30 Hammond Street, Hamilton Central, Hamilton
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
McKenzie Centre is well placed to promote positive learning outcomes for children.
The McKenzie Centre is located in Hamilton West and operates under the McKenzie Centre Trust. The Trust’s mission statement is to ‘help children under six years old with special needs, to realise their potential by providing an early intervention service that is child centred, play based and family/whānau focused'. The centre is licensed for 35 children including five under the age of two years. The current roll of 131 children includes 34 who identify as Māori.
Family, whānau and caregivers attend weekly sessions with their child. While attending the McKenzie Centre, children also attend other early childhood services. A range of administration, education and health professionals work with children and families. The centre has had a positive reporting history with ERO.
Since ERO's 2016 evaluation, management and teachers have undertaken professional development to respond to children's language, culture and identity as Māori, strengthen appraisal processes and develop a regular cycle of curriculum review.
Children benefit from a range of effective specialised teaching and learning strategies to enable them to engage and learn. Flexible routines support children's individual needs. Children up to the age of two years are supported in a calm and unhurried environment. They have easy access to well-resourced indoor and outdoor areas where exploration is encouraged alongside their parents, siblings and early intervention specialists. Positive relationships are fostered with whānau, the community and external healthcare agencies. Effective transitions into and out of the centre support children's confidence and sense of belonging.
Children are actively engaged in a programme that is highly responsive to their needs and interests. They benefit from accepting and caring relationships including the professional support and guidance provided by early intervention specialists. The well-resourced learning environments reflect the language, culture and identify of both Māori, Pacific and other ethnicities. The understanding of tikanga Māori has encouraged a strong sense of connectedness and belonging for both children and whānau. Early intervention specialists now need to further incorporate this knowledge into the centre's curriculum and strengthen their delivery of te reo Māori to support this.
Early intervention specialists have a deep understanding of each child as a unique learner. Oral language, literacy, numeracy and science are very well supported to grow children’s knowledge and understanding. Individualised planning strongly reflects children’s individual needs and progress in a range of contexts. Assessment incorporates multiple perspectives including those of children and whānau to contribute to positive learning outcomes for children. Children's needs are individually planned for in a specialised inclusive environment.
Leadership effectively promotes a shared understanding of the philosophy, vision and goals of the centre. They are highly reflective and thoughtful about learning opportunities to further meet the needs of each child. Leaders have developed a strongly collaborative approach and have created a positive team environment. A culture of improvement is continuing to build early intervention specialists' professional practice to support all learners.
Internal evaluation is improvement focused and includes ongoing consultation with families and whānau. Further emphasis should now be placed to measure the effectiveness of the internal review with a focus on learning outcomes for children. There is clear alignment between the regional strategic direction and centre annual plans. The appraisal process supports early intervention specialists to inquire into strengthening their practice, supported by regular and ongoing coaching and mentoring. Initiatives to remove barriers to education and support wellbeing for children promotes equity for all learners.
Review processes are well established and have been used to inquire into aspects of practice. Parents actively contribute to internal review. Their views are gathered, responded to and highly valued. Early intervention specialists have made good use of self review to make changes to the environment and resourcing to improve inclusive practices. The organisations philosophy, vision and goals promote positive learning outcomes for all children.
The centre should continue to:
strengthen teacher confidence in the daily use of te reo Māori to support already established tikanga practices
incorporate and embed local knowledge and histories into the centre-based curriculum
use internal evaluation to further explore changes in teaching practice and consider how well these changes contribute to improved learning outcomes for children.
Before the review, the staff and management of McKenzie 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:
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.
Since the onsite phase of the review, the service has provided evidence to ERO that addresses the areas identified and discussed with the service.
Phil Cowie
Director Review and Improvement Services Central
Central Region
23 January 2020
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 |
Hamilton |
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Ministry of Education profile number |
34028 |
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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 |
35 children, including up to 5 aged under 2 |
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Service roll |
131 |
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Gender composition |
Male 80% Female 20% |
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Ethnic composition |
Māori NZ European/Pākehā Indian Chinese Other Asian Middle Eastern Other ethnic groups |
26% 41% 7% 6% 5% 3% 12% |
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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 |
Under 2 |
1:5 |
Better than minimum requirements |
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Over 2 |
1:6 |
Better than minimum requirements |
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Review team on site |
September 2019 |
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Date of this report |
23 January 2020 |
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Most recent ERO report(s) |
Education Review |
May 2016 |
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Education Review |
April 2013 |
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Education Review |
May 2010 |
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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 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.
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.
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
McKenzie Centre is located in Hamilton West and operates as an early intervention centre under the McKenzie Centre Trust. The trust’s mission statement is to ‘help children under six with special needs, to realise their potential by providing an early intervention service that is child-centred, play based and family/whānau focused’. The centre has a roll of 129 children including 25 who are Māori. It is licensed as an education and care service for 35 children, including up to 5 under two years. The McKenzie Centre operates all-day programmes for children and their families, who attend on one half-day a week.
Parents, whānau, caregivers attend weekly sessions with their child. Children also attend other early childhood services, where they may be assisted by an Education Support Worker employed by the McKenzie Centre Trust. A team of administration, education and health professionals, who hold a variety of relevant qualifications, work collaboratively in the best interests of children and families. The centre has had a positive ERO reporting history.
Since the 2013 ERO review the centre has renovated and extended its premises redesigned the building to improve the play and administration areas and provide direct access to the outdoor playground. The centre has accessed additional funding to offer a reception group for children who are waiting for admission to the service.
McKenzie Centre includes respect and support for all members of families/whānau, including parents, caregivers, whānau and their children, as members of a larger supportive and respectful family. They benefit from accepting and caring relationships as well as the professional support and guidance provided by early intervention specialists. Parents shared their thankful appreciation of the service and its contribution to the wellbeing of their families and the growth and development of their children.
Children are highly engaged in a play-based programme where their interests are used to build on their learning. They explore alongside their parents, siblings and early intervention specialists, who work purposefully to support individual children to meet their learning goals. Children up to two are included and play happily alongside one another. Early intervention specialist provide guidance for parents and the extended family, so that they are equipped to respond to children's needs and capitalise on opportunities to promote their learning and development.
The centre is well-equipped with a range of equipment and resources that promote play and learning indoors and outdoors. Māori perspectives are included through displays, equipment and the use of waiata.
Assistive technologies are used effectively as an additional tool to support children's learning and progress.
The early intervention specialists plan an overall programme for the group. They offer opportunities to participate alongside their peers and families in a supportive way. This is designed to prepare them to participate meaningfully in everyday situations at home, in early childhood centres and the wider environment. Kai times are informal, provide social experiences and follow children's individual routines. Early intervention specialists and families emphasise healthy food, nutrition and eating. The service recognises that sensory challenges may be a cause of feeding problems for some children. Early interventions specialists have undertaken professional development to enable them to develop appropriate programmes for this condition.
Each child is assessed continuously during their time at the centre. Parents share aspects of children's identity, and a comprehensive range of effective tools is used to identify and evaluate children's strengths and learning needs. Early intervention specialists and families use this information to develop individual learning goals. These goals are shared with everyone involved with the child to establish a coordinated approach. Regular meetings are held to review the individual plan, celebrate progress and adjust the programme. These reviews include the team working with the child, the family and early childhood teachers.
Children's communication skills are a strong focus of the programme. Oral language is carefully nurtured, and there is extensive use of sign language and visual resources to support receptive and expressive language.
Children's transition into the centre is carefully planned and well-supported by the service as well as parents. The service provides extensive support for parents in their selection of an early childhood service and school, and while their children make the transition.
Leaders have a strong commitment to the values and vision of the centre. A skilled leadership team fosters a collaborative culture where everyone's input is valued. High levels of trust, critical reflection and problem-solving are evident among the team.
Leaders build and support professional practice through an effective and well-developed trans-disciplinary approach. Formal and informal opportunities are available to share information and new learning. Open, transparent and timely feedback enables staff to discuss and resolve issues as they arise. The wellbeing of each team member is recognised as important and the responsibility of all team members. Professional learning and development of teaching and other specialist skills are highly valued by centre leaders and trustees. Priority is given to opportunities that support the organisation's strategic goals and the identified learning needs of the centre's team members. Staff who attend professional learning and development share their learning with the rest of the team and support them to implement new ideas.
The McKenzie Centre Trust recruits skilled and committed trustees to govern the service effectively. Trustees consider parents as active partners in their children's learning. They recruit parent representatives as valued trustees, and meet regularly with parents to ensure that the trust's strategic direction continues to align with their needs and aspirations.
Extensive and ongoing self-review is leading to improved outcomes for children and their families, and contributes to the sustainability of the service.
ERO identifies, and the service agrees, that the following next steps need to be addressed. These are to:
continue to build the capability of early intervention specialists to respond to children's identity, language and culture as Māori
strengthen appraisal processes for registered teachers to align more closely with Education Council requirements
develop a regular cycle of curriculum review using Te Whāriki as a basis.
Before the review, the staff and management of McKenzie 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.
The centre needs to:
ensure that appraisals of staff in teaching positions by the professional leader of the service are based on the Practising Teacher Criteria established by the Education Council for the issue and renewal of teaching certificates. [Education Council Practising Teacher Criteria (Ref: Part 13 of the Education Act 1989)]
The next ERO review of McKenzie Centre will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
18 May 2016
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.
|
Location |
Hamilton |
||
|
Ministry of Education profile number |
34028 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
35 children, including up to 5 aged under 2 |
||
|
Service roll |
129 |
||
|
Gender composition |
Boys 78 Girls 51 |
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Ethnic composition |
Māori Pākehā Asian Indian Somalian Pakistani Cambodian Fijian Samoan Other |
25 76 6 5 3 2 1 1 1 8 |
|
|
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 |
1:6 |
Better than minimum requirements |
|
|
Review team on site |
March 2016 |
||
|
Date of this report |
18 May 2016 |
||
|
Most recent ERO report(s) |
Education Review |
April 2013 |
|
|
Education Review |
May 2010 |
||
|
Education Review |
July 2007 |
||
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.