All About Kidz Childcare

Education institution number:
52532
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
37
Telephone:
Address:

168 Kimbolton Road, Feilding

View on map

1 Evaluation of All About Kidz Childcare

How well placed is All About Kidz Childcare to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

All About Kidz Childcare is well placed to promote positive learning outcomes for children.

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

Background

All About Kidz Childcare is located in Feilding. It is a privately-owned service that has up to 65 children, including 16 up to the age of two years. Of the 57 children enrolled, 13 are Māori.

The service operates across two sites, with separate learning spaces designed specifically for different age groups.

The centre owner/manager has oversight of the day-to-day running of the service. She is supported by one assistant manager/supervisor and two other supervisors. The majority of staff are qualified and registered.

The philosophy emphasises positive relationships and respectful partnerships to support lifelong independent learners.

The service has responded well to areas for development identified in the July 2016 ERO report that identified: review of the philosophy; assessment for learning; te ao Māori; appraisal; and internal evaluation.

The Review Findings

The recent in-depth review of the philosophy has identified what is valued most for children attending the service and resulted in a shared understanding of this. Many elements of the philosophy are highly evident in practice.

Children learn in a calm, welcoming, language-rich environment where physical activity, early literacy and mathematical concepts are promoted. The development of their social and emotional competencies is appropriately responded to and well supported. Established routines provide structure to the day. Children know centre routines and expectations well and these contribute to their sense of belonging.

Children use the spacious outdoor and indoor environments well. A good range of age-appropriate resources support their ongoing interests. They lead their own learning and engage in play for sustained periods of time. A programme for four-year-olds is focused on developing competencies that are most likely to support their successful transition to school.

Infants and toddlers are nurtured in a calm, stress-free environment. The focus on free movement enables them to actively explore, investigate and take risks. Teachers are attuned to infants' non-verbal cues. Care routines are sensitive and respectful.

Children are well supported to transition within the centre through processes that are responsive to each child and their family. This contributes to flexible practices that promote children’s ongoing sense of belonging and wellbeing.

A strategic focus and deliberate strategies are strengthening teacher’s knowledge and understanding of te ao Māori and its integration in the programme. This continues to be an ongoing focus.

A collaborative approach is strengthening the consistency of planning for individual children. There is a greater emphasis on discussing and recording what teachers know about children’s learning to better respond to their ongoing strengths, interests and ways of learning. Ensuring that children’s learning is evident and visible has been identified by leaders as an area for ongoing development. Further professional engagement with Te Whāriki 2017 should support teachers to better identify learning outcomes for children and strengthen their knowledge of relevant theories and practices.

The service's response to the areas for development identified in the previous ERO report has been well-considered and managed. Strategic planning linked to five key performance indicators identifies centre priorities going forward. This contributes to better alignment and coherence of systems, processes and practices across the service. Leaders have identified that ongoing implementation and embedding of changes to achieve the desired level of consistency across the service remains a priority.

A policy review cycle is established and evident in the annual plan. The policy review process needs strengthening to ensure that parents, whānau and staff have access to current policies and procedures.

The newly implemented appraisal process is aligned to updated legislative requirements and provides opportunities for teachers to inquire into their practice. Review is used well to inform change and improvement. Strengthening the inquiry process and developing a shared understanding of internal evaluation across the service should enable leaders and teachers to know the impact of improved systems, process and practices on outcomes for children.

Key Next Steps

Leaders and teachers have identified the need to continue:

  • to embed newly implemented systems, processes and practices to ensure consistency across the service

  • to strengthen te ao Māori within the programme.

Leaders and teachers should:

  • continue to strengthen their understanding and use of inquiry and internal evaluation to know what is working and what needs to change

  • deepen their understanding of Te Whāriki 2017 to better respond to children's learning

  • strengthen the policy review process to ensure policies are up to date and available to parents.

Management Assurance on Legal Requirements

Before the review, the staff and management of All About Kidz Childcare 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.

Phil Cowie

Director Review and Improvement Services

Central Region

8 July 2019

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

Feilding

Ministry of Education profile number

52532

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

65 children, including up to 16 aged under 2

Service roll

57

Gender composition

Male 33, Female 24

Ethnic composition

Māori
NZ European/Pākehā
Other ethnic groups

13
39
5

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

May 2019

Date of this report

8 July 2019

Most recent ERO report(s)

Education Review

July 2016

Education Review

July 2013

Education Review

June 2010

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

The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:

  • Very well placed

  • Well placed

  • Requires further development

  • Not well placed

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 All About Kidz Childcare

How well placed is All About Kidz Childcare to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

As this service improves internal evaluation and builds their evaluative capacity, positive outcomes for children should be further enhanced.

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

Background

All About Kidz Childcare is located in Feilding. This privately owned and operated centre provides all day education and care. It is licensed for 65 children, including 16 up to two years old. Eight children identify as Māori.

The service has recently purchased an adjacent building and increased its licence size from 40 to 65 children.

The owner/manager has oversight of the day-to-day running of the centre. She is supported by a newly appointed acting head teacher who is responsible for leading curriculum design and teaching development. The implementation of new systems and processes are in the early stages of development.

The July 2013 ERO report identified that assessment, planning and evaluation; bicultural curriculum; staff appraisals; strategic planning and self-review required further development. Some progress has been made in addressing these areas.

The Review Findings

Children learn and play in a calm, unhurried and respectful environment. They are supported to be independent, problem solve, and to take risks. Teachers are deliberate in their approach to encouraging children to lead their own learning. Teachers know children well and are responsive to their individual needs. Children with additional learning needs fully participate in the programme alongside their peers. Teachers actively promote each child's emotional and social competence.

Quiet areas cater for children under two years and their age specific requirements and interests. Teachers' practice supports children's sense of belonging, security and wellbeing. They respond to the natural rhythms and individual needs of children within a flexible programme.

Teachers support children's interests well. They provide opportunities to extend learning through conversations, resources and project based activities. Literacy and mathematical experiences are integral to the daily programme.

Children's profile books and online documentation record aspects of their learning through centre experiences. Developing teachers understanding of the services expectations for assessment, planning and evaluation of children's learning is a key next step.

A range of formal and informal communication strategies are used by teachers to engage with parents and whānau to determine the families' aspirations for their children's learning.

The bicultural programme continues to require development by integrating te reo me ngā tikanga Māori through the curriculum and supporting documentation. Leaders have also identified that educational success for Māori and for Pacific children are key next steps.

Successful transitions into and within the centre are well supported. Teachers respond to children's individual needs. They are developing relationships with local schools to support children as they transition to school.

It is timely for staff, with parents, to review the centre philosophy to determine:

  • shared values and beliefs about important aspects of children's learning in relation to specific learning priorities for children
  • what high quality teaching practices are required to realise their valued outcomes for children's learning.

Formal appraisals of the centre manager and teachers has not occurred since the July 2013 ERO review. The head teacher has taken some useful steps to begin a new appraisal process. To improve appraisal the centre manager should:

  • develop documented procedures to guide this process including, as good practice, a process for the induction of new teachers
  • ensure teachers record sufficient evidence to show how well they meet the Practising Teacher Criteria and the expectations of the job descriptions.

Leaders and teachers understanding of self review is in the early stages of development. The head teacher and teaching team are beginning to review processes and practices. Some teacher reflection on the quality of teaching and learning has occurred. A next step is for teachers to further develop their understanding of internal evaluation.

The centre owner and head teacher should continue to develop appropriate systems, policies and procedures to ensure practices meet legal requirements.

Key Next Steps

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

  • review the centre philosophy and clarify expectations for high quality teaching
  • strengthen assessment for learning practices
  • strengthen te ao Māori in the curriculum
  • improve appraisal, and internal evaluation
  • develop a shared understanding of internal evaluation.

Management Assurance on Legal Requirements

Before the review, the staff and management of All About Kidz Childcare 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.

Actions for compliance

ERO identified areas of non-compliance relating to governance and management. To meet requirements the service needs to improve its performance in the following areas:

  • ensure appropriate personnel policies are in place for staff appraisal and job descriptions

  • comply with the Vulnerable Children Act 2014.[Licensing Criteria for Early Childhood Education and Care Centre 2008, GMA7]

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of All About Kidz Childcare will be in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

21 July 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

Feilding

Ministry of Education profile number

52532

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

65 children, including up to 16 aged under 2

Service roll

49

Gender composition

Boys 26, Girls 23

Ethnic composition

Māori

Pākehā

Other ethnic groups

8

39

2

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

1:7

Better than minimum requirements

Review team on site

May 2016

Date of this report

21 July 2016

Most recent ERO report(s)

Education Review

July 2013

Education Review

June 2010

Education Review

October 2007

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.