66 Tait Drive, Greenmeadows, Napier
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 Greenmeadows provides education and care for children from birth to school age, five days a week. Of the 72 children enrolled at the time of this ERO review, 24 identify as Māori. There are two separate buildings on the premises, with younger children in one and older children in the other. Children have opportunities to interact between areas, in the recently upgraded outdoor space. The service's vision "What matters to you, matters to us" underpins the philosophy.
Since the September 2015 ERO report, a new centre manager and a team leader have been appointed. The centre has experienced significant changes to staffing. Most teachers are fully qualified. Day-to-day operation is the responsibility of the centre manager, who supports the teaching team. An area manager has oversight of curriculum development and delivery.
ABC Greenmeadows is owned and operated by BestStart Educare Ltd. BestStart (previously known as Kidicorp Ltd) is a large national organisation that owns early childhood services across New Zealand. BestStart policies and procedures guide operation and provide business management services.
The previous ERO report identified that assessment planning and evaluation, strategies to support Pacific children and self review required development. Sufficient progress has been made in these areas.
This review was part of a cluster of two reviews in the BestStart Educare Ltd organisation.
Children and families benefit from a welcoming environment. In consultation with whānau, the philosophy is under review to further support the implementation of a curriculum that reflects the learning priorities of its community.
There is an intentional approach to developing learning partnerships with Māori and Pacific families. This provides useful strategies to support teachers' knowledge of educational success for Māori and Pacific children. Leaders and teachers continue to grow their understanding of culturally responsive practices.
Children confidently participate in waiata, kapahaka, karakia, literacy experiences and celebrations that successfully promote te ao Māori. Continuing to strengthen the use of te reo Māori within meaningful conversations and in children's learning documentation is a next step.
Meaningful links between children's home experiences and the centre provide opportunities for teachers and whānau and to notice, recognise and respond to children's interests and identify individual learning goals. Teachers use this information to support children to achieve their individual learning goals through planned pathways and intentional teaching. The language, culture and identity of children is evident within the individual planning and leaders acknowledge that this needs to continue to strengthen within assessment documentation.
A stimulating environment promotes creativity, exploration and curiosity. Children engage in sustained play with their peers and teachers within a calm, settled environment. Teachers are responsive to the individual needs of children and foster their developing social and emotional skills.
Sensitive care giving is responsive to infants' and toddlers' need for secure attachment. They are well supported within a calm unhurried environment where they can learn at their own pace. Daily routines provide for children to become independent learners.
Well considered transition processes effectively support children from when they start and as they move through the service, and on to school. Teachers work collaboratively with external agencies and local schools to provide shared strategies that are responsive to the individual needs of children. Leaders and teachers are proactive in their approach to strengthening relationships with local schools to further promote effective transition.
A highly collaborative team culture is evident. A strong focus on growing teachers' leadership capability has resulted in sustained and consistent teaching practices. A robust appraisal framework effectively supports teacher growth and development.
Strategic and emergent evaluations have resulted in improved outcomes for children. Teachers continue to build good understanding and knowledge of internal evaluation. Leaders have identified that evaluating and monitoring the learning outcomes against the identified indicators is a key next step moving forward. ERO's external evaluation confirms this direction.
Centre leaders and ERO agree that important priorities for ongoing development are to continue to strengthen:
responses to children's culture, language and identity within assessment documentation
the reflection of and use of te reo Māori and children's first languages within the environment
monitoring and evaluating the impact of practices on outcomes for children through internal evaluation.
Before the review, the staff and management of ABC Greenmeadows 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 ABC Greenmeadows will be in three years.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
3 August 2018
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 |
Napier |
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Ministry of Education profile number |
30257 |
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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 |
59 children, including up to 20 aged under 2 |
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Service roll |
72 |
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Gender composition |
Boys 36, Girls 36 |
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Ethnic composition |
Māori |
24 |
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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 |
Better than minimum requirements |
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Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
June 2018 |
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Date of this report |
3 August 2018 |
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Most recent ERO report(s) |
Education Review |
September 2015 |
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Supplementary Review |
July 2012 |
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Education Review |
May 2011 |
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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:
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 Greenmeadows operates Monday to Friday 7.30am until 5.30pm and is licensed for 59 children, including 20 aged up to two. The current roll of 74 includes 32 children who identify as Māori. Most staff are qualified and registered teachers.
In 2012 ABC Greenmeadows Tahi and ABC Greenmeadows Rua merged to become one licence and are now known as ABC Greenmeadows. There are two separate buildings on the premises, with the younger children in one and older children in the other. Each has its own outdoor area. There are opportunities for children to interact between the areas.
ABC Greenmeadows operates under the umbrella of the national early childhood organisation, BestStart Educare, formerly known as Kidicorp. Locally, a business manager, area manager and professional services manager support the centres. This support is through scheduled meetings, centre visits, registration mentoring, appraisal and professional development linked to centre or regional goals. The centre business plans are directly linked to BestStart Educare strategic and operational plans.
This review was part of a cluster of four reviews of ABC centres in Hawke's Bay.
Children develop and maintain responsive and reciprocal relationships with each other and the significant adults in the centre. The teaching team at ABC Greenmeadows has worked positively to review the centre philosophy and ensure it links to the agreed values. Strong, respectful partnerships with families ensure that children’s ongoing sense of belonging is fostered.
Infants and toddlers experience an environment where they are valued as confident and competent learners. Assessment, planning and evaluation are firmly based around the children and what they know and learn.
As a result of ongoing self review staff working with infants and toddlers continue to inquire into their practices so that families are valued partners in the children’s learning. This is enhanced by families taking the centre camera home and photographing important happenings to share with teachers and other children.
Children have fun. The programme is responsive to their interests. Children’s learning is well captured through a range of strategies, including an online assessment tool easily accessed by families and whānau. Their contribution allows centre staff to build a holistic picture of what is important for families and how this impacts on children’s learning.
Teachers respond appropriately to children. At regular planning meetings they share and reflect on children’s current learning and development. They discuss strategies and plan how they will respond in an authentic and meaningful way. Staff identify that the ongoing development of children’s learning stories and making learning links through the assessment process is needed.
Māori children’s sense of identity is positively fostered in the centre. They are valued for who they are and what they bring to the centre. Many individual teachers’ appraisal goals support strengthening their understanding of te reo me ngā tikanga Māori and actively promote success for Māori children. Teachers have begun to develop goals related to Tātaiako: Cultural Competencies for Teachers of Māori Learners. Support and guidance from Māori parents is valued. Children and their whānau demonstrate confidence to contribute to the curriculum.
Children’s transitions are well managed. The focus on children experiencing success is evident. Within the centre children make transitions from different learning spaces. These are managed appropriately. The centre has a positive relationship with a local primary school.
Management supports staff to develop and promote positive learning outcomes for children. Attendance at professional learning and development is encouraged. There is a clear link between the organisation strategic goals, the centre’s goals and teachers’ individual appraisal goals. Regular discussion between individual staff and the head teacher affirms practice and identifies areas to develop. The focus on children is evident.
Staff should continue to develop:
Before the review, the staff and management of ABC Greenmeadows 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.
When is ERO likely to review the service again?
The next ERO review of ABC Greenmeadows will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
9 September 2015
|
Location |
Napier |
||
|
Ministry of Education profile number |
30257 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
59 children, including up to 20 aged under 2 |
||
|
Service roll |
74 |
||
|
Gender composition |
Boys 38, Girls 36 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Chinese |
32 40 2 |
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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 2015 |
||
|
Date of this report |
9 September 2015 |
||
|
Most recent ERO report(s) |
Supplementary Review |
July 2012 |
|
|
Education Review |
May 2011 |
||
|
Education Review |
May 2006 |
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.