4 Park Road, Katikati
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
BestStart Katikati is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
BestStart Katikati is an early childhood service that provides all day education and care, Monday to Friday, from 7.30am until 5.30pm. It is licensed for 40 children including a maximum of 10 children aged up to two years. At the time of this ERO review, there were 47 children enrolled, and five identified as Māori.
The service is operated by BestStart, a charitable organisation owned by the Wright Family Foundation. Regional and local professional service and business managers oversee the Central North Island BestStart centres. Their vision is to work in partnership with families, whānau, teachers and communities to enable children to achieve their learning potential.
This review was part of a cluster of four reviews in the BestStart North Island region.
The tikanga and values of the centre's philosophy are highly evident in practice. There is a clear sense of respect seen where children, parents and whānau are comfortable in the environment. Children's sense of themselves as successful learners is enhanced through effective teaching practices.
Whanaungatanga is central to the relationships that teachers have with children and their families. They foster a sense of belonging within an inclusive environment and honour the unique place of Māori as Treaty partners. Children are encouraged to investigate and research, developing working theories of the world around them.
Children are supported to confidently engage in the programme, lead their own learning and problem solve. A range of learning experiences and resources are provided by teachers, who work alongside children to promote their independence, exploration and social competencies. Children demonstrate a sense of belonging as they lead their own learning.
Responsive caregiving supports infants' and toddlers' needs for secure and strong attachments and enables teachers to respond to each child's preferences and the routines of home and centre. Exploration and play is unhurried. Teachers support individuals to investigate their surroundings and purposefully engage in play.
Assessment of children's learning clearly identifies learning linked to Te Whāriki, the early childhood curriculum. Teachers set learning goals in collaboration with parents and whānau. As this process is developed, leaders and teachers should consider how they can consistently make children’s culture, language and identity more visible in their learning and assessment documentation.
Children's interests and ways of learning are regularly highlighted. Deliberate teaching strategies to progress children's learning are clearly identified within their learning portfolios. A next step is for teachers to strengthen their response to parent aspirations by including them in goal setting and planning against these individual goals.
Well-considered transition processes into the centre are thoughtfully designed to respond to the individual needs of children and their families. Strong reciprocal relationships with the local school fosters successful learning pathways. Regular excursions provide meaningful learning opportunities and nurture connections to the local community.
Teachers have strengthened their practice to better promote Māori and Pacific children's educational success. Their engagement with whānau Māori and their Pacific community, and recent professional learning opportunities is supporting them to determine what educational success looks like. Leaders have established reciprocal and meaningful links with Ngai te Rangi iwi to support success for Māori learners.
Strong systems and processes guide centre operation. Internal evaluation is improvement focused and includes ongoing consultation with families and whānau. There is clear alignment between regional strategic direction and centre annual plans. The appraisal process assists teachers to inquire into and strengthen their practice. This process is supported by regular and ongoing coaching and mentoring. Several initiatives to remove barriers to education and support children's wellness, promotes equity in learning opportunities.
Leaders and teachers agree to:
Before the review, the staff and management of BestStart Katikati 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.
Darcy Te Hau (Acting)
Director Review and Improvement Services (Central)
Central Region - Te Tai Pūtahi Nui
23 June 2020
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 |
Katikati |
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Ministry of Education profile number |
40051 |
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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 |
47 |
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Gender composition |
Male 24 Female 23 |
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Ethnic composition |
Māori |
7 |
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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 |
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
February 2020 |
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Date of this report |
23 June 2020 |
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Most recent ERO report(s) |
Education Review |
June 2017 |
|
|
Education Review |
March 2014 |
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|
Education Review |
February 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:
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.
The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:
Very well placed
Well placed
Requires further development
Not well placed
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 Katikati is located in the township of Katikati and is licensed to provide all-day care for 40 children, including eight under two years of age. At the time of this ERO review 54 children were enrolled, including five children of Māori descent.
The centre philosophy aims to develop strong relationships with children, parents and whānau to promote collaborative participation in the centre. In addition, the centre aims to provide a safe and stimulating environment that promotes exploration and learning through play.
The centre is part of BestStart. The organisation is 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 the appraisal process, 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 manager and business manager who work collaboratively to empower centre leadership and grow teacher capability to implement best practice. They also support the implementation of the centre vision, philosophy and strategic goals.
Since the 2014 ERO review a new centre manager was appointed in February 2017 and there have been several changes to the teaching team. The last ERO review identified the need to develop aspects of planning and teaching to ensure a curriculum that embraces the culture, language and identity of Māori children, and deepening self-review processes to enhance practice.
The new centre manager, professional services and business managers are providing effective leadership for the centre. They share their knowledge of effective curriculum and teaching practice with teachers who willingly engage in professional learning and development opportunities. Teachers value the centre manager's approach to implementing change and opportunities to participate in professional conversations about their practice. The leadership team is clearly focused on using self review to enhance teachers' capability to achieve positive outcomes for all children.
Under the leadership of the centre manager, teachers are trialling a more child-centred approach to routines. This approach is minimising interruptions to self-chosen play and learning. Mathematics and literacy are well integrated in the context of children's play and exploration. Children enjoy interactions with their peers and are developing an awareness of themselves and others.
Positive and respectful relationships are a feature of the centre. Teachers know children and their families well, and place priority on creating a 'home away from home' environment. They respectfully interact with parents aiming to respond to individual children's languages and cultures. Children settle into routines, play and connect well with one another and their teachers.
Provision for babies and toddlers is well considered and nurturing. Teachers interact with young children in a calm, unhurried way giving them time and space to lead their learning. These positive interactions are contributing to relational trust, and children's wellbeing and belonging.
The centre is committed to including aspects of te reo and tikanga Māori into the daily programme. The range of resources available includes books, puzzles and music to support this integration. It is important that staff continue to increase their awareness and confidence in te reo and tikanga Māori.
Teachers invite families to contribute information about children’s home experiences and their cultures and goals for their children. Portfolios are attractive records of individual children’s learning and include references to interests and dispositions. Transitions into, within the centre, and on to school are well planned and responsive to children's readiness and parents' needs. Children benefit from the variety of strengths and abilities teachers bring to the centre, and enjoy participating in individual, groups and whole centre activities.
ERO and the leadership team agree that a priority for the centre is to review the philosophy to gain shared understandings and expectations for best practice. Important aspects of this philosophy review will be:
Before the review, the staff and management of ABC Katikati 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 Katikati 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 |
Katikati |
||
|
Ministry of Education profile number |
40051 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, including up to 8 aged under 2 |
||
|
Service roll |
54 |
||
|
Gender composition |
Girls 29 |
||
|
Ethnic composition |
Māori |
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 |
May 2017 |
||
|
Date of this report |
19 June 2017 |
||
|
Most recent ERO report(s) |
Education Review |
March 2014 |
|
|
Education Review |
February 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.