231 State Highway 2, Bethlehem, Tauranga
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Kidiwise Early Learning Centre is a privately owned teacher-led service that provides education and care for children from three months to school age. The service operates from 7.00am until 6.00pm Monday to Friday. It is licensed for 117 children, including 20 aged under two years. The environment includes four age-based areas on a site that features a large bush area for children's supervised play and exploration. The centre has a range of animals which the children can interact with as they play and learn. The current role of 128 includes 45 children who identify as Māori, a small number of Pacific descent and 34 from a range of diverse ethnic backgrounds. Since the last ERO review in 2015 a fourth room has been added to cater more specifically for children from four years to school age.
The centre philosophy prioritises the 'importance of providing care and education for children which supports them in becoming independent, resilient and passionate learners with great social skills and a deep empathy for others and the environment'. The centre philosophy also promotes environmentally sustainable practices, healthy life style choices and respect for the natural world.
The previous ERO report in 2015 identified the need to further develop:
assessment, planning and evaluation processes
staff appraisal processes
whole-centre professional learning to strengthen strategic self-review practices.
Good progress has been made in developing appraisal processes, although further work is required to strengthening processes in relation to the endorsement of teachers' practising certificates. Further developments are still required to systems and practices related to programme assessment, planning and evaluation. Centre-wide professional learning has strengthened systems for strategic planning and self review.
The environment actively promotes children’s curiosity, independence, active play and exploration. Activity-based planning increases children's access to a wide range of experiences. Excursions into the community extend opportunities for children to understand the world around them and local themes are incorporated into the programme to build children’s bicultural confidence. There are also a wide range of opportunities for parents and families to participate in organised events and celebrations by the centre.
Teachers know children well. Their interactions with children are nurturing and supportive of children’s confidence and sense of belonging. Children know the centre routines well and teachers' expectations are clearly conveyed. The next step for teachers is to further develop strategies to more consistently add depth and complexity to children’s interests and working theories.
Children aged under two benefit from designated primary caregivers who provide individual care routines, nurturing interactions and frequent communication with parents. These children also experience a large and well-resourced learning environment. Leaders and teachers are proactive in seeking support for learners with additional needs and there are clear processes to support identification, communication with parents and teaching strategies to appropriately respond to these learners' needs.
Children’s confidence is well supported by an individual approach to managing transitions into, within and beyond the centre. These processes are aligned to child readiness and include close communication with parents.
Aspects of the service’s governance and management systems are contributing to positive learning outcomes for children. These aspects relate to:
the recent strengthening of internal processes to improve self review and inform change
an improved outcome-focused strategic plan that effectively supports centre-wide developments
policies and procedural guidelines which have been enhanced, along with a more systematic approach to policy review. However, consistent implementation of these guidelines is now a priority across the centre.
Leaders have a commitment to implementing the philosophy, vision and goals of the centre. Along with teachers, they have recently reviewed the bicultural curriculum. This review has resulted in improved opportunities to recognise and include Māori learners’ culture, language and identity in the centre programme. Teachers are working hard to include te reo in daily conversations with children.
Professional learning and development, focused on improving outcomes for children, is accessed by the centre. The current teacher appraisal system is under review to better support alignment to the revised Te Whāriki document and the requirements of the Educational Council of New Zealand.
Improvements are required in assessment, planning and evaluation. These improvements are necessary to ensure that:
Teachers need to develop strategies to more consistently scaffold children's ideas by adding depth and complexity to children’s interests and working theories.
Leaders and teachers need to build their understanding, and document centre-wide expectations for high-quality teaching practice, including assessment, planning and evaluation, and responding to parent aspirations. These should then be used to monitor and support improving capability and capacity of leaders and teachers.
Building understanding, and implementing effective leadership for centre-wide improvement is also an area for ongoing development. This is necessary to enable teachers to thoroughly and consistently implement the curriculum and centre policies and procedures.
Before the review, the staff and management of Kidiwise 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:
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.
ERO identified areas of non-compliance relating to the provision of a safe and effectively monitored learning environment for children.
To meet requirements the service needs to improve its performance in the following areas:
the provision of safety glass
hazard and risk management.
Non-compliances identified in relation to:
[Licensing Criteria for Early Childhood Education and Care Centres 2008, PF7, PF8, HS16, HS12]
To improve practice leaders need to ensure the following aspects are addressed:
the regular analysis of accidents should be undertaken to support identification of hazards
ensuring policies and procedures are consistently implemented centre-wide, EG Sleep checks, hazard checks, excursion, the presence of poisonous plants, medical forms, Police vetting, sufficient raking of sandpits.
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.
The next ERO review of Kidiwise Early Learning Centre will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
Te Tai Miringa - Waikato / Bay of Plenty Region
20 June 2018
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 |
Tauranga |
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Ministry of Education profile number |
45360 |
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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 |
117 children, including up to 20 aged under 2 |
||
|
Service roll |
128 |
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Gender composition |
Boys 54% Girls 46% |
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Ethnic composition |
Māori |
35% |
|
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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 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
April 2018 |
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Date of this report |
20 June 2018 |
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Most recent ERO report(s) |
Education Review |
June 2015 |
|
|
Education Review |
May 2012 |
||
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:
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Kidiwise Early Learning Centre is located in the Bethlehem area in Tauranga, and caters for children from birth to school age, in three age-group areas. The spacious environment includes a large bush area and a variety of pets for children to interact with.
Since the last ERO review in 2012, the centre owner/manager has opened a new area for three and four year olds. A learning coordinator has been appointed to oversee the quality of practices and policies, and there have been a number of new staff appointments. Management and teachers are beginning to respond to the areas for development identified in the last ERO review about assessment, curriculum delivery and self-review practices to monitor the quality of education and care.
Teachers have reviewed the centre philosophy, which places emphasis on providing 'care and education for children and supports them in becoming independent, resilient and passionate learners, with great social skills and a deep empathy for others and the environment
Children and their families are welcomed into homely, inclusive, attractively presented environments. Children in all age-group areas have many opportunities to participate in a rich range of exciting, challenging and stimulating learning experiences. They explore and make discoveries in the bush area, and have regular excursions in the local and wider community, including farm visits and pony rides. Children and teachers have established caring, close and trusting relationships. There are many opportunities for children to socialise with each other and for older children to support younger children. Centre routines are well known and children demonstrate a strong sense of belonging and wellbeing. They are developing as confident and capable learners.
Teachers use a wide range of effective teaching practices to support children's learning. They involve themselves in children's play and use children's interests to respond to teachable moments. Aspects of literacy and mathematics are integrated naturally into the programme. Books and computers are used to inquire and investigate into new learning. Transitions between age-based areas are sensitively managed to support each child's wellbeing.
Babies and toddlers receiving personalised care routines and one-to-one interactions with teachers. Regular conversations with parents and whanau provide teachers with vital information about children's preferences and needs. These young children have many opportunities to actively explore in a spacious natural outdoor environment.
Children are highly engaged in sustained play and learning in the 2 to 3 year olds' area, particularly in the outdoor environment. Teachers notice and respond effectively to their interests to support further exploration and discovery. Children's critical thought wondering and creativity are promoted through regular use of the bush and farm excursions in the 3 to 4 year olds' area. In addition, a regular X science extension programme encourages children to problem solve and predict through hands-on investigations.
Families appreciate the accessibility of the natural environment and the availability of swimming lessons for their children while attending the centre. Children's portfolios document and share group and centre activities with parents. There is a need to include more personalised explanations of individual development and learning in these documents. Teachers value the skills that parents are able to contribute to centre programmes.
The centre owner/manager is focused on the best interests of children, and providing authentic and meaningful experiences, including the provision of sustainable practices, caring for the environment and animals. Centre policies and procedures have been recently reviewed and provide clear guidelines for practice. Teacher appraisal processes are being developed. Teachers regularly reflect on resources and areas of play with a view to ongoing improvement. They work collaboratively and have established a shared vision and philosophy for education and care.
There continues to be a need for management and teachers to develop a systematic, planned and deliberate process of inquiry and analysis to effectively evaluate teaching practice and improve outcomes for children. This would better enable them to review and improve:
ERO supports the centre's strategic intention to further develop their bicultural curriculum.
ERO and centre management agree whole-centre professional development is necessary to strengthen strategic self-review practices.
Before the review, the staff and management of Kidiwise Early Learning Centre completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they select ‘have’ or ‘have not’ 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 next ERO review of Kidiwise Early Learning Centre will be in three years.
Dale Bailey
Deputy Chief Review Officer Northern
19 June 2015
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 |
Bethlehem, Tauranga |
||
|
Ministry of Education profile number |
45360 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
117 children, including up to 20 aged under 2 |
||
|
Service roll |
77 |
||
|
Gender composition |
Girls 41 Boys 36 |
||
|
Ethnic composition |
Māori Pākehā Other |
6 65 6 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
50-79% |
||
|
Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
|
Over 2 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
April 2015 |
||
|
Date of this report |
19 June 2015 |
||
|
Most recent ERO report(s) |
Education Review |
May 2012 |
|
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:
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.