Kids Time Early Learning Centre - 05/10/2016

1 Evaluation of Kids Time Early Learning Centre

How well placed is Kids Time 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

Kids Time Early Learning Centre, previously known as Ngāruawāhia Top Kids, is located in Ngāruawāhia. This privately owned centre provides full-day care and education for children from birth to three and a half years of age. From three and a half most children transition to the adjacent Kids Time Kindergarten that caters for children up to school age. The centre is licensed for 44 children, including 24 aged under two. The roll of 61 includes 43 Māori children.

Since the 2012 ERO review there has been a change in the ownership of the centre. The new owners have appointed new centre leaders and there have been significant changes to the teaching team. The centre continues to operate two age-based rooms, one for children aged up to two and another for children from two years to school age. A shared outdoor play area allows the younger and older children to play together and learn from one another.

The new centre owners and teachers have responded positively to addressing areas for development in the previous ERO report. These are about improving the quality and accessibility of resources and implementing a programme that is more responsive to children's interests.

The centre's philosophy makes a commitment to providing a quality service and promoting high levels of whānau involvement.

The Review Findings

The new centre owners demonstrate a strong commitment to providing a high-quality service that supports equitable outcomes for children and their whānau. They fund a van service and daily meals to support children's access and attendance at the centre. As result of a comprehensive review of centre operations the owners have:

  • undertaken a total redevelopment of outdoor play spaces

  • improved the range, quality and accessibility of resources and equipment available for children

  • developed and implemented a comprehensive policy framework to guide all aspects of centre operations.

The owners have also worked closely with the centre leaders and teachers to develop a clear strategic plan to guide centre development and improvement. This plan is regularly monitored to support ongoing decision making.

Children enjoy caring and nurturing relationships with their teachers. They benefit from participating in a programme that is responsive to their interests and care needs. The programme is enhanced by regular trips within the local and wider community. Well-managed processes support children as they transition into the centre, between the two age-based rooms, and on to the adjacent Kids Time Kindergarten. Features of the programme include the effective integration of literacy, mathematics, science and music through children's play. There are many opportunities for children to explore and experience safe physical challenge in the outdoor play area.

Well-presented individual portfolios provide children and whānau with a record of each child's involvement in the programme. These portfolios are also accessible to whānau in a digital format. This online system enables whānau to more readily contribute their ideas, experiences and aspirations to their children's learning journeys.

Teachers have benefited from recent professional development in the areas of assessment and planning. They have caring and responsive relationships with children and their whānau. Māori children's sense of language, culture and identity are supported through teachers' confident integration of te reo Māori in their daily interactions with children, the regular singing of waiata and use of karakia before meal times.

Children under the age of two years benefit from learning in a calm and unrushed environment. Teachers implement respectful care routines that are responsive to each child's needs that reflect whānau preferences. These are well supported by high levels of communication between teachers and whānau.

A designated teacher provides additional support for children with diverse learning needs. This includes liaising with external agencies to access additional assistance and guidance for teachers and whānau.

The centre manager and head teacher work closely with the owners and teachers to provide a service that reflects the centre's philosophy. They are knowledgeable about early childhood education and are well respected by the owners, teachers, whānau and children. A focus for centre managers is to further develop a collaborative approach, among the new teaching team to continue to strengthen and provide quality care and education for infants and toddlers.

Key Next Step

The key next step for the centre is to access ongoing professional learning for teachers to support them to develop a shared understanding of effective teaching practice for infants and toddlers.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kids Time 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 Kids Time Early Learning Centre will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer

5 October 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

Ngāruawāhia

Ministry of Education profile number

30218

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

44 children, including up to 24 aged under 2

Service roll

61

Gender composition

Girls 33 Boys 28

Ethnic composition

Māori

Pākehā

Other

43

16

2

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

1:8

Better than minimum requirements

Review team on site

August 2016

Date of this report

5 October 2016

Most recent ERO report(s)

 

Education Review

July 2012

Education Review

October 2009

Education Review

May 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 whānaungatanga – 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.