Country Kids Pre-School Ltd

Education institution number:
46110
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
62
Telephone:
Address:

138 Condor Drive, Pyes Pa, Tauranga

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1 Evaluation of Country Kids Pre-School Ltd

How well placed is Country Kids Pre-School 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

Country Kids Pre-School is located in Pyes Pa, Tauranga and is a privately owned centre. It's licensed for 56 children, including 10 children aged under two years. At the time of the review the roll of 84 includes 2 Māori and a small number of children from diverse ethnic backgrounds. It provides all-day education and care from 7.30am to 5pm Monday to Friday. There are three age-based areas for infants, toddlers and preschool children.

Country Kids aims to provide high-quality care and education in a safe, stimulating, homely environment in an interactive farmyard setting.

The centre philosophy is based on the belief that every child is special and unique, and they are committed to building reciprocal relationships with every child and their whᾱnau. In addition, Christian beliefs and values are respected and celebrated. The importance of the Treaty of Waitangi is acknowledged across the service.

Since the 2015 ERO report the centre has restructured the leadership team, reviewed their philosophy and continued to improve performance management systems.

The Review Findings

The centre curriculum is highly responsive to the strengths and interests of all children. Curriculum design and implementation is underpinned by Te Whariki and is consistent with the centre’s Christian philosophy. A feature of the programme is the opportunity to explore a farming environment and care for a range of animals. The centre curriculum is planned to allow children to play independently and develop social skills with their peers. The outdoor environment provides opportunities for children to take risks and challenge their physical capabilities. Literacy and mathematics are well integrated within the daily programme. Children are happily engaged in play and learning.

ERO observed high-quality teaching practices. These include:

  • positive, sensitive relationships with children

  • taking time to listen to children and extend their learning and ideas

  • talking to children about decisions that affect them

  • actively promoting peer interactions.

Teachers are attuned to the needs and personalities of infants. Interactions with young children are unhurried, nurturing and focused on empowering children’s sense of belonging and communication. The centre programme and teacher interactions with children include waiata, karakia, local legends and the use of te reo Māori as a functional language. The sense of belonging for children and whānau is nurtured during transitions into and within the service, and when moving to school.

Leaders have established a focus on building teachers' capability. Teachers have undertaken professional development to enhance their practice. They are enthusiastic about further learning. The recently implemented approach to shared leadership has successfully promoted collaboration and built leadership capability across the teaching team. Leaders base relationships on respect, trust and open communication. The distributive leadership approach is contributing to increasingly positive outcomes for children and families.

Recent review of the centre philosophy has affirmed the strategic direction and further embedded the centre's vision and goals. The service demonstrates a strong commitment to consulting with whānau and involving them in decision making about their child’s education and care. They provide effective policies and systems that promote positive outcomes for children.

Key Next Steps

ERO identified the following areas for ongoing development:

  • Leaders need to develop a more planned approach to self review. This includes shared understandings, and processes to support spontaneous and planned self-review across the service.

  • There continues to be a need for centre management to strengthen appraisal processes to include key components of best practice.

Management Assurance on Legal Requirements

Before the review, the staff and management of Country Kids Pre-School 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.

ERO identified an area of non-compliance:

The service provider must ensure that furniture or equipment that could topple and cause injury or damage is secured. [Licensing criteria for Education and care centres 2008, HS6]

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Country Kids Pre-School Ltd will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer

Te Tai Miringa - Waikato / Bay of Plenty Region

13 March 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

Pyes Pa, Tauranga

Ministry of Education profile number

46110

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

56 children, including up to 10 aged under 2

Service roll

84

Gender composition

Boys 48 Girls 36

Ethnic composition

Māori
Pākehā
Other

4
72
8

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

February 2018

Date of this report

13 March 2018

Most recent ERO report(s)

Education Review

February 2015

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 Country Kids Pre-School Ltd

How well placed is Country Kids Pre-School 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

Country Kids Pre-School Ltd is a new, purpose-built centre, situated on one and a half acres of land and located at Pyes Pa, near Tauranga. Three separate age-grouped rooms, each with an outdoor environment, are features of the centre’s organisation.

The centre opened in February 2013 and quickly reached its maximum roll. Its licence was extended in April 2014, and the centre is now licensed to provide education and care for up to 56 children, including 10 under the age of two years. There are 9 children who are of Māori descent enrolled at the centre.

The centre is privately owned by a family trust. Centre owners are actively involved in day-to-day operations and management, and employ an assistant manager to support them in this role. Since opening, the teaching team has gradually increased and management have placed priority on the recruitment of qualified staff.

The development of the centre has been guided by the owner’s strong vision to provide a family-like setting underpinned by Christian values, and where children have many opportunities to experience the natural world in an interactive farmyard setting.

This is the first Education Review for Country Kids Pre-school.

The Review Findings

Management has placed priority on establishing sound systems to ensure the efficient operation of the centre. A comprehensive policy framework and ongoing review of these is contributing to a well-ordered and supportive setting for children and adults. A strategic plan to guide centre development is also in place. However, centre managers acknowledge the need to extend the strategic planning process to make it collaborative and more inclusive of staff and the parent community. In keeping with the well-articulated vision, attractive and carefully designed learning environments have been created to support the centre’s developing philosophy and curriculum.

Christian values and virtues are well integrated into the programme. Teachers form close relationships with children and their families, and high levels of trust and respect are evident. They also help children to make connections between home and the centre, and this fosters a strong sense of belonging for children. Transitions between age-group settings within the centre is well considered and in response to children’s readiness. There are many opportunities for children to develop and practice literacy and mathematical concepts. The access to animals and gardens, as well as to construction work, provides meaningful contexts for learning based on children’s interests. Teachers model rich language and this is especially helpful for children who are English as second language learners. There is a growing commitment by teachers and children in the use of basic te reo Māori in their conversations.

Parents are invited to contribute information and ideas about their children’s interests and strengths, as well as the aspirations they have for their child’s learning and development. Children demonstrate a high level of ownership of their portfolios and enjoy revisiting past experiences with family and friends. Parents value these documents. They are able to join in the celebrations of development and milestones, and be informed about their child’s involvement in the programme.

Key Next Steps

ERO identified the following areas for ongoing development:

  • Review and refine roles and responsibilities within the existing leadership structure. This is necessary to strengthen the leadership of learning and curriculum across the centre.
  • Centre managers work collaboratively with the current teaching team to review the centre philosophy. This should lead to a shared understanding and agreed expectations for teaching practice and positive outcomes for children across the age groups.

Support teachers to improve their practice through:

  • a planned programme of ongoing professional learning and development for all teachers
  • a robust appraisal process for teachers that includes relevant development goals, and constructive and critical feedback about practice.

Recommendation

Centre management consider engaging the services of an external professional development facilitator to assist them in a review of the:

  • leadership structure
  • philosophy
  • appraisal process.

Management Assurance on Legal Requirements

Before the review, the staff and management of Country Kids Pre-School 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 Country Kids Pre-School Ltd will be in three years.

Dale Bailey

Deputy Chief Review Officer Northern

Northern Region

3 February 2015

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

Tauranga

Ministry of Education profile number

46110

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

56 children, including up to 10 aged under 2

Service roll

102

Gender composition

Boys 59

Girls 43

Ethnic composition

Māori

NZ European/Pākehā

Indian

Other

9

79

9

5

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

December 2014

Date of this report

3 February 2015

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.