ERO Report

The Purpose of an ERO Report

Education reviews in early childhood services focus on the factors that contribute to positive outcomes for children. We work with early childhood services to identify their strengths and the areas they need to review and develop. Early childhood services take part in the review process and are expected to make use of the findings to enhance children's learning and wellbeing.
 

Kids Campus T.P.S. Childcare Society Inc 14/03/2013

Evaluation of the Service

How well placed is the service to promote positive outcomes for children?
Kids Campus is very well placed to promote positive outcomes for children.
 

Context

Kids Campus is situated beside Kopurererua reserve in the Gate Pa suburb of Tauranga City. The centre is an incorporated society governed by a committee of elected parents, whânau and manager. Whakawhanaungatanga is a feature of the service. There are strong connections through parents, whânau, tamariki, Ngai Te Rangi hâpu and the local community services that contribute to children’s wellbeing and sense of place and identity. The centre emphasises the role of whânau fostering children’s wairua and mana through an holistic approach to learning.

The centre is licensed for children from birth to five years, and provides care for all age groups in a stimulating learning environment. Of the 37 children on the roll, 15 are of Mâori descent and a number of children are of Pacific descent. The manager/head teacher and staff provide highly effective leadership in many different aspects of the centre. They have had a very positive reporting history with ERO and the service has responded well to previous recommendations. Teachers have a strong focus on building an inclusive bicultural environment for children.
 

Areas of strength

Kids Campus is a high-quality early childhood service that provides sustainable care and education for babies, toddlers and young children. Significant aspects that contribute to this include:

• whanaungatanga (positive links with parents, whânau hui, and the wider community)
• whakamana (enjoyment of learning and valuing children’s prior knowledge)
• kotahitanga (affirming good learning behaviour)
• ngâ hononga (cooperating together)
• the principles of Te Tiriti o Waitangi (partnership, te reo and tikanga Mâori).

In addition the centre has effectively integrated biculturalism into their curriculum. Many features of the programme promote positive bicultural learning outcomes for children. These include relationships that are culturally respectful, responsive and reciprocal, within a learning environment that is rich in cultural resources and inclusive of children with diverse needs.

Children benefit from high-quality play among themselves and teachers. Teachers promote positive social relationships and assist children to build friendships and share their play with one another. Meaningful conversations in Mâori and English build on children’s interests. Teachers effectively model and affirm appropriate behaviour.

Babies and toddlers are nurtured and receive high-quality care. Individualised routines linked to parent and whânau homes are effectively maintained. Teachers foster independence and encourage babies and toddlers to explore their environment.
Children enjoy playing and learning in rich and stimulating environments that support their interests. The natural outdoor play space invites children to investigate, challenge and participate in activities that promote their thinking and physical skills. Teachers have a good understanding of emerging literacy and mathematics, and foster these concepts through children’s play.

Children who are transitioning to school are well prepared and eagerly anticipate attending school. The transition to school programme is purposeful and allows children who are ready for school to explore and extend their future interests. The environment is well resourced and promotes early literacy and mathematics. Children confidently use a wide range of information and communication technologies to research their school and interests.
Portfolios provide an excellent record of children’s learning. Parent and whânau contributions are highly valued and their aspirations and knowledge about their children’s interests are extended within the context of the centre’s learning environment. This partnership contributes to meaningful learning experiences for children.

A collaborative approach to leadership encourages teachers to use their skills and expertise to strengthen the quality of care and education for children. A robust appraisal process links teaching practice, appraisal goals, strategic goals, self review and parental aspirations. The process invites teachers to share and critique their practice in relation to children’s needs. The head teacher has identified and developed a system to further encourage teachers to evaluative practices that monitor children’s progress and learning over time. This approach is likely to give teachers, parents and whânau a clear understanding of how their children learn.

http://www.ero.govt.nz/Early-Childhood-School-Reports/Early-Childhood-Reports/Kids-Campus-T.P.S.-Childcare-Society-Inc-14-03-2013