8 Mataura Road, Waihi
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
First Steps Waihi provides all day education and care for children from 3 months of age to five years. The centre, located in Waihi East, is licensed for 44 children, including a maximum of ten up to the age of two years. At the time of this ERO review 47 children were enrolled, including six children of Māori descent. The centre has separate age group areas, for babies and toddlers and children from two to five years.
The centre philosophy embraces the Māori cultural values of manaakitanga (respect), whanaungatanga (belonging), and wananga (knowledge). Priority is placed on learning together, responsiveness to one another's strengths, interests and needs, and the promotion life-long learners in a safe and nurturing environment for learning.
The centre operates under the umbrella of Best Start Educare, which provides policy guidelines, strategic direction, and financial and business management. Professional guidance and development for staff is provided through appraisal that includes teacher inquiry, internal reviews such as the Quality of Education and Care audit (QEC), and relevant professional learning opportunities. The centre is supported by both the Best Start Business Manager (BM) and the Professional Services Manager (PSM), who work collaboratively to enhance centre leadership to grow teacher capability to implement best practice.
Since the 2013 ERO review, there have been significant changes to centre leadership. The current centre manager took up her position in July 2015. The centre philosophy has been reviewed, and in response to areas identified for improvement, there has been further development of the environment for learning, and assessment and planning practices. Biculturalism in the curriculum and environment is the current focus for review and development in the centre.
The centre manager and teaching staff are focussed on building and maintaining positive and reciprocal relationships with the parent community. There has been considerable upgrades to the indoor and outdoor environments, and resourcing to support care and education for babies, toddlers and young children.
The centre receives high levels of support and informed guidance from the Best Start professional services and business managers. Well-developed, self-review systems and procedural guidelines are being introduced and implemented in the centre, leading to a culture of improvement.
The centre manager benefits from the strong networks within the management/governance structure, and is able to draw on relevant knowledge and expertise to support and guide her in her role. She is working collaboratively with teaching staff to review and consolidate systems and practices, following on from considerable changes to centre leadership in the past three years. Regular feedback from the professional services manager is being well used by the leader to reflect on, and improve practice. Transition to school practices are given careful consideration as part of this centre's commitment to the 'Be School Ready' initiative.
Self review is now an inclusive process leading to well informed shifts in practice. A clear vision and strategic direction has been set by the team. Teachers have better understanding and ownership of agreed centre priorities for development. Some routines have been modified to allow the programme to flow more easily, and the current review of bicultural practices has been well planned. Using the Best Start framework, teachers are reflecting on indicators of good practice and reaching a shared understanding of how this aspect of the curriculum and environment can be improved.
Leaders and teachers are benefitting from relevant and ongoing professional development and learning. There are many opportunities for the centre manager to network with other leaders in the organisation and to draw on a wide range of expertise within the organisation. Regular professional learning opportunities are available to teachers, designed to increase their knowledge and understanding in relation to identified priorities in the strategic plan. A recent focus is about intentional teaching strategies in the programme, and the centre leader now recognises the need to align this work with teachers' inquiry into their practice, as part of the appraisal process.
The centre philosophy has been recently reviewed by the centre leader and teachers, leading to a shared vision and understanding. Teachers are working hard to integrate an agreed set of values into the centre environment and curriculum. Priority is placed on developing and maintaining positive, respectful and reciprocal relationships with children and their families/whānau, and amongst adults in the centre. As part of this process, teachers are finding out about what parents want for their children and using these aspirations to develop group and individual goals. Teachers will continue to consider how best to involve parents and engage them as active partners in their children's education.
The centre programme reflects an appropriate balance of teacher and child-led activity and learning. Teachers are providing a curriculum that is influenced and informed by Te Whāriki, the early childhood curriculum, parent aspirations and the emerging interests and identified needs of individuals and groups. Across the centre, teachers provide an interesting and well-prepared learning environment for children. They are responsive to the emerging interests of children and engage in learning conversations with them as they play. Children are able to move freely about the environment, make choices and follow an interest. Early literacy and numeracy learning is integral to play. Teachers support children to sustain an interest, and add complexity to their play to extend and deepen the learning.
In the babies and toddlers area, high levels of care and nurture are evident. Early independence is encouraged and children are able to move easily between indoor and outdoor areas as they explore their stimulating and inviting environment. Teachers provide many visual, audial and tactile experiences for them, and engage in conversations in play that model good oral language.
There is a focus on the use of intentional teaching practice as part of ongoing professional learning and development for teachers. ERO observed examples where teachers were responding to their knowledge of individual needs, parent aspiration and prior learning experience, to provide relevant learning for that child.
Develop and document expectations for teachers that should assist them to enact the key ideas/concepts within the agreed centre philosophy for learning and teaching.
Continue to consolidate and refine planning and assessment practices:
thinking about purpose and usefulness at each stage of the process
clarifying expectations about the recording of assessments.
Through the current review of biculturalism, continue to strengthen and embed practices to promote culture, language and identity for Māori.
Consistently and fully implement performance management, including appraisal, in keeping with Best Start systems and practices, and the requirements of the Education Council.
As part of centre practice, build on and consolidate an approach to teaching as inquiry that is informed by current theory and research about best practice in an early childhood setting.
Before the review, the staff and management of First Steps Waihi 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 First Steps Waihi will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
24 June 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.
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Location |
Waihi East |
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Ministry of Education profile number |
30172 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
44 children, including up to 10 aged under 2 |
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Service roll |
47 |
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Gender composition |
Boys 28 Girls 19 |
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Ethnic composition |
Māori Pākehā Other |
6 34 7 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:4 |
Meets minimum requirements |
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Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
April 2016 |
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Date of this report |
24 June 2016 |
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Most recent ERO report(s) |
Education Review |
July 2013 |
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|
Education Review |
July 2010 |
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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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
First Steps Waihi is an all-day education and care service catering for children from six months to school age. The service is owned by Kidicorp Ltd who provide extensive governance, management and professional support. There are 38 children on the roll, of whom 13 are identified as Māori.
Since the previous ERO review in July 2010 there have been significant changes of leadership and teaching team. A new centre manager and three permanent teachers have recently been appointed. This has resulted in an increase in roll numbers.
The centre leadership and staff responded positively to the recommendations in the last ERO report in 2010, and have strengthened aspects of assessment and planning. The new teaching team are looking to consolidate these developments.
Relationships between staff and children are consistently affirming, respectful and encouraging. Staff are responsive to children’s emotional and physical needs. Positive guidance strategies successfully create a settled and purposeful environment for children to learn through play. Routines are well used to build social competencies and promote considerate behaviour.
Teachers are supportive of children’s curiosity, and engage them in extended conversations. Literacy experiences are well integrated into many areas of play, and high levels of oral language were evident. Children have ongoing opportunities for creative, imaginative, artistic and constructive learning and development. Teachers prepare well-illustrated portfolios that record children’s involvement in the programme. They are making a conscious effort to increase the value placed on each child’s home and cultural background.
The children up to two years of age have their own safe areas for play and exploration. The lay out and function of these areas create some limitations in practice. This has already been identified by centre managers as an area for review and development. Teachers use good verbal and non-verbal language as they show respect and responsiveness to a small group of very young children.
Centre leaders and staff are currently reviewing their overall philosophy, which will complement the vision and values statements of the parent company Kidicorp. There has been consultation with staff, and input from parents invited. Through consultation, the centre is looking to incorporate greater emphasis on children leading their own learning, respecting diversity and inclusion and tolerance for all. The stated intention is to build a curriculum that is responsive to the emerging interests of children, while retaining reference to strands and principles of Te Whāriki, the early childhood curriculum.
The newly appointed centre manager has a strong focus on building relationships of trust and confidence with her staff and with Kidicorp managers. This team building is progressively being extended to the parents/whānau and wider community. Māori children and their whānau are encouraged to contribute and their input is valued.
All staff, including the manager, are well supported by the induction and performance management processes of the parent company. The themes for staff professional development originate from appraisal goals. Kidicorp organises an annual conference for staff. Self review in the centre is systematic and effectively informed by regular quality assurance audits of operations and professional practice, by Kidicorp managers .
Centre and Kidicorp managers, and ERO, agree that the first priority is to complete the review of centre philosophy. This review is likely to provide a clear and shared understanding among staff and parents of the overall direction of the centre, and the intended outcomes of its programmes.
In addition, an updated philosophy will strengthen and inform centre planning and direction. Further reviews that are planned include:
Before the review, the staff and management of First Steps Waihi 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:
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 First Steps Waihi will be in three years.
Dale Bailey
National Manager Review Services
Northern Region
9 July 2013
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 |
Waihi |
||
|
Ministry of Education profile number |
30172 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
44 children, including up to 10 aged under 2 |
||
|
Service roll |
38 |
||
|
Gender composition |
Girls 20 Boys 18 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Indian Tongan |
13 23 1 1 |
|
|
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 |
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Over 2 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
May 2013 |
||
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Date of this report |
9 July 2013 |
||
|
Most recent ERO report(s) |
Education Review |
July 2010 |
|
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Education Review (as Tall Poppies) |
June 2007 |
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|
Education Review (as Tall Poppies) |
April 2004 |
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.