Waikiwi Childcare & Preschool

Education institution number:
90110
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
37
Telephone:
Address:

11 Ruru Street, Invercargill

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Waikiwi Childcare & Preschool - 19/06/2020

1 Evaluation of Waikiwi Childcare & Preschool

How well placed is Waikiwi Childcare & Preschool to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Waikiwi Childcare & Preschool is well placed to promote positive learning outcomes for children.

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

Background

Waikiwi Childcare & Preschool is a small, privately-owned, early childhood education and care service based in Invercargill. It is licensed for up to 30 children including 10 children under the age of two years. The centre has a large room for children over the age of two and a smaller room for children under the age of 2. There is a natural outdoor area with grass, gardens and a chicken coop.

The owner/manager works at the centre each day as part of the teaching team. All the permanent staff, and the owner, are qualified and registered teachers. Since the March 2017 ERO review, the owner and staff have worked together to address the recommendations in the ERO report. This includes strengthening internal evaluation, assessment, planning, and bicultural practices. The owner and staff have identified that they need to continue strengthening these areas.

The service philosophy and values are underpinned by Te Whāriki, the Early Childhood Curriculum. The philosophy states that the service seeks to 'provide exceptional education for children by passionate teachers who are committed to providing high quality teaching and learning experiences'. Some of the core values of the centre include 'grow independent, confident learners and encourage responsive reciprocal relationships that support positive social competence'.

The Review Findings

The centre has a focus on building strong, positive and respectful relationships that are based on meeting the learning needs of children. Parent aspirations are sought and used as part of the assessment, planning and evaluation of children's learning.

Teachers are collaborative, taking a shared responsibility for, and exchanging information about, children's learning. Children with additional learning needs are well supported by individualised and sensitive approaches that involve family and external agencies. Transitions into, within and out of the centre are well thought out and ensure children and families are supported during these important times. The needs of children under the age of two are well considered and planned for. They learn in a caring and settled atmosphere, which supports a strong sense of belonging.

Planning ensures an effective response to individual children's needs. Teachers notice and support children's dispositions and attitudes for learning. They recognise individual strengths, interests and abilities. Assessment and planning for children's learning include discussion on specific learning strategies, links to prior learning and evaluation of children's progress. The well thought out guidelines for teaching and learning provide a focus on improving children's outcomes. Continuing to develop these guidelines to include next steps for learning and a critical evaluation of teaching practice will ensure continued improvement in teaching and learning practices.

There are useful systems to help identify areas for service improvement and guide strategic planning. Teaching practice is aligned to strategic goals and teacher appraisal helps to identify priorities in teaching and learning.

Key Next Steps

The centre owner/manager and ERO agree that the key next steps are to:

  • ensure that current assessment, planning and evaluation practices include next steps for learning and critical evaluation of teaching practices to better inform future teaching and learning

  • extend culturally inclusive practices, including bicultural perspectives, to ensure these are evident in the centre environment and within children's assessment, planning and evaluation in order to better support children to achieve within their own language, culture and identity.

Management Assurance on Legal Requirements

Before the review, the staff and management of Waikiwi Childcare & Preschool 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.

Dr Lesley Patterson

Director Review and Improvement Services (Southern)

Southern Region - Te Tai Tini

19 June 2020

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

Invercargill

Ministry of Education profile number

90110

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 10 aged under 2

Service roll

45

Gender composition

Male 25, Female 20

Ethnic composition

Māori
NZ European/Pākehā
Pacific
Other ethnicities

6
29
5
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

1:7

Better than minimum requirements

Review team on site

February 2020

Date of this report

19 June 2020

Most recent ERO report(s)

Education Review

March 2017

Education Review

July 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/em> – 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.

Waikiwi Childcare & Preschool - 23/03/2017

1 Evaluation of Waikiwi Childcare and Preschool

How well placed is Waikiwi Childcare and Preschool 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

Waikiwi Childcare and Preschool is a small independent centre for children aged 0-5 years. Infants and toddlers have a separate indoor and outdoor area. However, they have opportunities to mix with the older children, especially at meal times.

The owner is also the manager and often works alongside her teachers. She is assisted by a head teacher who works primarily with the infants and toddlers. All educators are qualified early childhood teachers. Most have worked in the centre for five or more years.

ERO's 2015 report found that important aspects of management, leadership, teaching and learning needed to be improved. This review (2017) investigated the service's progress against ERO's recommendations. Overall, ERO found that the service's leaders have made very good progress against most of the recommendations. They have also made good use of Ministry of Education funded professional learning and development.

The Review Findings

Children settle quickly on arrival, confidently approach their teachers and participate in a range of play and activities. Centre routines are well established but flexible to children's needs. ERO observed respectful interactions between teachers and children. The children play well with each other and are settled in their play.

Teachers notice and respond to children's interests and dispositions in their planning and the programme. ERO noted a special focus on physical exploration, developing children's early literacy and appropriate social skills.

Infants and toddlers benefit from close relationships with several key teachers. Their teachers are attentive and nurturing, quickly responding to children's physical and emotional needs. They communicate closely with parents about their child's learning and wellbeing.

The 2015 ERO review found that leaders and teachers needed to improve their assessment, planning and evaluation of children's learning. Overall, leaders and teachers have made pleasing progress in this area. This has been helped by the development of useful procedures and resources that clarify the centre's expectations.

Teachers regularly talk with parents about their child's interests and/or learning. They integrate parents' ideas into individual learning goals. Strategies to support the intended learning (group and individual) are identified. Leaders expect teachers to evaluate children's progress and how well the selected strategies supported children's learning. ERO found teacher practice was variable in these areas.

The 2015 ERO report identified the need to strengthen the Māori dimension. Service leaders have provided relevant professional learning for teachers and developed useful centre guidelines. This has increased teachers’ knowledge and understanding of core Māori concepts, values and protocols. In the daily programme children still need more frequent opportunities to experience Māori culture and hear and use te reo Māori.

Children with additional special needs are well supported. Leaders and teachers work closely with parents and external experts in order to best support each child.

The 2015 ERO review found that the service leaders needed to strengthen centre management and leadership. In particular, there was limited understanding and use of internal evaluation (self review) to inform centre development and improvement. In response to the recommendations, leaders developed and implemented a detailed action plan. This review (2017) found that leaders have made significant progress in most areas.

Leaders have a better understanding of strategic planning. A useful strategic (three year) and annual plan is now in place. Care has been taken to align other documents and practices to this.

Other improvements include:

  • a comprehensive review of the centre's philosophy
  • a more rigorous and improvement-focused appraisal system
  • a more rigorous process for the review of policies, procedures and related practices.

Service leaders have a better understanding of the importance and nature of effective internal evaluation. With teachers they have followed a useful framework for planned reviews and these have resulted in improved practices. Recent changes need to be embedded and maintained. Spontaneous reviews need to have a greater focus on what matters most for children.

The service manager has maintained constructive relationships with other small centres to share ideas and practices.

Key Next Steps

The centre philosophy could more clearly state this centre's learning priorities. This would help teachers keep children's learning to the fore. To continue to improve outcomes for children, leaders need to:

  • ensure teachers plan and use well-considered strategies to support the intended learning
  • further develop assessment, planning, and evaluation and closely monitor/evaluate how well centre expectations are met
  • review and improve the level of challenge for older children and resourcing in some areas to support learning
  • strengthen opportunities for children to experience Māori language and culture
  • continue to embed sound evaluative practices (self review) with a focus on what matters most for children's learning
  • embed and build on recent improvements to the appraisal system.

Management Assurance on Legal Requirements

Before the review, the staff and management of Waikiwi Childcare and Preschool 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 Waikiwi Childcare and Preschool will be in three years.

Dr Lesley Patterson

Deputy Chief Review Officer Southern (Te Waipounamu)

23 March 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

Invercargill

Ministry of Education profile number

90110

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 10 aged under 2

Service roll

47

Gender composition

Boys: 24

Girls: 23

Ethnic composition

Māori

Pākehā

Other

7

36

4

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

1:7

Better than minimum requirements

Review team on site

February 2017

Date of this report

23 March 2017

Most recent ERO report(s)

 

Education Review

June 2015

Education Review

June 2012

Education Review

December 2008

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.