BestStart Gillies Avenue

Education institution number:
20263
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
57
Telephone:
Address:

181 Gillies Avenue, Epsom, Auckland

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ABC Gillies Ave - 01/09/2016

1 Evaluation of ABC Gillies Ave

How well placed is ABC Gillies Ave 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 Gillies Ave is part of the BestStart Education and Care Centres organisation. BestStart provides this service with an overarching governance and management structure and support, and key personnel who oversee centre operations. A new centre manager and a head teacher work closely with a designated Professional Services Manager and a Business Manager from BestStart.

This purpose-built service is licensed for up to 65 children, with a maximum of 20 aged under two years. The roll reflects a range of cultures and ethnicities. Children are provided for in two distinct areas, designated for infants and toddlers under two, or for pre-school children aged over two years. Each has an age-appropriate outside space. The centre is seeking to appoint a second head teacher, so that each learning area will be overseen by a member of the leadership team. The majority of staff are permanent qualified teachers or BestStart relievers.

ERO's 2013 report identified positive outcomes for children and families, with respect for diverse languages and cultures evident. ERO noted that the service needed to lift the overall quality of teaching practice and improve the learning environment for infants and toddlers. Since then, the environment has been completely refurbished, and the majority of staff have been newly appointed. From 2015, a new centre manager has worked purposefully and collaboratively to promote enhanced outcomes for all children. A range of systems, expectations and procedures have been developed, supporting strategic improvement at all levels.

The Review Findings

Children in this centre are confident and enthusiastic learners and explorers. Their wellbeing is prioritised with respectful and nurturing relationships that are focused on supporting a strong sense of belonging. Children are invited appropriately to participate in routines and to make decisions about their play. The two learning areas provide stimulating and age-appropriate materials and activities that have been well organised to support developing interests and learning dispositions. Outdoor areas promote physical activity and exploration. Considered placement of wall displays and collections of materials and artefacts prompt children to peruse, explore and engage in activities. Children are settled and engage in creative, social and imaginative play.

The centre programme and philosophy are well articulated, and are underpinned by Te Whāriki, the early childhood curriculum. These highlight a set of key values, and are purposeful and forward thinking in supporting children's readiness for school and promoting a respect for nature and the environment. Mathematics and literacy learning are incorporated through play. With sound leadership, there has been a significant positive shift in teaching practices aligned to these key documents, reflecting the centre's priorities and goals for children's education and care.

Teachers seek to uphold home routines and foster strong attachments with children and families. Good information is provided for parents about the centre operations and approach. A new digital parent-portal provides an additional way for reciprocal home-centre sharing of learning.

Teaching teams have worked in a focused way to improve planning, by developing a new approach. Wall displays identify key group themes, and recognise threads of learning linked to the curriculum. The language, culture and identity of children and their families are respectfully represented in activities and the environment, and in conversation. Managers are supporting teachers to further move toward child-led play. Teachers now need to articulate how they actively and regularly support children's learning and development in deliberate ways, making these threads of learning more evident in individual planning and assessment records.

The new centre manager has expectations for high quality practice. BestStart systems, procedures, policies and personnel provide good support for the centre. Managers effectively oversee service operations, using BestStart audit and appraisal systems. They value self review as a tool for improvement, and collaborate with teachers to evaluate aspects of programmes, practice and environment. Regular meetings are a forum for discussing self-review findings and children's learning, supporting enhanced professional practice. Managers are initiating teachers' deeper reflections about practice, and continue to scaffold a shared understanding of evaluation approaches, and use.

Key Next Steps

BestStart managers and the head teacher agree that key next steps for the service include:

  • continuing to improve planning and assessment practices, so that teachers more clearly identify ways they can support and extend learning opportunities

  • developing a strategic plan for further promotion of Māori language, culture and identity

  • enhancing transition practices by now strengthening links with local schools

teachers documenting their reflections and examples of inquiry, in line with BestStart expectations, and to show how they are meeting the Practising Teacher Criteria.

Recommendation

ERO recommends that BestStart managers continue to support the centre leadership team to implement and embed its plans for quality improvement.

Management Assurance on Legal Requirements

Before the review, the staff and management of ABC Gillies Ave 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.

To improve current practice, centre managers could review sleeping routines for children over two years, to ensure they receive undisturbed rest.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of ABC Gillies Ave will be in three years.

Graham Randell

Deputy Chief Review Officer Northern

1 September 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

Epsom, Auckland

Ministry of Education profile number

20263

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

65 children, including up to 20 aged under 2

Service roll

50

Gender composition

Girls 32 Boys 28

Ethnic composition

Pākehā

Chinese

Indian

other Asian

other European

17

12

10

6

5

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

July 2016

Date of this report

1 September 2016

Most recent ERO report(s)

Education Review

September 2013

Previously reviewed as:

ABC Gillies Avenue Tahi, and

ABC Gillies Avenue Rua

Education Review

August 2010

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 Gillies Ave - 19/09/2013

1 Evaluation of ABC Gillies Ave

How well placed is ABC Gillies Ave 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 Gillies Ave offers full day and part-time education and care for children up to five years of age. It is licensed to have 65 children, including up to 20 less than two years of age. The centre is very multicultural and has a significant number of Chinese children. The centre is purpose-built with separate but adjoining areas for the infants and toddlers.

The centre’s philosophy gives emphasis to working with parents, families and the wider community, and to providing a caring, safe, and inclusive environment that empowers and fosters children’s learning and development. The provision of rich numeracy and literacy experiences that support children’s transition to school is also emphasised.

Major changes have taken place over the past three years. The Ministry of Education has relicensed the previous under and over two year old areas as one service under the Education (Early Childhood Services) Regulations 2008. The ownership of the centre has been taken over by Kidicorp Limited. Kidicorp provides quality assurance, management and administration procedures to support centre operations. A new centre manager was appointed in 2011. Currently the centre has five permanent qualified teachers and some assigned Kidicorp relievers.

Although these changes have been significant, the centre manager with the support of key staff, including Kidicorp personnel, has ensured that the positive features identified in the 2010 ERO reports have been sustained. Areas identified for development and review in these reports have been responded to.

The Review Findings

The centre promotes positive outcomes for children. Babies, infants and toddlers receive warm, gentle, caring attention so they feel secure and confident to explore, learn and happily join in centre routines and activities. Older children are active, capable, independent learners. Their learning is supported by stimulating learning resources and by positive interactions with other children and some of their teachers.

The diversity of children’s languages, cultures and learning needs is respected, valued, and celebrated. Te reo Māori is woven into centre routines. Community cultural events such as Matariki are celebrated. Children with special learning needs are well understood and supported.

Effective and reciprocal working partnerships with parents continue to be strong. Parents and teachers exchange information about children’s learning and development in relaxed informal ways and through regular formal communications. Parent involvement in, and support of, centre activities and special events helps teachers to know children well and provide appropriate care and learning resources, especially for very young children.

Teachers continue to review and improve learning programmes to benefit children’s learning and development. Especially noteworthy is the revision of the transition to school programme. It is now a meaningful programme that children enjoy and which helps develop their oral language, literacy and numeracy. Ways for teachers to document programme planning and assessment continue to evolve. The high quality teaching practice of some of the more experienced teachers provides other teachers with an opportunity to develop their practice.

The centre’s strategic plan clearly identifies areas for development to lift the overall quality of the teaching and learning environment. Steps are being taken to employ more permanent staff to help further raise the quality of the service provided, especially for the younger children. Kidicorp quality management systems help maintain the environment well and promote continued improvement in the quality of education and care for children.

Key Next Step

The key next step for the owner/licensee is to lift the overall quality of teaching practice and improve the learning environment for infants and toddlers.

Management Assurance on Legal Requirements

Before the review, the staff and management of ABC Gillies Ave 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 Gillies Ave will be in three years.

Dale Bailey

National Manager Review Services Northern Region

17 September 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

Epsom, Auckland

Ministry of Education profile number

20263

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

65 children, including up to 20 aged under 2

Service roll

60

Gender composition

Boys 31 Girls 29

Ethnic composition

Māori

NZ European/Pākehā

Chinese

Indian

Fijian

Tongan

Latin American

Other Asian

Other European

2

24

15

6

4

1

1

4

3

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

July 2013

Date of this report

17 September 2013

Most recent ERO report(s)

Education Review (as ABC Gillies Avenue Tahi and Rua)

August 2010

 

Education Review (as ABC Gillies Avenue Tahi and Rua)

October 2007

 

Education Review (as Strawberry Fields I and II)

June 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.