BestStart Peachgrove Road

Education institution number:
30216
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
34
Telephone:
Address:

205 Peachgrove Road, Claudelands, Hamilton

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ABC Peachgrove - 22/08/2018

1 Evaluation of First Steps Peachgrove

How well placed is First Steps Peachgrove 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

First Steps Peachgrove is located in the suburb of Claudelands, Hamilton. It is a full-day education and care service, licensed for 36 children with a maximum of 10 up to two years of age. The current roll of 47 includes 25 Māori children. It has three separate learning areas that cater for the different ages and stages of infants, toddlers and young children.

Since the last ERO review in 2014 the governing organisation has changed its name from Kidicorp to BestStart Education and Care and has become a not-for-profit organisation. A professional service manager and business manager provide support for the centre. The centre operates under the Central North Island Waikato regional management team within BestStart.

The centre leadership structure includes a centre manager who oversees the day-to-day operations of service with support from a team leader. Since the last ERO review there has been a complete change of centre leadership and staff.

The centre has adopted the whakatauki 'poioia te kakano kea puawai' (nurture the seed and it will blossom). Teachers aim to foster strong whanaungatanga connections and partnerships with whānau. They believe in empowering children to develop a positive attitude towards learning and lay the foundations for life-long learning.

This review was part of a cluster of six reviews in the BestStart organisation.

The Review Findings

The centre's vision and philosophy is strongly evident in practice. Whanaungatanga and manakitanga values underpin the centre culture. Relationships are based on genuine trust and respect. Teachers have well-established partnerships with parents, having regular formal and informal meetings to share aspirations for their child's learning. Transitions into, between rooms and to school are sensitively managed in collaboration with parents. Children have opportunities to develop friendships, learn about cultural diversity and build their communication and social skills. Children demonstrate a strong sense of belonging, and their wellbeing is nurtured through positive relationships.

Effective teaching practice includes teachers recognising children's interests and responding to opportunities to further engage and extend children’s learning. Infants receive primary care to support their learning and development and small group size supports a calm, unrushed environment. Children are encouraged to problem solve, use their imagination and think creatively. Teachers view children as capable and encourage them to develop their independence and self-care skills. Children are well supported to develop as capable and confident learners.

Children experience a rich and varied range of programme experiences. Through their play and social interactions, children take responsibility for leading their own learning. Literacy, mathematics, science, te reo and tikanga Māori and other curriculum areas are naturally integrated into the programme. Children enjoy meaningful contexts for learning.

Assessment practices effectively build on all children’s identities as successful learners. Children's portfolios can be accessed online, which supports links between home and centre experiences. Learning pathways and progressions are documented through teachers' evaluation of individual learning goals. This process is also implemented for children who require additional learning support. Māori children’s language and culture is being increasingly reflected in learning stories. Teachers have identified that making connections with whakapapa will further support Māori to experience success as Māori.

BestStart's vison is to make a positive difference in the lives of children. Governance and management have developed clear strategic goals with guidelines and expectations for centre practice and curriculum. Regional leadership and management support centre leaders and teachers to enact the vision and goals of the service. There are comprehensive, well-established systems and practices that enable the organisation to monitor, evaluate and plan for improvement across the organisation.

Effective centre leadership and team work among teachers supports positive outcomes for children. Established internal evaluation systems and practices focus on improvement to centre operations, teaching practice and outcome comes for children.

Key Next Steps

Key next steps are for centre leaders and teachers to use their internal evaluation processes to develop:

  • the centre's holistic assessment and planning practices through documenting connections between children's language, culture and identity in learning

  • a strategic approach to implementing Te Whāriki, early childhood curriculum.

Management Assurance on Legal Requirements

Before the review, the staff and management of First Steps Peachgrove 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 First Steps Peachgrove will be in three years.

Adrienne Fowler

Director Review and Improvement Services

Te Tai Miringa - Waikato / Bay of Plenty Region

22 August 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

Hamilton

Ministry of Education profile number

30216

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

36 children, including up to 10 aged under 2

Service roll

47

Gender composition

Boys 26 Girls 21

Ethnic composition

Māori
Pākehā
Other

25
16
6

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 2018

Date of this report

22 August 2018

Most recent ERO report(s)

Education Review

July 2014

Accountability Review

March 2011

Education Review

February 2008

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 Peachgrove - 11/07/2014

1 Evaluation of ABC Peachgrove

How well placed is ABC Peachgrove 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 Peachgrove operates under the umbrella of Kidicorp Ltd, which provides overall strategic direction and comprehensive systems to manage centre operations. The centre is located in a converted house in the Hamilton suburb of Claudelands. It provides both all-day and sessional service for 36 children in two playrooms. Te Ra is set up for babies and toddlers, and Te Marama for older children. The centre has enrolled children from a variety of cultural backgrounds, including Māori and Pacific children.

Since the 2011 ERO review, there have been some changes to staff, and a current staff member was promoted to the role of centre manager in 2014. A new head teacher, and a teacher fluent in te reo and tikanga Māori, have recently been appointed.

Kidicorp Ltd and this service are committed to providing equitable opportunities for local families and increasing their access to early childhood education. They provide a vehicle for transport to and from the centre and work in close partnership with Ministry of Education providers.

The centre philosophy promotes a family ‘Te Whānau’ like learning environment that enhances the well being and development of babies, toddlers and young children. The centre fosters children’s confidence, understanding and promotes positive relationships with others.

ABC Peachgrove has a positive ERO reporting history.

The Review Findings

Babies and toddlers in Te Ra settle quickly in a warm, welcoming and nurturing environment. They choose their activities and participate independently in familiar routines. They explore and make sense of the world around them as they experiment with messy play, water, bubbles and a variety of toys and resources. Babies and toddlers have easy access to a well designed outside play area that extends their physical skills. They develop friendly relationships, as they communicate with each other, siblings, and teachers. Teachers, parents and whānau work closely together to support babies and toddlers in care routines and as they transition into and within the centre.

Young children in Te Marama are actively involved in learning and exploring indoor and outdoor areas that stimulate and sustain their interests. They are enthusiastically involved in active adventure play, join together in groups for imaginative roles and play, and spend time drawing, writing and reading books. Children have many opportunities to show leadership in the centre. They enjoy physical challenge, socialising with others, problem solving and self-managing their play.

The concept of ‘Te Whānau’ (the family), is well embraced and has a significant influence on the centre culture and the quality of relationships. Teachers demonstrate cultural sensitivity and include all parents and whānau as contributing members of the centre community. They are responsive to the diverse needs of all children and plan purposeful activities to support and extend their learning.

The Te Marama team and centre manager consult with parents/ whānau about choosing schools for children. At times, the centre manager attends meetings in local schools to support parents. Meetings with new entrant class teachers also benefit children as they transition to school.

Parents are often present in the centre and have many opportunities to participate in play and learning with their children. They share their aspirations for their children with teachers who gain a deep understanding of children’s home interests and experiences. Parents are invited to attend evenings about their child’s development. These practices sustain strong relationships among the centre, parents, extended whānau and children.

Teachers regularly record observations of children’s engagement with learning as they participate in the programme. These observations are shared among teachers and inform programme planning and the preparation of portfolios. Teachers use portfolios to monitor children’s progress and extend their interests. There are many examples of children’s art work, drawings and their use of a range of different resources. The centre manager and professional services manager have identified that they need to continue to build partnerships with whānau, particularly about parents' contributions in children’s portfolios.

Māori children and their whānau appreciate their language and culture being valued and shared through daily karakia, waiata and respect for tikanga Māori practices. Children with diverse cultural needs are included, encouraged and affirmed. A teacher fluent in te reo Māori is effectively leading the centre’s progress in te ao Māori.

The professional services manager is focused on promoting high quality leadership throughout the centre. She provides support and guidance for the centre manager and staff. The centre manager is highly skilled and very dedicated to her role. She is well supported by staff and promotes a collaborative team approach to leadership, which is soundly based on mutual respect and trust. Teachers are encouraged to manage their own professional learning and development and to reflect on the outcomes of their practice. Robust self review systems guide all areas of review and development in the centre.

The Hamilton regional office of Kidicorp Ltd was established in 2012 and provides strong and effective governance, leadership and management support. This includes well-developed and rigorous self review and quality assurance processes, professional, administrative and business support facilitated by well qualified and experienced personnel.

Management Assurance on Legal Requirements

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

Dale Bailey

National Manager Review Services Northern Region

11 July 2014

2 Information about the Early Childhood Service

Location

Hamilton

Ministry of Education profile number

30216

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

36 children, including up to 12 aged under 2

Service roll

62

Gender composition

Girls 32

Boys 30

Ethnic composition

Māori

NZ European/Pākehā

Chinese

Cook Island

Tongan

Other

30

23

2

1

1

5

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

June 2014

Date of this report

11 July 2014

Most recent ERO report(s)

Education Review

March 2011

 

Education Review

February 2008

 

Education Review

February 2005

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.