Oxford Kindy

Education institution number:
45303
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
32
Telephone:
Address:

1 A Campbell Lane, Oxford

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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

Oxford Kindy is a privately owned education and care service. The owner is supported by a team leader and qualified teachers. Previously known as Bright Horizons Oxford, it has been re-licensed and under new ownership since January 2019. This is the centre’s first ERO review as Oxford Kindy.

Summary of Review Findings

The curriculum is based on Te Whāriki, the early childhood curriculum, and influenced by the Enviroschools programme. It is informed by assessment, planning, and evaluation, that demonstrates an understanding of children’s learning, their interests, whānau and life contexts. Adults foster respectful relationships with children to enhance their learning. Children are encouraged to be confident in their own culture. They are given opportunities to develop knowledge and an understanding of the cultural heritages of both parties to Te Tiriti o Waitangi. The design and layout of the premises support the provision of different types of indoor and outdoor experiences. Aspects of health and safety and government management and administration practices do not meet regulatory standards.  

Actions for Compliance

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

  • completing documentation required for excursions, including the signature of person responsible and defined adult: child ratios
  • ensuring food provided by the service is prepared in accordance with Ministry of Health guidance
  • the safety checking of staff in accordance with the Childrens Act 2014.

Licensing Criteria for Early Childhood Education and Care Services 2008, HS17, HS19, GMA7A.

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

  • parental acknowledgement has been included in records of medicine given to children attending the service.
  • a current Fire Evacuation scheme approved by the New Zealand Fire Service
  • the review and implementation of the written emergency plan has occurred
  • evidence of how evaluation of drills has informed the annual review of the emergency plan
  • sleep policy now ensures children are checked for warmth, breathing and general well-being whilst sleeping
  • maintaining a record of training and/or information provided when administering medication.

Licensing Criteria for Early Childhood Education and Care Services 2008, HS4, HS7, HS8, HS9, HS28, HS29.

Recommendation to Ministry of Education

ERO recommends the Ministry follows up with the service provider to ensure that non-compliances identified in this report are addressed promptly.

Next ERO Review

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

Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini

6 September 2021 

Information About the Service

Early Childhood Service Name

Oxford Kindy

Profile Number

45303

Location

Oxford

Service type

Education and care service

Number licensed for

29 children over two years of age.

Percentage of qualified teachers

80%+

Service roll

41

Ethnic composition

Māori 5, NZ European/Pākehā 29, Other ethnicities 7

Review team on site

June 2021

Date of this report

6 September 2021

Most recent ERO report(s)

Education Review, February 2018; Education Review, October 2014

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 Bright Horizons Oxford

How well placed is Bright Horizons Oxford to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Bright Horizons Preschool is well placed to promote positive learning outcomes for children.

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

Background

Bright Horizons preschool is an owner operator centre licensed for 29 children over 2 years.

As a result of significant roll growth, and since the 2014 ERO review, the centre has employed two additional teachers. Most teachers are qualified early childhood teachers.

The centre has made very good progress in response to the recommendations of the 2014 ERO report.

The centre was recently awarded green/gold status in the Enviroschools' programme and the top award for the Healthy Heart Scheme (Pa Harakeke).

The Review Findings

The centre's curriculum is well designed, well implemented and responsive to the needs and interests of children. In particular, the curriculum:

  • supports effective transitions into and out of the centre
  • provides a good range of creative learning opportunities including mathematics, literacy and tikanga Māori
  • is strong in relation to bicultural practices and in response to the needs of Māori children
  • has a strong focus on the environment and sustainable practices, which links well with the rural location of the centre
  • emphasises learning as a partnership with family and whānau
  • effectively utilises teachers' knowledge and skills to enrich learning opportunities.

Leaders and teachers interact thoughtfully and respectfully with children and their parents. They regularly make connections with family and whānau in order to provide an effective learning environment for all children.

Strategic planning shows good alignment between long term plans and annual planning. There is a clear focus on continuous improvement and building teacher capability via the planned provision of relevant professional learning.

The centre has useful internal evaluation processes in place. Leaders have good knowledge of evaluative practice.

Key Next Steps

It is timely to ensure that the centre's philosophy and vision are updated to more accurately reflect current bicultural practices. 

Action planning associated with the implementation of strategic goals and internal evaluation needs to be strengthened. In particular, specific outcomes for actions need to be identified so that progress in relation to strategic goals, can be evaluated.

Management Assurance on Legal Requirements

Before the review, the staff and management of Bright Horizons Oxford 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 Bright Horizons Oxford will be in three years.

Dr Lesley Patterson
Deputy Chief Review Officer Southern

Te Waipounamu - Southern Region

22 February 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

Oxford

Ministry of Education profile number

45303

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

29 children over 2

Service roll

39

Gender composition

24 Girls and 15 Boys

Ethnic composition

Māori
Pākehā
Other ethnicities

6
25
8

Percentage of qualified teachers

0-49%       50-79%       80%+

Based on funding rates

50-79%

Reported ratios of staff to children

Under 2

Not applicable

 

Over 2

1:8

Better than minimum requirements

Review team on site

December 2017

Date of this report

22 February 2018

Most recent ERO report(s)

Education Review

October 2014

Education Review

November 2011

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.