Te Kauwhata Childcare and Learning Centre Under 3

Education institution number:
30331
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
10
Telephone:
Address:

11 Mahi Road, Te Kauwhata

View on map

1 Evaluation of Te Kauwhata Childcare and Learning Centre Under 3

How well placed is Te Kauwhata Childcare and Learning Centre Under 3 to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Te Kauwhata Childcare and Learning Centre Under 3 requires further development to promote positive learning outcomes for children.

Systems and processes require strengthening to meet regulatory requirements. Management need to ensure that compliance issues are identified and addressed.

ERO's findings that support this overall judgement are summarised below.

Background

Te Kauwhata Childcare and Learning Under 3 provides education and care services from infants to three years of age. It is licensed for 10 children with a maximum of seven up to the age of two years. The centre sits adjacent to Te Kauwhata Childcare Over Three's centre, under the same private ownership. A manager supports the operational requirements of both centres and a head teacher is responsible for the curriculum delivery in the Under 3 site.

The philosophy places emphasis on providing a homely environment where children and their families develop a sense of belonging. They value learning through play and aim to support children to learn and develop at their own pace.

The centre has not responded effectively to the findings of the July 2016 ERO review in relation to implementing strategic priorities.

The Review Findings

A play-based curriculum promotes positive learning outcomes for children. The centre is well resourced. A spacious outdoor area provides sensory play and suitable challenge for the youngest and more mobile children. Oral language and social competence were supported by knowledgeable teachers. Children experience waiata, karakia and an increasing use of te reo Māori. Teachers are learning about local areas of significance through professional development. Pacific languages and cultures are celebrated and affirmed. Multicultural resources and the use of other homes languages supports a sense of belonging for all children and their families.

Children's learning is assessed and documented in individual portfolios. Planning of learning is mainly for groups of children. To strengthen learning outcomes for children, a more individualised approach to planning and evaluation is required. Parent's aspirations and goals are sought regularly and informally. These goals should be documented and responded to. Parents should be encouraged and supported to engage in the assessment, planning and evaluation of their child's learning. This is likely to enable them to more clearly see progression of learning over time.

Children benefit from responsive and nurturing relationships with their teachers. A welcoming environment is provided by the cohesive teaching team. Low group size and familiar adults enhance children's sense of wellbeing. Transitions into and between the two centres are well-supported and individualised. Children are encouraged to make choices and their independence is fostered. Unhurried and predictable routines enhance the calm atmosphere. Children were settled and engaged in play and learning.

Governance and management of the service requires strengthening. Systems and processes have not been maintained since the 2016 ERO review. A long-term strategic plan should be developed to guide centre operations. An annual plan that is specific to the centre and fully implemented is required to meet regulatory requirements. Internal evaluation needs to be re-established and maintained. This should include a process for regularly reviewing centre policies, many of which need updating. Roles and responsibilities between governance, management and leaders needs to be formalised to ensure oversight of administration and compliance of the centre.

Key Next Steps

The key next steps for governance and management at Te Kauwhata Childcare and Learning Centre Under 3's are to:

  • develop, in consultation with all stakeholders, the strategic goals for the centre and a meaningful annual plan to guide centre operations

  • establish a robust process for internal evaluation, including the regular review of policies

  • ensure that administration and compliance meet regulatory requirements.

The key next step for leaders and teachers is to:

  • strengthen the planning and evaluation of children's learning, including documenting parent goals and aspirations.

Management Assurance on Legal Requirements

Before the review, the staff and management of Te Kauwhata Childcare and Learning Centre Under 3 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.

Actions for compliance

ERO identified areas of non-compliance relating to governance, management and administration, health and safety and premises and facilities. To meet requirements the service needs to improve its performance in the following areas:

  • a process for parents contribution to the development and review of the service's operational documents, such as policies

  • an ongoing process for internal evaluation with recorded outcomes

  • an annual plan that is specific to the centre and guiding centre operations, that identifies 'who' is responsible for key tasks

  • a record of the full range of emergency drills including evidence of how evaluation of the drills has informed the annual review of the service's emergency plan

  • evidence that parents have been consistently informed of children's injuries, illnesses and incidents

  • evidence of parental acknowledgment after medicine has been administered to children

  • excursion records that include parents written approval of the proposed ratio

  • all sleep rooms to have a working heating/cooling system

[Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA4, GMA6, GMA8, HS8, HS27, HS28, HS17, PF37 and HS24].

In order to improve current practice, the centre needs to ensure that consistent records monitoring children's sleep are documented.

[Licensing Criteria for Early Childhood Education and Care Centres 2008, HS9].

Since the on-site phase of the review, members have provided ERO with evidence of action taken in relation to:

  • securing equipment that could topple and cause injury (HS6)
  • strengthening the excursion policy to include children up to the age of two years (HS17)
  • providing a thermometer to check temperatures in all of the sleep rooms (HS24 and PF37
  • strengthening the medication form to include a space for parental acknowledgement (HS28).

Development Plan Recommendation

ERO recommends that the service, in consultation with the Ministry of Education, develops a plan to address the key next steps and actions outlined in this report.

Phil Cowie

Director Review and Improvement Services

Central Region - Te Tai Pūtahi Nui

1 July 2020

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

Te Kauwhata

Ministry of Education profile number

30331

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

10 children, including up to 7 aged under 2

Service roll

10

Gender composition

Male 6 Female 4

Ethnic composition

Māori
NZ European/Pākehā
Other ethnic groups

3
3
4

Percentage of qualified teachers

0-49% 50-79% 80%+ Based on funding rates

80% +

Reported ratios of staff to children

Under 2

1:3

Better than minimum requirements

Over 2

1:3

Better than minimum requirements

Review team on site

March 2020

Date of this report

1 July 2020

Most recent ERO report(s)

Education Review

July 2016

Education Review

February 2013

Education Review

March 2010

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

The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:

  • Very well placed

  • Well placed

  • Requires further development

  • Not well placed

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 Te Kauwhata Childcare and Learning Centre Under 3

How well placed is Te Kauwhata Childcare and Learning Centre Under 3 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

Te Kauwhata Childcare and Learning Centre Under 3 is located in a home that has been converted to provide education and care services for young children from 6 months to approximately 3 years of age. This is one of two jointly-owned private early childhood education centres on adjoining sites in Te Kauwhata. The adjacent centre caters for children over 3 years of age. The under 3's centre is licensed for 10 children with a maximum of 7 children up to two years of age. The current roll is 11 children aged under 3, of whom 4 identify as Māori.

The owner/service provider retains overall governance responsibility for employment, strategic planning, finance and marketing. The recently appointed manager at the Over 3's centre is taking responsibility for aspects of professional leadership, staff appraisals and professional development. The experienced head teacher in the Under 3's centre is responsible for planning, assessment and evaluation of the curriculum, and daily operations of this centre.

The centre's philosophy is to provide a homely environment where children experience responsive and reciprocal relationships. The centre works in partnership with parents/ whānau. The recently reviewed strategic plan identifies priorities for increasing enrolments and developing a more natural world surrounding in the outdoor areas.

The Under 3 centre has a positive reporting history with ERO. Since the previous ERO review, the service provider has overseen a strengthening of strategic planning and the staff appraisal process.

The Review Findings

Children enjoy a calm and nurturing environment created by respectful and reciprocal relationships with teachers. Their physical, social and emotional needs are responded to by teachers with a deep sense of care, aroha and respect. Children are first and foremost valued, celebrated and affirmed for who they are and what they bring to their learning. Familiar routines respond to the needs and rhythms of children and enable them to feel secure and develop a strong sense of belonging. Maintaining effective daily communication with parents/whānau allow teachers to build on home routines, which support children at times of settling and transition.

Teachers skilfully foster children's development of oral language and communication. They interpret and respond to the subtle cues offered by infants and toddlers, including body language and facial expressions. Teachers engage in one-to-one responsive interactions that follow the child's lead and enable them to develop independence and feel success.

The head teacher and teaching team work successfully together to plan, assess and evaluate the programme which incorporates the early childhood curriculum, Te Whāriki. Te reo and tikanga Māori are encouraged through appropriate use of resources, language, karakia and waiata. The head teacher and staff seek parent aspirations for their child and plan a responsive curriculum informed by observations and close knowledge of the children. The programme incorporates learning experiences that encourage the love of books and reading, the arts, early literacy and curiosity about the natural world.

Children's learning through play and exploration is supported by an environment carefully organised to allow children to be able to see and access a wide range of age appropriate resources and equipment. A special feature of the centre is the spacious and attractive outside environment that invites children to enjoy physical activity and challenge and interactions with the natural world.

Teachers prepare well presented and illustrated portfolios for each child to revisit their learning experiences and share with their parents/ whānau. To further develop these portfolios, teachers should review how clearly children's home experiences are reflected in planning and assessment.

Teachers in the Under 3 centre meet as a team, for staff discussion and centre organisation. It would now be of benefit to include the sharing of good practice associated with the current curriculum focus as part of these regular meetings.

Key Next Step

ERO and centre leaders agree the key next step is to continue implementation of the strategic priority to support staff to plan and deliver a quality early childhood education curriculum.

Management Assurance on Legal Requirements

Before the review, the staff and management of Te Kauwhata Childcare and Learning Centre Under 3 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 Te Kauwhata Childcare and Learning Centre Under 3 will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer

29 July 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

Te Kauwhata

Ministry of Education profile number

30331

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

10 children, including up to 7 aged under 2

Service roll

11

Gender composition

Girls 6 Boys 5

Ethnic composition

Māori

Pākehā

4

7

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

50-79%

Reported ratios of staff to children

Under 2

1:3

Better than minimum requirements

Over 2

1:3

Better than minimum requirements

Review team on site

June 2016

Date of this report

29 July 2016

Most recent ERO report(s)

Education Review

February 2013

Education Review

March 2010

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.