80 Clevedon Road, Clevedon, Papakura
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Clevedon Kidz Get Set 4 School Centre is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Clevedon Kidz Get Set 4 School Centre provides all-day education and care for up to 30 children aged three years up to school age. It is located in a rural setting with large grounds, on the outskirts of Clevedon village. The centre is governed by the Clevedon Presbyterian Church and operates in conjunction with the Clevedon Kidz Early Childhood Centre for younger children. There is a plan to accommodate both Clevedon Kidz centres on one site in the future.
Management and administration systems are the same across the two Clevedon Kidz centres. There have been recent leadership changes but the teaching staff has remained stable. A team leader works with qualified teachers and one unqualified relieving staff member. The recently appointed head teacher provides professional leadership and mentors teachers in both centres.
The roll includes some children of Māori heritage and other diverse ethnicities. The centre's philosophy is based on Christian principles, Te Whāriki, the early childhood curriculum, bicultural practices, and children developing a love of, and enthusiasm for learning.
ERO's 2015 review identified areas for improvement, including teacher appraisal, planning, and alignment of the programme with Te Whāriki. Since the 2015 ERO review, teachers have moved to a more child-led programme and strengthened teacher appraisal. Good communication and relationships with parents, and strong connections with the community, continue to be apparent.
Respectful and responsive relationships underpin the welcoming and inclusive tone in the centre. Children have fun and show care and concern for others. Teachers know children well and are attentive and responsive to their ideas, needs and preferences.
Children play happily, explore and make discoveries at an unhurried pace. They know teachers' expectations, and have good opportunities to make choices about their play. Transitions into the centre and on to school are well managed.
Children learn in a well-resourced, attractive environment that nurtures their sense of belonging. Surrounding paddocks and a well maintained garden reflect the rural environment and the importance of connections to the community.
Teachers work collaboratively to provide a child-led programme that is underpinned by centre values and Te Whāriki. Their commitment to environmental sustainability is evident in the learning programme. Teachers have high expectations and provide meaningful learning opportunities that help children develop self-esteem and independence. They are increasingly including te reo and tikanga Māori in natural ways. Teachers have a genuine commitment to developing more bicultural practices.
Teachers respect children as capable learners. Their interactions with children are consistently affirming and supportive. They listen carefully to children, engage them in conversation, and offer resources and suggestions for extending their play. Routines are flexible and child focused. Teachers encourage children to question and solve problems. They integrate aspects of science, literacy, mathematics and technology in authentic contexts. Children are having their creativity and imaginations nurtured, along with their social competence.
Centre leaders and staff value parent and community involvement. Parents/whānau receive good information about their children's learning. They are encouraged to take an active part in the centre programme and events. Parent appreciate the centre and its teachers and programmes.
Centre leaders have a strong commitment to providing a good quality service. Centre operations are guided by clear strategic direction and a focus on continuous improvement. Leaders are aware that internal evaluation and appraisal are areas that could be further developed to enhance teaching practice and enrich outcomes for children.
Teachers work as a collegial teaching team. The centre manager is aware of teachers' strengths and encourages their leadership abilities. Teachers’ professional capabilities are fostered through mentoring and ongoing professional development.
Centre leaders agree that next steps include:
evaluating how effectively programme planning aligns with shifts in teachers' practice and Te Whāriki (2017), and how well teachers notice, respond to and build on children’s individual interests over time
strengthening strategic planning by identifying an education focus, making links with annual plans, and including reports about progress towards goals
fully implementing and embedding the new teacher appraisal process
developing robust internal evaluation that is collaborative, evaluative and focused on improving outcomes for children.
Before the review, the staff and management of Clevedon Kidz Get Set 4 School 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.
Steve Tanner
Director Review and Improvement Services Northern
Northern Region
18 April 2019
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 |
Clevedon, Auckland |
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Ministry of Education profile number |
45404 |
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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 |
30 children aged over 2 years |
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Service roll |
39 |
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Gender composition |
Girls 21 Boys 18 |
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Ethnic composition |
Māori |
7 |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
March 2019 |
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Date of this report |
18 April 2019 |
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Most recent ERO report(s) |
Education Review |
August 2015 |
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Education Review |
July 2012 |
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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.
Clevedon Kidz Get Set 4 School Centre provides full day education and care for children from three and a half years old to school age. It operates in conjunction with the nearby Clevedon Kidz Early Childhood Centre for younger children. The service is licensed for 30 children. It is founded on Christian principles and a philosophy that embraces biculturalism and Te Whāriki, the early childhood curriculum.
The centre is governed by the Clevedon Presbyterian Church. An administration manager works closely with the centre supervisor to oversee the operation of both centres. Team leaders in the centres are responsible for guiding the curriculum and day-to-day administration. Clevedon Kidz caters for a largely Pākehā/NZ European community, with very small numbers of Māori, Pacific and Asian children. However, the teaching team who are all registered teachers celebrate diversity and encourage children to respect the languages and culture of others. Teachers maintain their ongoing professional development and continue to grow their own understanding of te ao Māori.
In 2012 ERO endorsed many positive aspects of the service including the extent to which the centre philosophy was enacted, the support for children's learning and the quality of partnerships with parents and the community. These strengths continue to be features of the service. Centre leaders responded effectively to ERO’s suggestions for improvements to self-review documentation and the use of te reo Māori in the programme.
Caring and positive relationships underpin the welcoming centre environment. Children arrive eager to engage in play and connect with their friends. They are happy and confident in the centre and respond well to enthusiastic teachers who actively support their interests. Children enjoy working in collaborative groups, but are also confident to explore resources independently. They use digital tools purposefully and benefit from opportunities to develop early literacy and numeracy skills in the context of play. They are also becoming familiar with karakia, waiata and basic reo Māori.
Teachers model the values embedded in the centre’s philosophy and consistently support play. They engage children in genuine conversations about their interests and ask questions that prompt children to think and explore new ideas for play. Teachers encourage children to work cooperatively and show respect for each other and centre resources. They could now extend the challenges they provide for children when setting up the environment and when making choices about resources.
Programme planning is based on children's interests. Teachers have simplified their planning processes and made planning more accessible to parents. They identify resources and activities to support interests, often incorporating literacy and numeracy experiences. Teachers maintain records of children's play in attractive assessment portfolios. They use these records well to identify the dispositions children develop to enhance their learning. As teachers further refine their processes, they should consider ways to document their expectations for teaching and learning and more formally evaluate the quality of learning outcomes for children.
Parents value the centre. They appreciate the relationships they share with teachers and the opportunities provided for their children. Parents feel well informed about their children's learning and are able to contribute to decisions about the programme and centre development. Centre leaders are committed to providing well for their community and to being responsive to family aspirations and expectations.
The centre is well managed. Leaders prioritise the quality of outcomes for children and demonstrate a willingness to seek ongoing improvement in practices. They have developed an effective policy framework and management plans to guide the centre’s operation. Together with teachers, they have established self-review processes that support strategic development and ongoing reflection, and that are responsive to arising issues. Managers encourage teachers’ ongoing professional development and deliberately provide opportunities for them to grow leadership capability.
Managers plan to revise their strategic planning with a more progressive model. This should help them respond to the potential growth of their community and their long-term intention to accommodate both Clevedon Kidz centres on the same site.
The centre leaders agree that the next steps for centre development should include:
Before the review, the staff and management of Clevedon Kidz Get Set 4 School 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:
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 Clevedon Kidz Get Set 4 School Centre will be in three years.
Graham Randell
Deputy Chief Review Officer Northern (Acting)
14 August 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 |
Clevedon, Papakura |
||
|
Ministry of Education profile number |
45404 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, including up to 0 aged under 2 |
||
|
Service roll |
38 |
||
|
Gender composition |
Boys 19 Girls 19 |
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Ethnic composition |
Māori Pākehā Asian Cook Island Māori |
1 35 1 1 |
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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 |
Over 2 |
1:10 |
Meets minimum requirements |
|
Review team on site |
June 2015 |
||
|
Date of this report |
14 August 2015 |
||
|
Most recent ERO report(s) |
Education Review |
July 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:
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.