Castle KidsAdventurers

Education institution number:
50043
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
50
Telephone:
Address:

2 Queens Road, Waikanae Beach

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Castle Kids Early Learning Centre - 30/08/2017

1 Evaluation of Castle Kids Early Learning Centre

How well placed is Castle Kids 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

Castle Kids Early Learning Centre is a privately owned service that provides separate spaces for children aged from two to four (Kindergarten) and four to five years of age (Pioneers). These adjacent centres operate under one licence.

A centre manager directs the day-to-day operations and two supervisors oversee curriculum developments and implementation. The high proportion of long serving staff is a feature of this well-established service. The service fundraises for charitable organisations. This enhances the strong community relationships.

The centre is licensed for 50 children over the age of two years. The current roll of 64 includes 17 Māori children. Each centre has a separate philosophy underpinned by strong Christian values and beliefs. The philosophy recognises and respects the Treaty of Waitangi.

The centre continues to demonstrate the positive elements identified in ERO's March 2014 report. That report also noted the need to further develop self review, teacher inquiry, transition to school programmes and strengthen appraisal. Managers continue to develop the self review and appraisal processes.

The Review Findings

The centre's philosophy is clearly enacted both within the centre and through its community outreach programme which supports local charities. Respect and valuing each other is demonstrated through the modelling of kindness. A welcoming atmosphere is a strength.

Children’s physical and emotional needs are recognised and responded to in a timely and caring manner. Respectful, positive relationships and interactions demonstrate that teachers' know the children well and they involve and engage them in activities.

Routines are well understood and used effectively to foster children’s social and self-management skills. Considerate behaviour when playing with others is emphasised.  

Christian values and beliefs are the basis of the curriculum. The daily programme of activities aligns to the strands and goals from the early childhood curriculum Te Whāriki and children's interests.

Parents' involvement in their child's learning is supported through useful wall displays of the programme. Good relationships with parents enables teachers to respond effectively to parent suggestions and ideas.

Children benefit from a range of experiences, opportunities and resources that challenge and stimulate their learning. Rich language, music and art, and recognition of children's cultural backgrounds, including in relation to literacy and numeracy, are integrated into discussions and activities.

Teachers record children's activities and development in well-presented profile books. Planning and assessment processes could be further developed to show:

  • continuity or an extension of children’s emerging interests
  • a balance of child and teacher initiated learning and experiences
  • the child's voice more clearly.

Centre personnel are very aware of the diverse needs of their learners and prioritise the formation of sound relationships. The service makes positive provision for children with special rights. These children benefit from teachers' improved knowledge through professional development and the network of external agencies.

A recent bicultural focus is building teachers' knowledge and confidence in te reo me ngā tikanga Māori. Displays show respect and appreciation for Māori and Pacific cultures. These children and their families demonstrate a strong sense of belonging.

There is thoughtful and planned transition for children moving between centres. Well-developed processes support parents and their children as they prepare for the transition to education at school. The child's last day is celebrated in a unique way with all whānau.

The centre has improved self-review processes and developed a template to support teacher reflection. This process has provided useful information and direction for teachers’ knowledge and understanding of te ao Māori. The next step is to shift practice to internal evaluation and inquiry to enable the manager and teachers to identify how well the curriculum and teachers' practices support improved outcomes for children.

Leaders are continuing to develop the appraisal process to make it more consistent with the Education Council expectations. Revising the procedures is required to match practice and improve implementation. Providing more targeted observations of teachers' practice and feedback in relation to their goals, would make the process more robust.

Key Next Steps

The next steps are for the centre to:

  • further develop assessment for learning
  • build internal evaluation capability
  • strengthen the implementation of appraisal.

Management Assurance on Legal Requirements

Before the review, the staff and management of Castle Kids 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:

  • 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 Castle Kids Early Learning Centre will be in three years. 

Alan Wynyard
Deputy Chief Review Officer Central (Acting)

30 August 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

Waikanae

Ministry of Education profile number

50043

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children aged over 2

Service roll

58

Gender composition

Boys 31, Girls 27

Ethnic composition

Māori
Pākehā
Other European
Asian
Pacific

17
33
  3
  3
  2

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Over 2

1:7

Better than minimum requirements

Review team on site

July 2017

Date of this report

30 August 2017

Most recent ERO report(s)

 

Education Review

March 2014

Education Review

February 2011

Education Review

July 2006

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. 

Castle Kids Early Learning Centre - 14/03/2014

1 Evaluation of Castle Kids Early Learning Centre

How well placed is Castle Kids 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

Castle Kids Early Learning Centre is a privately owned service that provides separate spaces for children aged from two to four (Kindergarten) and four to five years of age (Pioneers). These adjacent centres operate under one licence. A centre manager directs the day-to-day operations and two supervisors oversee curriculum developments and implementation. The high proportion of long serving staff is a feature of this well-established service.

The owner’s clear vision sets the direction for the centre. The service’s philosophy has been reviewed collaboratively and is underpinned by shared values and beliefs. Strong Christian values and building positive relationships with children and their families guide practice.

Since the February 2011 ERO report teachers have:

  • worked together to build their capability and capacity in te reo me ngā tikanga Māori
  • recently accessed professional learning and development to increase their understanding of self review
  • continued to refine and improve assessment and planning processes.

The Review Findings

Children engage in a range of child-initiated, play-based experiences for the majority of their time at the centre. Teachers select and introduce a variety of adult-planned learning opportunities that include Biblical teachings, as part of the programme.

Adults generally demonstrate respectful and affirming relationships with children. They are nurturing and play alongside children. Teachers promote and model positive values and behaviours. Children’s interactions with each other are friendly and amicable. Staff are welcoming and respond promptly to children’s requests, and their physical and emotional needs.

Parents are frequently in the centre and are welcome to join in at any time. They contribute through regular discussion and sharing ideas with teachers about how they may support children at home and at the centre. There is an unobtrusive approach to supporting families with particular needs. Transition to school is developing increasingly supportive processes for children and families.

Teachers actively encourage literacy and numeracy concepts and skills in aspects of the programme. Older children learn to experiment through writing messages and names. Teachers acknowledge children’s communication. They often listen closely to children and explore the deeper meanings in their learning.

Leadership is supportive. Managers provide clear expectations for centre operations through strategic planning that makes clear links to an annual plan. Teachers are reflective. They are focused on improving the quality of teaching and learning for children. Following professional training the manager, supervisors and teachers are introducing new self-review processes. This system has the potential to further assist centre developments and decision-making.

Key Next Steps

Evolving review processes are in place to improve the quality and consistency of teaching and learning. Managers and teachers should continue to develop their shared understanding of formal, in-depth, evidence-based self review and teacher inquiry that:

  • enhances understanding of effective teaching practice and develops consistency through clear expectations for teaching and learning
  • strengthens the appraisal system.

Management Assurance on Legal Requirements

Before the review, the staff and management of Castle Kids 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:

  • 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 Castle Kids Early Learning Centre will be in three years.

Joyce Gebbie

National Manager Review Services

Central Region (Acting)

14 March 2014

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

Waikanae Beach

Ministry of Education profile number

50043

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children aged over 2

Service roll

69

Gender composition

Boys 31

Girls 38

Ethnic composition

Māori

NZ European/Pākehā

Samoan

Indian

African

Other ethnic groups

15

49

1

1

1

2

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

Nil

 
 

Over 2

1:7

Better than minimum requirements

Review team on site

January 2014

Date of this report

14 March 2014

Most recent ERO report(s)

Education Review

February 2011

 

Education Review

July 2006

 

Education Review

February 2004

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.