Kids Reserve

Education institution number:
60333
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
41
Telephone:
Address:

12 Hawkestone Street, Thorndon, Wellington

View on map

Kids Reserve

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

Not meeting

Premises and facilities

Meeting

Health and safety

Not meeting

Governance, management, and administration

Meeting

At the time of the review, ERO identified non-compliance with regulatory standards that must be addressed.

Background

Kids Reserve is a not-for-profit incorporated society located in Thorndon, Wellington. A recently appointed teaching supervisor and centre manager are supported by an established teaching team. The service provides education and care in four separate learning areas to meet the needs of the children attending.

Summary of Review Findings

The service is not meeting regulatory standards in a number of areas. The curriculum provides children with a range of experiences and opportunities to help meet their needs and extend their interests. However, it does not yet reflect children’s cultures, languages and identities. The premises support the provision of different kinds of indoor and outdoor play, a range of learning experiences and allows for suitable supervision.

Governance supports the implementation of suitable management practices. Strategic and annual plans identify the service’s priorities and help to guide operations. Consistent implementation of health and safety practices is required to meet all aspects of regulatory compliance.

Actions for Compliance

ERO found areas of non-compliance in the service relating to:

  • the curriculum respects and supports the right of each child to be confident in their own culture and encourages children to understand and respect each other
  • reviewing the emergency plan on at least an annual basis, and listing safety and details about how the emergency supplies and resources are maintained
  • carrying out relevant emergency drills on an at least three-monthly basis
  • consistently recording the time each child attending the service sleeps, and checks made by adults during that time
  • a record of training and/or information provided to adults who administer medicine to children.

Licensing Criteria for Early Childhood Education and Care Centres 2008, C6, HS7, HS8, HS9, HS29.

Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:

  • a current Fire Evacuation Scheme approved by the New Zealand Fire Service
  • secured a microwave that could fall or topple and cause serious injury or damage
  • the first aid kit complies with the requirements of Appendix 1, is easily recognisable and readily accessible to adults
  • equipment, premises, and facilities are checked daily for hazards to children and any concerns are identified and recorded. Accident/incident records should be analysed to identify hazards and note the appropriate action that has been taken.

Licensing Criteria for Early Childhood Education and Care Centres 2008, HS4, HS6, HS12, PF28.

Recommendation to Ministry of Education

ERO recommends the Ministry follows up with the service provider to ensure that non-compliances identified in this report are addressed promptly.

Next ERO Review

The next ERO review will be in consultation with the Ministry of Education.

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

18 February 2022 

Information About the Service

Early childhood service name

Kids Reserve 

Profile number

60333

Location

Wellington

Service type

Education and care service

Number licensed for

47 children, including up to 19 aged under 2.

Percentage of qualified teachers

80-99%

Service roll

59

Ethnic composition

Māori 3, NZ European/Pākehā 39, Other ethnicities 17.

Review team on site

October 2021

Date of this report

18 February 2022

Most recent ERO report(s)

 Education Review, October 2018; Education Review July 2013

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 license 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.

Kids Reserve - 17/10/2018

1 Evaluation of Kids Reserve

How well placed is Kids Reserve 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

Kids Reserve is a not-for-profit incorporated society located in Thorndon, Wellington. It is licensed for 47 children, including 19 aged up to two years.

The service operates in four age-appropriate learning areas. Of the 59 children enrolled at the time of this ERO review, five are Māori.

The service has operated in inner-city Wellington for twenty-five years, moving to the current location in 2016. Prior to this, the service was in temporary premises for a short time. Staff turnover is low. Teachers are involved in a range of professional development opportunities.

The philosophy guiding teaching and learning emphasises the importance of: embracing the unique individuality of children and families; nurturing trusting and collaborative relationships; recognising children's play as important learning; embracing children as confident and competent learners; and valuing and using Te Whāriki, the early childhood curriculum.

The Review Findings

Children are respected as capable learners. Their communication is encouraged and valued. ERO observed examples of teachers responding meaningfully to children's language cues, both verbal and non-verbal. Teachers support and encourage children's language through a range of useful strategies.

Warm positive relationships between teachers and children are evident. Teachers affirm and support children's interests and encourage their development through dialogue. A settled tone prevails. Regular routines are well-established and children demonstrate a sense of belonging.

Considered decision making has enhanced opportunities for teaching and learning. An example is the emphasis on low child-to-teacher ratios and the small size of groups.

Centre values are clearly reflected in the curriculum experienced by infants and toddlers. This includes practices that support children to develop secure attachments such as the primary caregiver approach. Unhurried interactions are evident.

Older children are supported to develop their basic literacy and numeracy skills through play. Teachers appropriately access external support to respond to the needs of children with additional learning needs.

Teachers make good use of the local, inner-city environment to offer stimulating learning opportunities. 'Forest' sessions are a recent initiative that promotes place-based learning.

Parents' aspirations are sought and valued. An online programme sharing children's learning stories has increased the numerous ways teachers and families communicate and work in partnership.

Children's portfolios provide a useful record of their interests and involvement in the programme. Teachers plan for individuals and groups based on what they know about children. Portfolios include evidence of linking children's interests over time and examples of parent contributions.

Processes for monitoring assessment practices and providing feedback to teachers are well established. It is timely to revisit assessment and planning processes to:

  • strengthen the criteria to better reflect high quality assessment practice
  • build consistency of assessment records to more clearly show what teachers recognise about children's learning and how they specifically plan to extend this.

A strength of the service is the focus on developing teachers' knowledge of te ao Māori. Regular practice includes many opportunities for children to celebrate and value te reo and te ao Māori.

Processes for transitions into the centre, through the different rooms and to school have been strengthened. The assistant supervisor's inquiry, that includes feedback from families and children, has contributed to this ongoing development. Children's ideas and views are valued, sought and regularly responded to.

The appraisal process provides a sound platform for ongoing staff development. The process is well implemented and includes clear links to the Standards for the Teaching Profession and high quality feedback to teachers.

Leaders recognise that it is timely to revisit the centre philosophy to align it with Te Whāriki (2017). This should assist the centre to evaluate how well the philosophy is being enacted.

The future direction for the centre is clearly articulated in relation to four strategic statements. The annual plan includes timeframes to guide ongoing implementation of the strategic plan. Team culture and working cohesively across all teams is a current emphasis.

An important focus for the management committee has been property and finance. A useful next step is to continue demonstrating alignment with the strategic direction in documentation.

The supervisor has led an in-depth, well-considered evaluation of the quality of implementation of Te Tiriti o Waitangi. Building a shared understanding of this internal evaluation process with staff and the management committee is an appropriate next step.

Key Next Steps

ERO and centre leaders have identified that the next steps are to:

  • further develop assessment and planning processes
  • build a shared understanding of internal evaluation
  • review the philosophy.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kids Reserve 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.

In order to improve practice, monitoring of documentation related to accidents and excursion forms should be increased.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Kids Reserve will be in three years.

Alan Wynyard
Director Review and Improvement Services Central

Te Tai Pokapū - Central Region

17 October 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

Wellington

Ministry of Education profile number

60333

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

47 children, including up to 19 aged under 2

Service roll

59

Gender composition

Boys 32, Girls 27

Ethnic composition

Māori
Pākehā
Chinese
Indian
Other ethnic groups

  5
41
  5
  3
  5

Percentage of qualified teachers

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

August 2018

Date of this report

17 October 2018

Most recent ERO report(s)

Education Review

July 2013

Education Review

June 2010

Education Review

September 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.