BestStart Hei Hei

Education institution number:
70008
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
81
Telephone:
Address:

16 Hei Hei Road, Hei Hei, Christchurch

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ABC Hei Hei - 21/05/2018

1 Evaluation of ABC Hei Hei

How well placed is ABC Hei Hei to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ABC Hei Hei is very well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

ABC Hei Hei operates under the BestStart Educare Ltd management structure. BestStart is a large national organisation that owns a significant number of early childhood education centres across New Zealand.

ABC Hei Hei caters for the education and care of infants, toddlers and young children to school age across four separate rooms. There is an outdoor play area shared by children over two years. Infants and toddlers have their own outside play space. The centre is purpose-built and located next to a local primary school.

Most staff are qualified and certified early childhood teachers. Staffing of the centre reflects some of the diversity in the local community and serves families from a diverse range of cultures.

Since the previous ERO review in 2015, a new centre manager has been appointed. Very good progress has been made addressing the recommendations from the ERO report. This includes ensuring strategic plans are well monitored, and that there are increased cultural perspectives in centre programmes for Māori and Pacific children. Self review and internal evaluation have been strengthened.

The Review Findings

Children are actively engaged in their learning. A wide range of choices, resources and experiences are provided to extend their learning within child-led programmes. Children experience respectful interactions with each other and their teachers. The positive, welcoming and inclusive environment supports children's wellbeing and sense of belonging.

Infants and toddlers receive a high level of care and nurturing. Teachers are responsive and have an in-depth knowledge of each child. They carefully connect children's care with their home routines. The environment is calm, unhurried and routines are flexible and centred on the needs of each child and family. Children in the nursery environment enjoy easy access to resources and equipment.

Teachers regularly communicate with parents in a variety of ways. Parents' aspirations are valued and inform assessment and planning for children's learning. Teachers build respectful, supportive relationships particularly with parents from diverse cultures. They know the children and their families well.

Teachers provide opportunities for children to experience leadership through encouraging tuakana-teina relationships across the centre. They have a genuine commitment and strong focus on building teachers' cultural awareness of Pacific cultures and languages through ongoing professional development. Curriculum coverage focuses on oral language development, literacy, independence and self-help skills. Teachers plan intentional strategies for groups and individuals.

A strength of the centre is the commitment that leaders and teachers have to meet the needs of children who have additional learning needs and their families. This has a wider community focus.

Transitions into and within the centre are well-integrated and based on children's and families' needs. Positive relationships with the local school and regular visits ensure that the transition to school programme is meaningful and supportive of children and families.

The centre's philosophy is underpinned by Māori values, including ako, whanaungatanga, wananga, tangata whenuatanga and manaakitanga. The strategic direction of the centre aligns to the organisation's priorities.

Managers have implemented a robust appraisal process that includes regular ongoing conversations with teachers and a wide range of targeted and relevant professional learning development. This is building capability and practice to ensure the best outcomes for children.

A professional services manager and a business manager regularly visit the centre to provide ongoing support to centre leaders for the day-to-day operation of the centre.

Key Next Steps

Centre managers and ERO agree that the key next steps are to:

  • more clearly plan and evaluate children's learning linked to intentional teaching strategies
  • strengthen internal evaluation to better evaluate the impact of changes, particularly with respect to integrating te reo and tikanga Māori and Pacific languages and culture into learning programmes and key documents.

Management Assurance on Legal Requirements

Before the review, the staff and management of ABC Hei Hei 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 Hei Hei will be in four years.

Dr Lesley Patterson

Deputy Chief Review Officer

Te Waipounamu - Southern Region

21 May 2018

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

Christchurch

Ministry of Education profile number

70008

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

80 children, including up to 24 aged under 2

Service roll

104

Gender composition

Boys 55 : Girls 49

Ethnic composition

Māori
Pākehā
Pacific
Other ethnicities

20
51
8
25

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 2018

Date of this report

21 May 2018

Most recent ERO report(s)

Education Review

March 2015

Education Review

July 2011

Education Review

April 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 Hei Hei - 24/03/2015

1 Evaluation of ABC Hei Hei

How well placed is ABC Hei Hei to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ABC Hei Hei is well placed to promote positive learning outcomes for children

ERO's findings that support this overall judgement are summarised below.

Background

ABC Hei Hei operates under the Kidicorp management structure. Kidicorp is a large national organisation that maintains a strong focus on families and community.

ABC Hei Hei caters for infants and toddlers over four separate rooms. The children in the preschool and prep rooms share an outdoor area. The nursery has its own outdoor play space. The majority of teachers are qualified early childhood teachers.

The centre is multicultural with good numbers of children and families from Māori, Pacific and other cultures attending the centre.

Since the 2011 ERO review, the centre has made significant progress in meeting the recommendations in the ERO report. The centre philosophy now underpins how teachers work with children and their families. Teachers use a wide range of ways to extend children’s thinking, problem solving and creativity. Assessment and planning provide good direction for teaching and learning.

The Review Findings

Children learn in an environment where their parents contribute to their learning. Teachers use a range of effective ways to help children and parents share ideas for learning. Programme plans provide clear direction for learning and teaching. Wall displays record children’s, parents’ and teachers’ comments about the learning and skilfully link centre, home and community experiences.

Children experience a high level of personal care. Their wellbeing is promoted by teachers who have an in-depth knowledge of each child and maintain close and supportive relationships with the families. Transitioning into the centre and between the rooms is flexible, carefully considered and influenced by the teachers' and children’s choices.

Infants and toddlers are nurtured by caring and responsive teachers who ensure that routines are centred on the needs of each child. Language development is well supported and children’s social wellbeing is actively promoted.

The environment is well used by the teachers to extend children’s learning, including developing their curiosity, problem-solving skills and confidence. The play spaces in the indoor and outdoor areas are inviting, natural and well resourced to support the learning, and wellbeing of the children in each area. Literacy, mathematics and gardening are well integrated into the programme.

Children initiate their own play and spend time individually or in small groups developing their interests, understandings and knowledge. Teachers skilfully challenge children’s thinking and increase their understanding of the world. They regularly help children work co-operatively and to respect others.

Teachers ensure all parents are made welcome and supported to become active contributors to their children’s learning. They work effectively as a team to support each other, use personal strengths and share ideas to promote children’s learning and wellbeing. Centre events are well attended. Families with the children help teachers to maintain the environment to a very high standard.

Child assessment and programme planning are very useful. They clearly identify children’s interests, learning and progress. Children’s next learning steps are skilfully included as are ways that teachers could extend the learning. Child and parent comments are valued and acted on to further support learning.

The centre manager works closely with the team in each room. She effectively helps them to use their skills and work well together across the centre to benefit children. Head teachers have been empowered to lead their teams and support them in ways that are most appropriate for each member. The Kidicorp organisation managers provide a good level of support to the centre manager and teachers to help ensure that organisation, centre and individual goals can be met.

Kidicorp has many systems that are helping centres to improve learning outcomes for children. These include:

  • a review process to identify what is going well and next steps for centre improvement
  • support to centre mangers for the day-to-day operation of each centre from the regular visits of Kidicorp managers
  • effective systems and processes for ensuring that children have safe and healthy learning environments.

Key Next Steps

The managers identified, and ERO agrees, that the next steps for improving learning and teaching include:

  • building self-review capacity, particularly analysing information, developing and actioning plans and evaluating the outcomes for children
  • increasing the inclusion of te reo and tikanga Māori in the programme
  • increasing the recognition of Pacific cultures in the programme
  • ensuring strategic plans are well supported by appropriate actions and progress towards identified goals is systematically monitored.

Management Assurance on Legal Requirements

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

Graham Randell

Deputy Chief Review Officer Southern

24 March 2015

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

Christchurch

Ministry of Education profile number

70008

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

80 children, including up to 24 aged under two

Service roll

108

Gender composition

Girls 44%;

Boys 56%

Ethnic composition

Māori

Pākehā

Cook Island

Samoan

Tongan

Other ethnicities

31%

37%

1%

12%

2%

17%

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

January 2015

Date of this report

24 March 2015

Most recent ERO reports

Education Review

July 2011

 

Education Review

April 2010

 

Education Review

February 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.