Kereru Road, Hastings
View on mapERO’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.
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.
Kereru Tots 'n' Dots Early Childhood Centre is located in rural Hawkes Bay. It operates 9am to 3pm on Tuesdays and Wednesdays in the local community hall. The centre is governed by a parent committee. Day- to-day management is the responsibility of the qualified, certificated supervisor.
Positive interactions enhance children’s learning and nurture reciprocal relationships between adults and children. The curriculum is informed by assessment, planning and evaluation.
Teachers demonstrate an understanding of children’s learning and development and knowledge of relevant theories and practice. Children’s preferences are respected, and they are involved in decisions about their learning experiences as confident, competent learners.
A language-rich environment supports children’s learning. Assessment and planning reflect children’s interests, family and life contexts, and aspirations held by parents for their children.
A philosophy statement guides the service’s operation. The service is effectively governed and managed in accordance with good practices.
Next steps include:
continuing to strengthen the local curriculum to acknowledge the cultural heritages of both parties to Te Tiriti o Waitangi.
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
22 December 2022
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Early Childhood Service Name |
Kereru Tots 'n' Dots Early Childhood Centre |
|
Profile Number |
55342 |
|
Location |
Hastings |
|
Service type |
Education and care service |
|
Number licensed for |
12 children aged over 2 |
|
Percentage of qualified teachers |
50-79% |
|
Service roll |
11 |
|
Review team on site |
September 2022 |
|
Date of this report |
22 December 2022 |
|
Most recent ERO report(s) |
Akanuku | Assurance Review, February 2021; Education Review, October 2016 |
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.
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:
As part of an Akanuku | Assurance Review ERO assesses whether the regulatory 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:
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
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.
Regulatory standards |
ERO’s judgement |
|
Curriculum |
Meeting |
|
Premises and facilities |
Meeting |
|
Health and safety |
Not meeting |
|
Governance, management and administration |
Not meeting |
At the time of the review, ERO identified areas of non-compliance with regulatory standards that are an unacceptable risk to children.
Kereru Tots 'n' Dots Early Childhood Centre is located in rural Hawkes Bay. The centre operates from 9am to 3pm on Tuesdays and Wednesdays in the local hall. The centre is governed by a parent committee. Daily management is delegated to the qualified, certificated supervisor.
Records of safety checking for all children’s workers and emergency drills that have been carried out require addressing. While ERO was onsite, steps were taken to ensure that daily hazard checks more clearly aligned to health and safety criteria requirements.
The service’s philosophy guides operation and teaching practice. Meaningful, positive interactions enhance children’s learning and nurture reciprocal relationships. The curriculum is inclusive and demonstrates an understanding of children’s learning, their interests and family life. Parents have regular opportunities to be involved in decision making concerning their child’s learning.
ERO found areas of non-compliance in the service relating to:
records of safety checking of all children’s workers
records of emergency drills carried out on an at least three monthly basis.
[Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA7A, HS8]
ERO recommends that the Ministry reassess the licence issued to this service provider. ERO will not undertake a further review of this service until the Ministry of Education is satisfied that the service meets regulatory standards.
The next ERO review will be in consultation with the Ministry of Education.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
17 February 2021
|
Early Childhood Service Name |
Kereru Tots ‘n’ Dots Early Childhood Centre |
|
Profile Number |
55342 |
|
Location |
Hastings |
|
Service type |
Education and care service |
|
Number licensed for |
12 children aged over 2 |
|
Percentage of qualified teachers |
50-79% |
|
Service roll |
6 |
|
Ethnic composition |
NZ European/Pākehā 6. |
|
Review team on site |
December 2020 |
|
Date of this report |
17 February 2021 |
|
Most recent ERO report(s) |
Education Review, October 2016 |
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.
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.
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Kereru Tots 'n' Dots Early Childhood Centre is a community-based service, located in rural Hawkes Bay. Licensed for 12 children with one fully qualified and one unqualified teacher, it operates from 9am to 2pm on Tuesdays and Wednesdays in the local hall.
The centre is governed by a parent committee. Day-to-day management is delegated to the qualified teacher (supervisor).
The centre philosophy emphasises the importance of turangawaewae, mana whenua, manaaki tamariki and rangatiratanga and promotes a holistic approach to children's learning.
As the only early childhood service in the district, Kereru Tots 'n' Dots is a focal point for the community. Teachers and parents work collaboratively to maintain positive partnerships that promote children's belonging and wellbeing.
Areas of strength, identified in the August 2013 ERO report, have been sustained and the areas for development, strategic planning, self review and supporting success for Māori, addressed.
Aspects of the philosophy are highly evident in practice. Children are supported to be confident and competent learners by initiating their own involvement in learning experiences. They are encouraged to problem solve and take risks.
The well-resourced learning environment fosters children's curiosity, exploration and imagination. Children have many opportunities to develop literacy and mathematical skills, knowledge and language in the context of their play.
Children benefit from a curriculum with relationships at its heart. Teachers know children and families very well. Their responsive, respectful and reciprocal interactions encourage children in their work and play.
Through implementing effective assessment and planning processes, teachers are able to successfully notice, recognise and respond to children's strengths and interests. Planning to extend children's learning is highly collaborative with parents and families regularly contributing their perspectives.
Visual displays and learning narratives ensure parents are well informed about curriculum experiences. Information is shared about children's learning and development in their portfolios that provide strong links between experiences at home and in the centre.
Teachers are a highly collaborative team. They reflect on the impact of the actions they have taken to promote positive outcomes for children. The supervisor is committed to ongoing professional learning and development to support the achievement of personal and service goals.
Bicultural values and practices are well integrated into the curriculum in authentic ways. Parents’ and whānau aspirations for their children are sought and used to guide daily practices. The language, culture and identities of Māori children are valued. Te reo me ngā tikanga Māori are integrated throughout the programme. Teachers have identified that the next step is to continue to strengthen their understanding and use of te reo me ngā tikanga Māori.
Highly effective transition practices support children as they enter the centre and when they leave to attend school. A positive working relationship with the local school includes regular reciprocal visits. These promote children's sense of belonging. Information about children's learning is exchanged.
Organisational leadership is well defined and effectively promotes the centre's strategic direction. Decisions about curriculum change are appropriately informed by research and examples of best practice.
Teachers clearly understand the purpose of, and the process for, internal evaluation. There is a strong focus on improving teaching to enhance children’s learning. Teachers make good use of internal evaluation to ascertain the impact of teaching and programmes on children’s learning.
Sound systems, policies and procedures facilitate consistent delivery of and a sustained approach to the programme. The appraisal process focuses successfully on strengthening teachers' professional knowledge and practices, with a deliberate emphasis on outcomes for children.
The governance committee is well informed about operation and teaching and learning. Committee roles were recently reviewed to ensure clear definition between governance and management expectations.
A clear vision sets direction for the centre and in promoting positive outcomes for children through high quality education and care.
The teaching team has the capability to make sound decisions about development to maintain ongoing improvement. Continuing to strengthen their use and understanding of te reo me ngā tikanga Māori within the curriculum has been identified as a next step.
Before the review, the staff and management of Kereru Tots 'n' Dots Early Childhood 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:
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.
The next ERO review of Kereru Tots 'n' Dots Early Childhood Centre will be in four years.
Joyce Gebbie
Deputy Chief Review Officer Central
26 October 2016
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.
|
Location |
Hastings |
||
|
Ministry of Education profile number |
55342 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
12 children aged over 2 years |
||
|
Service roll |
7 |
||
|
Gender composition |
Girls 4, Boys 3 |
||
|
Ethnic composition |
Māori Pākehā |
1 6 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
50-79% |
||
|
Reported ratios of staff to children |
Over 2 |
1:7 |
Better than minimum requirements |
|
Review team on site |
September 2016 |
||
|
Date of this report |
26 October 2016 |
||
|
Most recent ERO report(s) |
Education Review |
August 2013 |
|
|
Education Review |
June 2010 |
||
|
Education Review |
August 2007 |
||
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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.