51 Farm Street, Mount Maunganui
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.
ABC Bayfair is located in Mount Maunganui and is licensed to provide all-day care for 42 children, including 12 under two years of age. At the time of this ERO review 56 children were enrolled, including nineteen children of Māori descent.
The centre philosophy promotes the tuakana-teina approach to children’s learning. Leaders acknowledge that children learn best through working, talking and playing together. The philosophy recognizes children as capable and competent learners who are responsible for making their own decisions through the provision of open-ended learning opportunities.
The centre is operated by BestStart, an organisation owned by the Wright Family Foundation, a charitable trust. BestStart provides policy guidelines, strategic direction, financial and business management. Professional guidance and development for staff is provided through appraisal which includes teacher inquiry, and internal reviews such as the quality education and care audit (QEC) and professional learning opportunities. The centre is well supported by the professional services and business managers who work collaboratively to build leadership and grow teacher capability. Managers also support the implementation of the centre vision, philosophy and strategic goals.
Since the 2014 ERO review a new centre manager has been appointed. There have been several changes to the teaching team. In addition, the centre strengthened aspects of planning and teaching to ensure a curriculum that embraces the culture, language and identity of Māori children. Management and teachers have strengthened assessment, planning and evaluation practices to show continuity of individual children's learning. Internal evaluation processes are focused on sustaining and strengthening positive outcomes for children.
The centre manager, supported by the area manager, is providing effective professional leadership for the centre. She has a clear vision and high expectations for the education and care for children, in partnership with parents and whānau. Collaboration within the centre leadership team is contributing to shared understanding, consistent practices, and positive outcomes for children across the centre.
Teachers and management work in partnership with parents and whānau. Relationships are based on respect, trust and reciprocity. Māori are acknowledged as tangata whenua and teachers' value and benefit from the skills, knowledge and expertise shared by whānau. A high level of whānau participation contributes to the culturally responsive curriculum, children's sense of belonging and confidence that they and their families are valued.
The well-planned curriculum effectively promotes positive learning outcomes for all children. Planning is based on what teachers know about children through detailed assessment that takes account of parent aspirations. This approach results in the identification of individual goals and intentional teaching strategies. Areas of play are richly resourced, and children are empowered to engage in sustained and uninterrupted play and learning. Teachers integrate aspects of te reo and tikanga Māsori into the daily programmes and a range of resources support this integration. Children are confident and are affirmed as capable and competent learners.
Children benefit from many opportunities to follow their interests and explore deeper thinking and learning. In the context of play they are well supported by teachers to enjoy books, verbally express their ideas, use maths concepts and numbers for increasingly complex purposes. Children also have opportunities to use digital technologies, and engage in project work, that supports their inquiries, and adds complexity to their learning. In addition, the centre maximises opportunities for children and their families to become familiar with the primary school setting, enabling them to confidently find their place in the school setting.
Interactions between teachers and children are warm and nurturing. The small group of babies and toddlers in the teina room benefit from routines that are highly responsive to individual preferences and needs. There is a calm and settled pace that enables children time and space to lead their own learning in a rich curriculum. Tuakana/teina relationships provide opportunities for different ages to talk, play and build relationships with one another.
The centre manager has a well-developed understanding of the purpose of internal evaluation and inquiry. She has in-depth knowledge of curriculum, teaching and learning fostering a culture of professional reflection and development among teachers. There is close alignment between the centre vision, philosophy and strategic direction.
An important priority for the centre manager is to continue to build teacher capability, particularly in relation to internal evaluation and inquiry.
Before the review, the staff and management of ABC Bayfair 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 ABC Bayfair will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Waikato/Bay of Plenty
19 June 2017
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 |
Mt Maunganui |
||
|
Ministry of Education profile number |
45007 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
42 children, including up to 12 aged under 2 |
||
|
Service roll |
56 |
||
|
Gender composition |
Boys 30 |
||
|
Ethnic composition |
Māori |
19 |
|
|
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 |
May 2017 |
||
|
Date of this report |
19 June 2017 |
||
|
Most recent ERO report(s)
|
Education Review |
May 2014 |
|
|
Education Review |
January 2011 |
||
|
Education Review |
June 2008 |
||
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:
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.
ABC Bayfair is located in Mount Maunganui and operates under the management umbrella of Kidicorp Ltd. Teachers receive strong, ongoing support from the professional service and business managers. There is a useful policy framework and guidelines to support the daily and long-term operations of the service.
The centre is licensed for 42 children including up to 12 children under two years of age. At the time of this ERO review there were 55 children enrolled, 21 of whom identify as Māori. A school transition programme called ‘Be School Ready’ helps children familiarize themselves with the school environment.
Since the 2011 ERO review, the centre has made significant staff changes that include the appointment of a new centre manager, administration manager and several teachers. The centre also undertook significant renovation, which included the move of the under two children to a more suitable area and redesigned reception area. There has been some development of the agreed priority in the 2011 ERO report related to strengthening teaching practice, particularly for older children.
The centre’s philosophy promotes building warm, nurturing and empowering relationships. Children and whānau are valued members of the learning community, where they are encouraged to be both leaders and learners.
A strong feature of the programme is the emphasis placed on teachers providing children with individualised attention during routines. Children participate in sustained individual and group learning experiences. They are increasingly able to make decisions, pursue interests and direct their own learning.
Affirming interactions among teachers and children contribute to a settled inclusive environment. Children are secure and happy, and demonstrate a sense of wellbeing and belonging.
Areas of strength include:
Teachers support the development of children’s work habits through the medium of play. Children can explore a range of domestic, artistic, creative, construction and outdoor activities. The environment is regarded as supporting the programme with an emphasis on the use of natural resources, and attention to seasonal changes that helps children to better understand the living world.
Teachers demonstrate that they value Māori culture. Te reo Māori is used with children and families. Māori views of the world are integrated through the use of legends, values and beliefs in the programme.
Parents spoken to by ERO expressed high levels of satisfaction. The approachability of staff and their open communication keeps parents informed about their child’s social progress and centre events. Individual portfolios record children’s interests, experiences, identify their progress and are easily accessible to parents and children.
Kidicorp’s professional service and business managers work effectively with the centre manager and teachers. Relevant professional development opportunities are accessed. Staff and managers participate in service self-review practices with the intention of continually monitoring and improving the quality of education.
The centre has established a shared vision and philosophy for quality education and care. It is timely to embed and refine:
With the newly established teaching team it is important to continue to:
Before the review, the staff and management of ABC Bayfair 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 ABC Bayfair will be in three years.
Dale Bailey
National Manager Review Services Northern Region
1 May 2014
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 |
Mount Maunganui |
||
|
Ministry of Education profile number |
45007 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
42 children, including up to 12 aged under 2 |
||
|
Service roll |
55 |
||
|
Gender composition |
Boys 31 Girls 24 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Chinese African Cook Island Māori Indian South East Asian Other European Other |
21 25 2 1 1 1 1 2 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 |
|
Over 2 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
March 2014 |
||
|
Date of this report |
1 May 2014 |
||
|
Most recent ERO report(s)
|
Education Review |
January 2011 |
|
|
Education Review |
June 2008 |
||
|
Education Review |
May 2005 |
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:
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.