10 Jude Place, Brookfield, Tauranga
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UrbanKids Early Learning Centre - 15/06/2016
1 Evaluation of UrbanKids Early Learning Centre
How well placed is UrbanKids Early Learning Centre 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
UrbanKids Early Learning Centre is a privately owned, all-day education and care centre located in Brookfield, Tauranga. It is licensed for 90 children including 33 up to two years of age. Children learn in two areas, a tuakana room for children between two years and school age, and a teina room for babies and young toddlers. The current role of 82 children includes a high proportion who are Māori and whakapapa to a number of hapu, iwi and waka. The centre also includes children and families from the Pacific and other ethnicities.
The centre values the influence of relationships and inclusive learning in building confident, respectful young children of the 21st century.
The centre manager was appointed in 2015. The service provider representative, is also a qualified early childhood teacher. A high proportion of teachers hold relevant qualifications. Management provides opportunities for teachers to continuously develop their capability in teaching and leading.
The centre made significant improvement to meet the requirements of the previous ERO report. Good quality early childhood care and education was provided for children and their families.
The Review Findings
UrbanKids Early Learning Centre provides high quality education and care for children. Management enacts a strong vision that guides the ongoing growth and development of the service. This vision is shared by parents, whānau and teachers. It is highly visible in centre practice and supports a holistic approach to learning, where tamariki develop their confidence, creativity and independence. The strategic plan sets goals for implementing the centres vision. These goals are regularly reviewed and used to monitor progress and support the centre to remain focused on continued imporvement.
The experienced and knowledgeable centre manager has worked very successfully to develop a collaborative culture and a highly affirmative environment for teaching and learning. She has used effective systematic self-review processes that have identified areas for improvement and contributed to teachers' improved knowledge of current best practice. She supports team leaders to expand their confidence and self-belief as teachers and advocates for children.
Leaders value parents and whānau contributions to their children's learning. They offer valuable parent information programmes about the curriculum and its relationship to children's ongoing learning. Parents' ideas and opinions are sought through their input to self review and involvement in aspects of the programme. Children, parents and whānau have a strong sense of belonging based on relationships of trust and respect.
Teachers know children well and follow their interests to plan programmes that enable children to participate and enjoy learning and play. The programme reflects Te Whāriki the early childhood curriculum, and incorporates te ao Māori in a variety of meaningful contexts. Māori language is used confidently by children and teachers and is evident in learning stories. Māori children are well supported to achieve success in their learning.
Children up to two years are learning in a calm and respectful environment that is very responsive to their individual needs and preferences. Familiar teachers build nurturing relationships with babies and young toddlers and their whānau.
Children experience positive, sensitive and responsive relationships with teachers. Their oral language is actively fostered by teachers who listen carefully and respond to their communications. Teachers talk with children about the decisions that affect them, extend their understanding and encourage them to solve problems. Children work independently, take responsibility and willingly develop friendship with their peers.
Children enjoy exploring, and investigating the attractive, well-organised environment both indoors and outdoors. They have opportunities to visit the local and wider environment gaining new experiences and understandings.
Extensive learning opportunities are provided through music, literacy, numeracy, science and art. Children's physical development is supported through active play and additional programmes such as dance and gymnastics. Responsive meal time routines enable children to make responsible choices about their food and enjoy positive social experiences.
Teachers' assessment of children's learning makes individual successes and progress visible to share with children, parents and whānau. Portfolios are available in hard copy and online e-portfolios. The centre invite and receive useful and responsive contributions from parents and whānau.
Transitions into, within and beyond the centre are well supported. Processes for settling new children are responsive and sensitively tailored as children enter new environments. UrbanKids Early Learning Centre attends termly meetings with the primary and ECE centres associated with the Otumoetai Community of Schools (CoL). Teachers share ideas and information about their service alongside local schools and other early childhood centres.
Key Next Steps
ERO and the centre leaders agree that the next steps are to continue growing teachers' capacity as confident and capable teachers and leaders.
Management Assurance on Legal Requirements
Before the review, the staff and management of UrbanKids 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:
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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:
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emotional safety (including positive guidance and child protection)
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physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)
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suitable staffing (including qualification levels; police vetting; teacher registration; ratios)
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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 UrbanKids Early Learning Centre will be in four years.
Lynda Pura-Watson
Deputy Chief Review Officer
15 June 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 |
Brookfield, Tauranga |
||
Ministry of Education profile number |
45407 |
||
Licence type |
Education & Care Service |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
90 children, including up to 33 aged under 2 |
||
Service roll |
82 |
||
Gender composition |
Girls 48 Boys 34 |
||
Ethnic composition |
Māori Pākehā Fijian Chinese Cook Island Māori Other |
22 55 2 1 1 1 |
|
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 |
1:10 |
Meets minimum requirements |
|
Review team on site |
April 2016 |
||
Date of this report |
15 June 2016 |
||
Most recent ERO report(s) |
Supplementary Review |
July 2013 |
|
Education Review |
July 2012 |
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.
UrbanKids Early Learning Centre - 17/07/2013
1 Background
Introduction
A Supplementary Review is undertaken at the discretion of a National Manager, Review Services in the Education Review Office (ERO).
A supplementary review evaluates the extent and effectiveness of actions a centre has taken towards addressing issues specified in a previous education review and/or any additional areas identified since that review.
Terms of Reference
This supplementary review is based on an evaluation of the performance of the UrbanKids Early Learning Centre governing body and management in relation to areas identified in the July 2012 ERO report or issues identified since that review. The terms of reference for this review are to investigate:
- the quality and consistency of programme planning, implementation, evaluation and assessment
- the extent to which teaching interactions promote positive outcomes for children
- the effectiveness of self review in improving outcomes for children
- the provision for effective support, guidance and professional learning opportunities for teachers
- the extent to which centre practices promote partnerships with parents and a recognition of children’s language, culture and ethnic identity
- management’s response to the health and safety concerns and areas of non-compliance identified in the July 2012 ERO report.
2 Evaluation Findings
Background
UrbanKids Early Learning Centre is located in the suburb of Brookfield, in Tauranga. The service caters for up to 75 children, including up to 25 children under the age of two. The centre is organised into four age-group areas. It employs a high proportion of staff who are qualified early childhood teachers, and most other staff are training towards a teaching qualification. A new centre manager was appointed in February 2013. Other features of the leadership structure are currently under review.
Management and teachers have made substantial progress since the last review. The centre manager has worked closely with teachers to develop more collegial ways of working, and to increase the opportunities for them to contribute to decision-making and take responsibility for programme planning and self review.
Areas of progress
Effective professional leadership is significantly improving teaching practice and outcomes for children. Centre programmes emphasise child-centred learning. Planning and assessment processes recognise children’s individual learning needs, and acknowledge their social and cultural backgrounds. Teachers share their knowledge of children’s learning through weekly written reflections. Together they plan weekly programmes to include activities and experiences that respond to children’s deep interests in meaningful contexts. These plans are displayed for teachers and parents, along with photographs and stories that illustrate children’s involvement and learning. Individual learning portfolios are available for parents and children to share. They contain learning stories that revisit children’s earlier interests to show progress and development.
Teachers have positive, sensitive and responsive relationships with children. Language development is fostered appropriately in each of the age groups. Teachers hold sustained conversations with children that respect their points of view. They provide positive guidance that helps children to solve conflicts and maintain friendships. Teachers actively promote cooperative play and enable children to explore and make choices. Babies are encouraged to move freely and enjoy a wide range of activities. Teachers recognise that consistency and continuity are important in establishing a secure foundation for young children’s care and education.
Self review is valued and used effectively to improve the quality of education and care. The manager and teachers constantly reflect on their practice, discuss centre priorities and decisions that affect their practice. Relevant professional development about self review is increasing leadership and teacher capabilities. The centre evaluates the effectiveness of any changes made to centre practice as a result of self-review projects.
The directors and centre manager responsible for governing and managing the service have a good understanding of, and capability to carry out, their roles and responsibilities. Teachers are well supported by:
- relevant professional development and learning opportunities
- regular team meetings to discuss their practice and seek advice and guidance
- frequent opportunities to take ownership of programme development and to contribute to decision-making.
Teachers feel valued, are increasingly motivated to enhance their teaching practice, and are responding positively to the centre manager’s high expectations. The directors and manager have identified that there is a need to review teacher job descriptions and staff appraisals to incorporate teacher registration criteria.
Parents spoken to by ERO feel welcome in the centre and find teachers approachable and friendly. Parents and whānau have opportunities to be actively involved in their children’s learning, and in centre events and excursions. Their views are valued, and they feel well informed about their children’s wellbeing and progress.
The centre has addressed the concerns about compliance identified in the 2012 ERO report and teachers conduct daily health and safety checks.
Areas for further improvement
ERO and centre management agree that their next steps are to develop a strategic plan, and a linked annual action plan, that reflects the service's vision and provides direction for ongoing development of the centre.
Next ERO Review
When is ERO likely to review the service again?
The next ERO review of UrbanKids Early Learning Centre will be in three years.
Dale Bailey
National Manager Review Services
Northern Region
17 July 2013
3 Information about the Service
Location |
Brookfield, Tauranga |
|
Ministry of Education profile number |
45407 |
|
Licence type |
Education & Care Service |
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|
Number licensed for |
75 children, including up to 25 aged under 2 |
|
Service roll |
81 |
|
Gender composition |
Girls 53 Boys 28 |
|
Ethnic composition |
Māori NZ European/Pākehā Asian Chinese Cook Island Fijian Samoan |
60 14 3 1 1 1 1 |
Percentage of qualified teachers |
80% |
|
Review team on site |
June 2013 |
|
Date of this report |
17 July 2013 |
|
Most recent ERO report(s) |
Education Review |
July 2012 |