-directed learning. Intentional teaching skilfully promotes children's creative thinking and problem solving. Teachers actively listen and have learning conversations that motivate children to investigate and problem solve.
Leadership of the centre is effective. Well-established sustainable systems and processes include:
- a shared understanding of centre philosophy, vision and goals
- a collaborative team culture
- a professional learning culture that grows staff capability and capacity
- internal evaluation and decision making that supports ongoing improvement and leads to positive outcomes for children and their families.
Governance and management have comprehensive, well-established systems and practices to enable the organisation to monitor, evaluate and plan for improvement for its early learning centres. Clear guidelines and expectations for centre practice and curriculum are strongly fostered by the leadership team and trust. The vision and values support positive outcomes for children's learning, wellbeing and that of their whānau.
Key Next Step
The key next step is to continue to build systems, process and practices such as assessment to be more responsive to children’s language, culture and identity, particularly Māori.
Management Assurance on Legal Requirements
Before the review, the staff and management of Dinsdale Early 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:
- 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 Dinsdale Early Learning Centre will be in three years.
Adrienne Fowler
Director Review and Improvement Services
Te Tai Miringa - Waikato / Bay of Plenty Region
19 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 |
Dinsdale, Hamilton |
||
Ministry of Education profile number |
30108 |
||
Licence type |
Education & Care Service |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
45 children, including up to 15 aged under 2 |
||
Service roll |
49 |
||
Gender composition |
Girls 26 Boys 23 |
||
Ethnic composition |
Māori |
20 |
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
Over 2 |
1:10 |
Meets minimum requirements |
|
Review team on site |
September 2018 |
||
Date of this report |
19 November 2018 |
||
Most recent ERO report(s) |
Education Review |
June 2015 |
|
Education Review |
July 2012 |
||
Education Review |
August 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.
Dinsdale Early Learning Centre - 30/06/2015
1 Evaluation of Dinsdale Early Learning Centre
How well placed is Dinsdale Early Learning 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
Dinsdale Early Learning Centre is an all-day education and care service catering for children from birth to school age. It provides separate indoor and outdoor spaces for babies and toddlers. The centre is located close to the business area of the Hamilton suburb of Dinsdale. At the time of this ERO review, 64 children were enrolled including 19 children identified as Māori, and 3 who are identified as of Pacific ethnicity.
The centre operates under the umbrella of the Central North Island Early Education Services Trust (CNIEEST). The trust provides appropriate governance support through comprehensive policies and procedures, administrative personnel, and regular visits from experienced professional leaders. Since the 2012 ERO review two new professional leaders have been appointed. They provide informed and knowledgeable leadership with clear expectations for centre development and improvement. These expectations are linked to the trust’s vision and strategic direction.
Teachers have been involved in centre-wide professional development which has contributed to their good progress in aligning self review and strategic direction. They are working to come to a shared philosophy of teaching. They have also increased their understanding of Māori culture and language, and are including aspects in the curriculum.
The Review Findings
Children have confident, respectful relationships with teaching staff and with each other. They enjoy many opportunities to explore and experiment in a spacious environment. Good quality equipment and resources are readily available, enabling children to choose freely and make creative decisions about their use. Flexible routines allow children uninterrupted time to persist with, and complete, their interests and learning.
Older children demonstrate independence in their learning and in many aspects of their self-care. They are developing their skills in literacy and mathematics through their interaction with well-chosen books and equipment, and with teaching staff. There are many opportunities for children to be involved in music and dance from a variety of cultures that reflect centre diversity.
Babies and toddlers experience gentle, respectful and meaningful interactions. They are very well supported by a dedicated, skilled and experienced teacher, and an experienced teacher aide. The centre manager needs to consistently maintain a level of staffing that meets regulations and sustains the high quality relationships that promote babies’ wellbeing.
Examples of good practice in the baby and toddler area include:
-
toddlers highly engaged in exploring an interesting and very well-presented learning environment
-
teaching staff sharing sustained and responsive verbal and non-verbal communication that supports children’s thinking and their understanding of language
-
teachers supporting gentle, meaningful and responsive care moments.
Children’s transition into and through the centre is well planned and managed. Teachers expressed a view that transitions out of the centre would be enhanced by further developing responsive relationships with local schools.
Teachers’ participation in relevant whole staff professional development has resulted in a greater focus on learning, and the importance of responding to children’s interests. This is making children’s learning more visible to parents, through both profile books and e-portfolios. Parents’ voices and aspirations are becoming more evident through these documents, and the teaching team is developing strategies to track children’s development over time. This should enable the centre to identify needs for additional support. Leaders and teachers should also continue to strengthen assessment, planning and evaluation practices.
While parents have many opportunities to share through conversations, the learning partnership could become further enhanced by providing formal opportunities for discussions with teachers. In addition, teachers need to show a more intentional approach to extending or enriching older children’s in-depth learning.
Examples of good teaching practice include teachers:
- consistently implementing positive strategies that affirm children’s strengths and support them to solve problems
- communicating together to ensure continuity of learning and care
- sharing cultural knowledge and including it in the programme
- promoting tuakana-teina relationships between and among tamariki
- refreshing the environment to maintain its appeal to children
- working with specialist agencies to support positive outcomes for children.
Highly committed ancillary staff and relieving teachers make a significant contribution to centre operations and the programme.
Key Next Steps
During the course of the ERO review, it became apparent that there are ongoing challenges about the quality of centre leadership. These concerns are affecting the fulfilment of the centre’s vision for the curriculum, teaching expectations, environment and quality assurance processes. They are also impacting on the teaching team’s sense of direction and cohesiveness. Appropriate systems and frameworks have been used to guide and support improvement. Extensive and frequent professional learning opportunities have been provided to support the centre manager. However, these provisions have yet to improve centre leadership to a satisfactory level.
Recommendation
ERO recommends that the trust continues to improve the management and leadership skills of the centre manager through ongoing support and intervention.
Management Assurance on Legal Requirements
Before the review, the staff and management of Dinsdale Early 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:
-
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 Dinsdale Early Learning Centre will be in three years.
Dale Bailey
Deputy Chief Review Officer Northern
30 June 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 |
Dinsdale, Hamilton |
||
Ministry of Education profile number |
30108 |
||
Licence type |
Education & Care Service |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
45 children, including up to 15 aged under 2 |
||
Service roll |
64 |
||
Gender composition |
Boys 34 Girls 30 |
||
Ethnic composition |
Māori Pākehā Other South-east Asian Cook Island Indian Samoan |
19 36 3 2 2 1 1 |
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
Over 2 |
1:10 |
Meets minimum requirements |
|
Review team on site |
May 2015 |
||
Date of this report |
30 June 2015 |
||
Most recent ERO report(s) |
Education Review |
July 2012 |
|
Education Review |
August 2009 |
||
Education Review |
August 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.