26 Puriri Crescent, Hillcrest, Rotorua
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 Hillcrest is an all-day centre providing education and care for children from birth to school age. The centre has a designated area for the care of children up to two years of age, but operates overall as a mixed-age setting. The centre licence allows for a maximum of 40 children, at any one time, including up to 10 under the age of two years.
The centre's philosophy aims for children to be confident, competent life-long learners and communicators, healthy in mind, body and spirit. Through the philosophy the centre promotes children's sense of belonging and seeks to unlock their potential in all areas. The centre endeavours to promote self-help skills and to encourage children to be active explorers and independent learners.
The centre is part of the BestStart organisation which is owned by the Wright Foundation, a Charitable Trust. BestStart provides comprehensive policy guidelines, strategic direction, financial and business management. Professional guidance and development of staff is provided through appraisal which includes teacher inquiry, internal reviews such as the annual Quality Education and Care evaluation (QEC) and professional learning opportunities. The centre is supported by business and professional service managers, who work collaboratively with the centre manager. Management also supports the implementation of the company and centre's visions and strategic goals. Centre goals cover project work and inquiry learning, building on parent aspirations for their children, bicultural practice, resourcing in the under two year area and strengthening links into the community.
Since the last ERO review in October 2014, a head teacher has been appointed to assist the long -serving centre manager and to take particular responsibility for assessment and planning. Teachers have been engaged in professional learning and development to strengthen assessment and planning, and bicultural practice.
BestStart provides effective governance for the centre. A key guiding document is the annual QEC, which drives a model of continual improvement. The QEC is a well-established aspect of self review that informs strategic and annual planning, identifies priorities for professional practice, centre operations and improved outcomes for children.
Leadership effectively promotes a culture of mutual respect and collaboration within the centre community. The long-serving centre manager has strong links to past and present families and whānau. She makes a deliberate commitment to utilising strengths of individual staff to provide optimum learning opportunities for children. Leaders and teachers have a shared commitment to the centre's philosophy, vision and goals. Through professional sharing, reflective practice and focused learning and development teachers are enhancing their individual and collective capability. Leaders and staff provide a welcoming and inclusive environment for all children, including those with additional learning and development needs, which contributes to children's wellbeing and belonging.
The centre’s curriculum offers a broad range of learning experiences and is effective in promoting positive learning outcomes for all children. Programme design incorporates strands and principles of Te Whariki, and is increasingly seeking to respond to parent aspirations. These aspirations are informing planning and goals for individual children, and are reflected in summaries of learning in assessment documentation. Parent input to their child's learning and development is being further enhanced through the use of online sharing. Children demonstrate confidence and competence to lead their own learning and to make a contribution to the programme.
A special focus in this centre is the designated space for project work and inquiry learning available for children of all ages. A rostered teacher is available in this space to guide children's curiosity and support their exploration. Leaders recognise that to realise the full potential of this learning approach, it is important to strengthen teacher's knowledge and confidence in strategies to sustain complex learning. In addition, teachers need to better integrate appropriate levels of mathematics and literacy, and ensure appropriate resources are available to support children's initiatives.
The centre's overall environment supports children's learning through play. The outside play areas are spacious and invite children's exploration. These areas provide opportunities for physical challenge, construction and access to the natural world. The covered verandah extends children's play space in poor weather, and is well used for socio-dramatic play. Play areas are well resourced, especially for art and creativity.
Children up to the age of two benefit from the freedom they have to move between play spaces. Strong tuakana/teina relationships where older and younger children can learn alongside and from one another are also beneficial. Very young children are well supported through a primary care approach that provides high levels of care. Regular face-to-face communication with parents allows for information sharing including care routines and learning.
Leaders and staff are strengthening bi-culturalism in the centre. They have worked in partnership with whānau to develop a pepeha appropriate to places of significance in the area. There is evidence of increasing use of te reo and tikanga Māori in authentic contexts, with a teacher fluent in te reo Māori taking a lead role.
Teaching practices effectively promote positive outcomes for all children. Respectful, mutually positive relationships amongst children, whānau and teachers are highly evident. The ERO review team observed many examples of good teaching practice with teachers participating in children’s play as partners. Teachers skilfully support the development of children's oral language and communication skills by thoughtful questioning. Children have freedom to make choices, explore, experiment and create with sustained periods of uninterrupted play.
Children and their families experience responsive and flexible transitions into and within the centre. Parents expressed confidence in the process of preparation for school. Children’s social competence, self-management skills and independence, along with literacy and mathematics are naturally integrated into the programme.
ERO and leadership agree that areas of curriculum and teaching practice need further development. These are to:
Managers recognise the need to strengthen the appraisal process by formalising observations of teacher practice, consistent with the Education Council expectations.
Before the review, the staff and management of ABC Hillcrest 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 Hillcrest will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
Te Tai Miringa - Waikato / Bay of Plenty Region
16 March 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 |
Rotorua |
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Ministry of Education profile number |
30064 |
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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 |
40 children, including up to 10 aged under 2 |
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Service roll |
55 |
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Gender composition |
Girls 33 |
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Ethnic composition |
Māori |
8 |
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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 |
1:5 |
Meets minimum requirements |
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Over 2 |
1:10 |
Meets minimum requirements |
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|
Review team on site |
January 2018 |
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Date of this report |
16 March 2018 |
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Most recent ERO report(s) |
Education Review |
December 2014 |
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|
Education Review |
July 2011 |
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|
Education Review |
June 2008 |
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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 Hillcrest is located in the suburb of Hillcrest, Rotorua. It is licensed to provide all day and sessional care for 40 children, including 12 children aged under two years. At the time of this ERO review there were 57 children on the roll including 12 children under two years old, 19 who are identified as Māori and a number of children from other ethnic groups.
The centre is set in spacious and attractive grounds. Recent and well-designed upgrades to the indoor and outdoor environments have enhanced learning spaces for children and teachers. While there are separate, age-based areas these are open and accessible for all children to use with appropriate supervision.
The centre came under the governance umbrella of Kidicorp Ltd in 2012. The Hamilton regional office of Kidicorp Ltd was established in 2012 and provides strong and effective governance, leadership and management support underpinned by Kidicorp’s clear vision and values. They undertake well-developed and rigorous self-review and quality assurance processes, as well as providing professional, administrative and business support by well-qualified and experienced personnel.
The recently appointed, well-qualified professional services manager works in a constructive partnership with the knowledgeable business manager, experienced centre manager and established teaching team. Together they have made many improvements to the areas for improvement identified in the 2011 ERO report related to improving the quality of the programme, teaching interactions and self review.
The centre philosophy gives priority to children becoming confident, competent lifelong learners secure in their sense of belonging. This philosophy is highly evident in the centre programme and operations.
Children and their families are welcomed in to a warm and homely environment. They demonstrate high levels of belonging and confidence. Many families have long-standing, trusting relationships with the centre and the teaching team.
Children enjoy freedom to visit all the age-based areas in the centre and demonstrate competent and positive social skills together. Older children take care of and include younger children as they learn and play together. They model respect for centre routines, equipment and one another. ERO observed many examples of children taking responsibility for their own learning, and self-management skills.
Concepts of literacy and mathematics are well integrated into programmes and interactions across the centre. Children are learning in ways that value their creativity and self expression. This was particularly evident in the Tui room where children are able to explore and experiment with more complex equipment. The teacher in this room extends children’s thinking and makes good use of research to build their understanding of the wider world. Some children model the use of open questioning and seek the opinions of their peers as a result of teacher modelling and interactions.
Infants and toddlers are cared for in a calm and unhurried atmosphere with a skilful and experienced teacher. Children’s personal preferences and interests are well known and respectfully followed as an integral part of their learning and care. Parents spoken to valued the close, trusting and reciprocal relationships with teachers that contribute to a strong sense of belonging and wellbeing.
Transitions are well planned and managed at children’s own pace. This planned approach results in children understanding the expectations that adults have of them and enables them to participate in and contribute to the life of the centre.
There is a clear and useful planning framework. Children’s participation in the programme is richly reflected in children’s portfolios and artistic displays throughout the centre. This enables children and their families to share in successes and revisit learning together.
The centre environment reflects the value placed on Māori culture and links with Te Arawa. This is evident in the natural resources, displays, artefacts and the centre whare. Teachers and children take pride in sharing their pepeha, and tikanga Māori practices that they know and share together throughout the day.
The programme is enhanced with trips and excursions into the wider community and extends children’s understanding of places of local interest.
The highly collegial and professional teaching team bring a wide range of experience and knowledge to their roles. They are committed to their community and demonstrate high levels of trust and respect for one another, children and their families. Teachers recognise and respond to children’s individual preferences and interests.
During the review ERO observed examples of high-quality teaching practice. Particular strengths are the way teachers:
Teachers and children are benefitting from the knowledge and experience of a kaiāwhina. She is supporting them to develop confidence in the use of te reo Māori and in celebrating waiata, Matariki and stories of significance to Te Arawa.
The centre manager is providing highly effective leadership for centre operations and management. She develops open, transparent relationships with all stakeholders with a focus on achieving best outcomes for all children. Particular strengths of her leadership are:
ERO and centre leaders agree that next steps for development are to:
Before the review, the staff and management of ABC Hillcrest 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 Hillcrest will be in three years.
Dale Bailey
National Manager Review Services
Northern Region
17 December 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 |
Rotorua |
||
|
Ministry of Education profile number |
30064 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, including up to 12 aged under 2 |
||
|
Service roll |
54 |
||
|
Gender composition |
Girls 33 Boys 21 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Samoan South East Asia |
10 42 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 |
October 2014 |
||
|
Date of this report |
17 December 2014 |
||
|
Most recent ERO report(s) |
Education Review |
July 2011 |
|
|
Education Review |
June 2008 |
||
|
Education Review |
June 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.