BestStart Albany 1

Education institution number:
10117
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
15
Telephone:
Address:

1 Fearnley Grove, Albany, North Shore City

View on map

ABC Albany Tahi - 20/04/2017

Here is the latest report for the Governing Organisation that this service is part of

 

1 Evaluation of ABC Albany Tahi

How well placed is ABC Albany Tahi 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

ABC Albany Tahi is licensed for 35 children, including 16 up to two years of age. The centre is part of the national BestStart Education and Care Centres organisation, which provides an overarching governance and management framework as well as personnel to support individual centres. The centre manager works alongside a recently appointed head teacher to lead and manage ABC Albany Tahi.

The service provides full-day care for children from three months to three years of age. The Pēpi room caters for children up to eighteen months and programmes are provided for children up to three years old in the Tamariki room. Some indoor and outdoor spaces are shared by children in the two rooms. Children can move on to the adjacent ABC Albany Rua centre, which caters for older children and provides continuity for children and their families.

ERO's 2013 report noted that programmes were child focused and that teachers provided close support to engage children in learning in an attractive environment. Next steps for centre development included strengthening teachers' responsiveness to children's interests and cultural backgrounds, and addressing specific personnel concerns.

This review was part of a cluster of four early childhood reviews in the BestStart Education and Care Centres organisation.

The Review Findings

Families are warmly welcomed into the centre. Children are valued and respected for their uniqueness and their individuality. They are each recognised for their contribution to programmes and are regarded as keen inquirers. Play opportunities and teacher interactions help to enhance their capability, encourage their independence and extend their learning.

Children have meaningful interactions with each other and with adults. They play cooperatively in small groups and alongside each other and are encouraged to make decisions. Children have opportunities to lead and revisit their learning experiences.

Babies and toddlers benefit from a good quality, nurturing environment. Teachers respond to the needs of each individual child with sensitivity and work alongside children to guide and support their next steps in learning. Teachers make every effort to give children a sense of belonging. Their careful, respectful interactions with children and their whānau are a significant positive feature in the centre.

Children learn and play in stimulating and attractive environments. Prompts and resources in the environment reflect children's interests, support their play and encourage them to investigate further. Teachers are undertaking an evaluation of the environment to contribute to ongoing improvements.

Teachers' knowledge of bicultural practices is in the initial stages of development. Leaders and teachers acknowledge the distinct place of Māori as tangata whenua. Te reo and tikanga Māori are valued and encouraged through the provision of professional development for teachers. Parents affirm the centre's positive approach to biculturalism.

Cultural diversity is celebrated and children are supported to use their home languages. Newsletters and notices are translated for families. Some teachers are able to converse with children and whānau in their home languages.

Teachers have a very deliberate approach to noticing and responding to children's interests and learning progress. Good information is gathered about each child's ongoing progress and learning. Parent and whānau input is actively sought and used to inform teachers' knowledge about children and their programme planning. Teachers are continuing to refine assessment and planning practices to optimise their knowledge of individual children and ensure whānau contributions are included.

Recent changes and staff appointments have been managed well. They have contributed to improved teaching practices and positive outcomes for children. The manager and head teacher have consulted with staff and parents in relation to changes, centre practices and policies. Parents report an increased sense of belonging at the centre.

Capable leaders work collaboratively and have a shared vision for the centre. They are committed to ongoing professional learning for staff. Recent moves to build leadership within the centre are contributing positively to the development of a professional learning community.

BestStart supports teachers’ professional growth well. The organisation has reviewed its appraisal system and provides targeted professional learning and development. Leaders agree that a next step is for teachers to set more explicit goals to guide their appraisal.

BestStart has useful internal evaluation systems for monitoring service operations. These include regular management meetings and an internal audit process (QEC). Centre staff also use internal evaluation to review aspects of centre operations and would benefit from further support to strengthen their evaluation practices.

The centre’s strategic plan is linked to the BestStart vision and strategic plan. Strategic planning would be strengthened by ensuring that goals are clearly stated, action plans are developed to achieve the goals and that progress towards the goals is monitored. 

Key Next Steps

Centre leaders agree to continue:

  • developing strategic planning so that it more effectively guides improvement
  • strengthening teachers' bicultural understanding and practice
  • increasing the rigour of teachers' performance appraisals
  • the development of the professional learning community.

Management Assurance on Legal Requirements

Before the review, the staff and management of ABC Albany Tahi 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 ABC Albany Tahi will be in three years.

Graham Randell

Deputy Chief Review Officer Northern

20 April 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 

LocationAlbany, Auckland
Ministry of Education profile number10117
Licence typeEducation & Care Service
Licensed underEducation (Early Childhood Services) Regulations 2008
Number licensed for35 children, including up to 16 aged under 2
Service roll26
Gender compositionBoys 18 Girls 8
Ethnic composition

Pākehā

Korean

Chinese

Vietnamese

Samoan

6

11

6

2

1

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +
Reported ratios of staff to childrenUnder 21:4Better than minimum requirements
Over 21:8Better than minimum requirements
Review team on siteFebruary 2017
Date of this report20 April 2017

Most recent ERO report(s)

 

Education ReviewAugust 2013
Education ReviewApril 2010
Education ReviewApril 2007

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.

ABC Albany Tahi - 09/08/2013

1 Evaluation of ABC Albany Tahi

How well placed is ABC Albany Tahi 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

ABC Albany Tahi provides full day education and care for children from three months to three and a half years of age. Children are drawn from the surrounding suburbs and represent a number of cultures. Children are grouped according to age in two rooms with separate playgrounds.

Since the April 2010 ERO report, the centre has changed hands and now operates under the umbrella of Kidicorp Ltd. It is one of two centres owned by Kidicorp that operate in close proximity to each other. Children from the Tahi centre feed into the ABC Albany Rua centre next door.

All teachers are new to the centre since the 2010 ERO review and the centre has a temporary manager. Appraisal processes have yet to be undertaken but are seen as a priority by management staff.

Management has supported teachers to use te reo Māori and waiata with children through in-service training and support. The next step is to implement a bicultural focus throughout the centre. No Māori children are presently enrolled in the centre.

The Review Findings

The centre provides an engaging programme for children. Children are settled and comfortable in the centre. Teachers have formed respectful relationships with families. Teachers’ relaxed and friendly conversations with parents are reassuring for children. The child-focused programme and the variety of experiences available also contribute to children’s happiness.

Teachers provide sound programmes for children. They are responsive and cheerful with infants and toddlers. They engage them in conversation, encouraging responses, using strategies to add to their vocabulary, and providing opportunities for learning through exploration. These young children have a choice of suitable resources and materials for play.

Older children make choices about their play for the majority of the day. Teachers work closely with them, developing their ideas and helping them to play peacefully together. Conversations are frequent and friendly. Children’s interests prompt the provision of resources to help elaborate and sustain their play. Opportunities to explore early literacy, mathematics and science are woven through children’s experiences. Children’s independence and confidence are effectively fostered.

Teachers plan for the ages and developmental stages of the children using Te Whāriki, the New Zealand early childhood curriculum, and current good practice models. Professional development has helped teachers to reflect on their own practice and build their teaching expertise. Teachers generate a warm and pleasant tone in the centre.

The centre environment is bright, attractive and print rich. Since the take-over by Kidicorp, managers have focused on redeveloping the environment to enhance children’s play. Resources have been upgraded and extended. One outdoor playground has been upgraded and is an attractive and inviting space. The second playground is under development.

Kidicorp support personnel work effectively with teachers to establish the new systems required of Kidicorp centres. Support personnel visits to the centre are regular, and teachers receive timely advice and support to maintain high standards. Good quality self review is guiding the operation of the centre. The newly appointed manager will be guided to revisit the centre philosophy and strategic planning with teachers when she takes up her position. Teachers are aware that this opportunity to contribute to centre management has been planned for.

Key Next Steps

ERO and centre management agree the next steps for the centre are to continue:

  • strengthening the bicultural and multicultural focus throughout the centre
  • building teachers’ capability to recognise and respond to teachable moments in their work with children, and to provide richer learning experiences based on individual needs
  • ensuring that areas of concern in relation to teaching performance are managed quickly and effectively using company systems and processes
  • developing the planning cycle through deeper understanding of the interests and strengths of individual children.

Management Assurance on Legal Requirements

Before the review, the staff and management of ABC Albany Tahi 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 ABC Albany Tahi will be in three years.

Graham Randell

National Manager Review Services Northern Region (Acting)

9 August 2013

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

Albany, Auckland

Ministry of Education profile number

10117

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

35 children, including up to 16 aged under 2

Service roll

23

Gender composition

Boys 12 Girls 11

Ethnic composition

NZ European/Pākehā

African

Chinese

Korean

South African

Tongan

18

1

1

1

1

1

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

1:5

Meets minimum requirements

 

Over 2

1:10

Meets minimum requirements

Review team on site

June 2013

Date of this report

9 August 2013

Most recent ERO report(s)

 

Education Review (as ABC Albany South)

April 2010

 

Education Review (as Robin's Nest Early Childhood Centre)

April 2007

 

Education Review (as Robin's Nest Early Childhood Centre)

April 2004

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.