Kids at Play Timaru

Education institution number:
46918
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
20
Telephone:
Address:

225 Selwyn Street, Marchwiel, Timaru

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ERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.

ERO’s Judgement

Regulatory standards

ERO’s judgement

Curriculum

Meeting

Premises and facilities

Meeting

Health and safety

Meeting

Governance, management and administration

Meeting

At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.

Background

Kids at Play Timaru is one of three education and care centres that are operated by the owner. Prior to November 2019 it was known as Karaka Learning Centre - Timaru. The former centre manager is the new owner. All staff have been retained. This centre caters for children two-to-five years old within a mixed-aged group.

Summary of Review Findings

Adults nurture reciprocal relationships with children, parents and whānau. The curriculum is inclusive, and responsive to children as confident and competent learners. Children experience a programme consistent with Te Whāriki, the early childhood curriculum. The recently reviewed philosophy reflects the priorities of the community.

A range of play experiences and resources are provided that are appropriate for the learning abilities of the children attending. A policy framework and annual planning guide centre operations. Governance and management systems support the ongoing monitoring of health and safety processes to ensure requirements are met.

Key Next Steps

Next steps include strengthening:

  • the bicultural curriculum to better reflect the cultural context of Aotearoa New Zealand  
  • intentional teaching practice to promote and celebrate the languages, cultures and identities of all children.

Next ERO Review

The next ERO review is likely to be an Akarangi | Quality Evaluation.

Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini

30 April 2021 

Information About the Service

Early Childhood Service Name Kids at Play Timaru
Profile Number 46918
Location Timaru

Service type

Education and care service

Number licensed for

35 children, over the age of two.

Percentage of qualified teachers

80%+

Service roll

22

Ethnic composition

Māori 5, NZ European/Pākehā 13, Other ethnicities 4

Review team on site

December 2020

Date of this report

30 April 2021

Most recent ERO report(s)

Education Review May 2018

General Information about Assurance Reviews

All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.

Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.

ERO undertakes an Akanuku | Assurance Review process in any centre-based service:

  • having its first ERO review – including if it is part of a governing organisation
  • previously identified as ‘not well placed’ or ‘requiring further development’
  • that has moved from a provisional to a full licence
  • that have been re-licenced due to a change of ownership
  • where an Akanuku | Assurance Review process is determined to be appropriate.

Management Assurance on Legal Requirements

All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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.

As part of an Akanuku | Assurance Review ERO assesses whether the regulated standards are being met. In particular, ERO looks at a 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 certification; ratios)
  • evacuation procedures and practices for fire and earthquake.

As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:

  • discussions with those involved in the service
  • consideration of relevant documentation, including the implementation of health and safety systems
  • observations of the environment/premises, curriculum implementation and teaching practice.

1 Evaluation of Karaka Learning Centre - Timaru

How well placed is Karaka Learning Centre - Timaru to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Karaka Learning Centre-Timaru is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

Karaka Learning Centre is one of two centres operating in the South Canterbury area under the Karaka Learning Centre organisation. This centre was licensed in 2017 and this is its first ERO report.

A centre manager oversees the day-to-day operation of the centre. She is well supported in her role by the owner and an experienced head teacher. The manager and most of the teachers are qualified and registered ECE teachers.

The centre provides education and care for children up to school age and is licensed for 35 children, aged over two years old. Children attending the centre reflect the diverse cultural groups in the local community.

Managers and leaders have been responsive in addressing Ministry of Education recommendations towards full licencing. These include processes for self-review, assessing, planning and evaluating children's learning, supporting children to be confident within their own culture and respecting that of others.

Karaka Learning centre is a member of the Timaru North Kāhui Ako |Community of Learning.

The Review Findings

The centre's programme strongly reflects the intent of the philosophy, children's learning priorities, the intent of Te Whāriki, the ECE curriculum, and the shared values and beliefs of their whānau. These concepts are made visible through respectful, supportive and cooperative interactions that are strongly reflected by the children and their teachers.

Children and families experience a centre environment that is welcoming and inclusive. Children are supported with opportunities to freely explore and discover in a well presented learning environment. The outdoor area is set up to encourage physical challenge and exploration. Children are willing to take risks within a safe environment and lead their own learning. Tuakana teina relationships are encouraged, inviting children to learn from each other. Responsive teachers work alongside children fostering their curiosity, inquiry and supporting them to make choices from easily accessible resources. They promote literacy and numeracy within the programme along with self-management and self-help skills. Children extend their ideas and teachers use good questions to support and extend on these interests.

Teachers plan and implement a curriculum that is focused on supporting children's interests. Leaders' knowledge of planning processes is helping to strengthen the team's practice. Assessment and planning are displayed and show learning outcomes for the children. Profiles, online tools, homework books and daily interactions allow parents/whānau to have access and contribute to their children's learning experiences. Transitions into and out of the centre are thoughtfully integrated and individualised. Leaders are seeking to further enhance partnerships with local schools by providing opportunities to share information about children's learning, the curriculum and current good teaching practices.

Teachers have a good understanding of te ao Māori perspectives, including te reo and tikanga Māori. As a result of participating in professional development, they are continuing to strengthen bicultural aspects across the curriculum. They have a commitment to enhancing culturally responsive teaching practices that contribute to positive outcomes for Māori children and children from all cultural backgrounds. Cultural events are celebrated in the centre and parents/whānau contribute to these.

Leadership is collaborative and actively builds teachers' talents and capabilities. They make good use of professional development, external resourcing and early childhood relationships to promote positive outcomes for children. A strategic plan and internal evaluation drive improvement. Comprehensive policies, procedures and clear systems ensure consistency in teaching practices. The current appraisal system aligns with Education Council requirements and supports ongoing teacher growth.

The centre benefits from experienced leaders who have high expectations and a commitment to ensure centre sustainability. Management systems are effective and lead to ongoing improvements.

Key Next Steps

ERO endorses the centre's self-identified next steps that are focused on:

  • continuing to embed and develop their bi-cultural practices through consultation
  • continuing to build on the current transitions into school practices and relationships with local schools
  • enhancing the current systems and practices as a new centre.

Management Assurance on Legal Requirements

Before the review, the staff and management of Karaka Learning Centre - Timaru 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 Karaka Learning Centre - Timaru will be in three years.

Dr Lesley Patterson Deputy Chief Review Officer

Te Waipounamu - Southern Region

22 May 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

Timaru

Ministry of Education profile number

46918

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

35 children

Service roll

44

Gender composition

Boys 16 : Girls 28

Ethnic composition

Māori
Pākehā
Pacific
Asian

4
33
5
1

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Over 2

1:10

Meets minimum requirements

Review team on site

April 2018

Date of this report

22 May 2018

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.