Suits and Gumboots Country Daycare Ltd

Education institution number:
45796
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
33
Telephone:
Address:

46 Waerenga Road, Te Kauwhata

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1 Evaluation of Suits and Gumboots Country Daycare Ltd

How well placed is Suits and Gumboots Country Daycare Ltd 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

Suits and Gumboots Country Daycare is a privately owned centre providing full-day education and care for children from birth to school age. It is one of two Suits and Gumboots centres in northern Waikato under the same ownership. This centre is located in Te Kauwhata and operates two age-specific rooms, the Nest for children up to the age of two years, and the Homestead for children over two years of age. It is licensed for a maximum of 46 children, including up to 10 aged under two years. Currently there are 64 children enrolled, of whom 14 are identified as Māori.

The owner retains responsibility for employment, finance, strategic planning and for meeting legislative requirements. She works in close partnership with the centre manager who has responsibility for daily operations and professional leadership. The centre retains a high proportion of qualified staff.

The centre's philosophy places emphasis on fostering children's identity and sense of belonging through respectful relationships. Learning experiences are enriched by the centre's country location and close partnership with whanau and community.

Centre leaders responded positively to recommendations in the 2013 ERO report. Strategic goals and associated annual plans, including property development plans, have been well documented after parent and staff consultation. Important aspects of planning, assessment and self-review processes have been strengthened.

The Review Findings

Children enjoy engaging in learning through play. The inside and outdoor environments provide a range of rich learning experiences for children of all ages. Areas are prepared to support both adult-led and child-initiated learning and invite engagement and exploration. There are opportunities for physical challenge, creative/dramatic play and natural world interactions. Teachers support and encourage learning, and examples were observed of children's play being extended and made more complex. Relationships among teachers and children are responsive, warm and mutually respectful. Children with additional learning or health needs are welcomed and included, with their families, as a valued part of the centre community. Children’s identities and sense of belonging are affirmed, and they are supported to become confident and capable lifelong learners.

The centre culture is highly inclusive of diverse cultures, which are respected and celebrated in planned events. The deliberate use of te reo Māori words and phrases, and simple ceremonies including korowai and Puawaitangi, reflect a meaningful commitment to raising children's awareness of the bicultural heritage of Aotearoa New Zealand. Whanaungatanga is valued and promoted between children of all ages as they transition into, within and from the centre.

Children up to the age of two enjoy exploring independently within a safe, secure and familiar environment. High levels of effective verbal and non-verbal communication allow teachers to respond to children's physical, learning and emotional needs. The centre places considerable importance to maintaining consistency of staff and roster duties to minimise potential upset for these very young children. Daily communication with parents ensure care routines are consistent with those at home. Food routines encourage self management and responsibility.

The well-designed curriculum responds to the interests, strengths and abilities of all children. There is a conscious promotion of early literacy skills, and high levels of oral language development are evident. Teachers are able to contribute their knowledge and skills. The programme is frequently extended through trips into the community and shared events. Assessment, planning and evaluation are well-structured processes. The approach is personal, based on observed dispositions and interests that lead to monthly goals and related learning stories for each child. Online portfolios are well established and encourage parent/whānau feedback and participation.

The centre manager works very closely with the owner in a collaborative relationship of high trust and mutual respect. She demonstrates strong professional leadership and builds teacher confidence, capability and quality practice. The manager leads learning and practice in the centre by personal example, and has established well-documented guidelines and processes for centre operations. Head teachers successfully plan and deliver the curriculum, present stimulating environments and maintain good communication with their teams and parents.

The centre owner provides very effective governance. She ensures there is generous support for staff to undertake PLD, to complete their planning and assessment responsibilities, and to provide quality resources. The owner successfully engages and values input from parents and wider community. The centre provides positive parenting and good health programmes.

Self-review processes are focused on continually improving the quality of education and care provided by the centre. These processes are supported by regular reflections on practice by teachers and relevant professional development. An important next step in self-review is for the centre to consider using their assessment portfolios as an additional source of evidence. This would inform evaluation of such areas as carpentry and construction, and the inclusion of a strong child perspective on their learning. 

Key Next Step

ERO and centre leaders agree that the most useful next steps is to further strengthen self review of aspects of the programme.

Management Assurance on Legal Requirements

Before the review, the staff and management of Suits and Gumboots Country Daycare Ltd 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 Suits and Gumboots Country Daycare Ltd will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer Waikato/Bay of Plenty

26 June 2017  

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

Te Kauwhata, Waikato

Ministry of Education profile number

45796

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

46 children, including up to 10 aged under 2

Service roll

64

Gender composition

Boys 37 Girls 27

Ethnic composition

Māori
Pākehā
African
Indian
Pacific
Other Asian
Other European

14
39
2
2
2
3
2

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

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

May 2017

Date of this report

26 June 2017

Most recent ERO report(s)

 

Education Review

September 2013

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.

1 Evaluation of Suits and Gumboots Country Daycare Ltd

How well placed is Suits and Gumboots Country Daycare Ltd 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

Suits and Gumboots Country Daycare Ltd is privately owned and located in the rural town of Te Kauwhata. It provides education and care for children from birth to school age. The centre is licensed for 46 children, including a maximum of 10 children up to two years of age. At the time of this ERO review, the roll of 61 included 19 children of Māori descent, most of whom have whakapapa links to Tainui.

The centre opened in October 2011, and this is its first ERO review. Both owner/directors are actively involved in the operation and administration of the centre. They employ an experienced and well-qualified centre manager to oversee the programme. Another fully registered early childhood teacher has responsibility for the under two area. The comparatively new teaching team includes four registered early childhood teachers.

The centre’s philosophy places a strong emphasis on building meaningful relationships with children and their whānau, fostering social skills, and engaging children in purposeful and challenging activities. There is a designated area for children under two years old, who visit the older children’s area from time to time.

The Review Findings

Children benefit from caring, respectful and affirming interactions with teachers who are responsive to their ideas, and celebrate their successes. Teachers provide high-quality support for the development of language and social skills. They model positive inclusion of children with diverse needs, and work effectively with parents and external agencies to support the learning and development of these children. Teachers frequently incorporate literacy, mathematics, science, and te reo Māori within the programme.

The colourful and attractive learning environment is spacious and thoughtfully designed. Children enjoy a variety of physical challenges, flexible access to equipment, and a free flow of play between indoor and outdoor areas. They play well with and alongside others. Children demonstrate a strong sense of belonging in the family-like atmosphere.

Babies and toddlers respond well to high-quality, nurturing care. Teachers work closely with parents and whānau to identify and respond to children’s individual needs and routines. Consistent caregiving supports babies’ and toddlers’ need for strong and secure attachments and early language development.

The programme is soundly based on the early childhood curriculum, Te Whāriki and children’s emerging interests. Teachers are developing shared understandings about meaningful assessment, planning and evaluation practice. They keep parents and whānau well informed about their children’s learning and development through their portfolios and informal discussions. Parents also share their children’s strengths and interests. Professional development has encouraged teachers to seek the knowledge of parents, whānau and tangata whenua about local history, and their languages and cultures.

High-quality leadership in the centre is collaborative and improvement focused. Leaders have established a positive team culture that emphasises shared decision making and a measured approach to managing improvement. Staff and parents continually contribute to plans for centre development. The centre manager provides knowledgeable and effective professional leadership and models best teaching practice. Through critical reflection and research she has introduced effective performance management and mentoring practices. These are linked to ongoing, comprehensive professional development to improve the quality of teaching and learning.

The owner/directors govern and manage the centre effectively. They have provided strong leadership in developing the centre’s initial philosophy, premises, resources and teaching team. The directors have made good use of internal and external support to extend their understanding of effective leadership, management and early childhood education practices. They have established clear policies and procedures to guide centre practices. The director’s collegial approach to management makes effective use of their individual strengths.

Key Next Steps

ERO and centre leaders agree that the next steps for centre development are to:

  • document strategic goals and associated annual action plans
  • continue to review the centre’s philosophy statement
  • further develop self-review processes
  • implement planned development of the learning environment
  • further develop programme planning, including children’s involvement in planning their own learning
  • review teachers’ use of open questions to challenge children’s thinking and promote problem solving.

Management Assurance on Legal Requirements

Before the review, the staff and management of Suits and Gumboots Country Daycare Ltd 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 Suits and Gumboots Country Daycare Ltd will be in three years.

Dale Bailey

National Manager Review Services Northern Region

13 September 2013

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

Te Kauwhata

Ministry of Education profile number

45796

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

45 children, including up to 10 aged under 2

Service roll

61

Gender composition

Girls 37

Boys 24

Ethnic composition

Māori

NZ European/Pākehā

Māori/NZ European

Māori/Pacific

Indian

Other European

Samoan

15

36

3

2

2

1

1

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

1:3

Better than minimum requirements

 

Over 2

1:8

Better than minimum requirements

Review team on site

July 2013

Date of this report

13 September 2013

Most recent ERO report(s)

 

No previous ERO reports

 

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.