41 Primrose Street, Frankton-Hamilton, Hamilton
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
ABC Primrose is located in Frankton and operates under the BestStart organisation. It is licensed for 40 children including 12 up to two years of age. The centre offers full-day education and care in mixed age groups. All teachers are qualified and registered. The organisation provides 20 free hours for children over the age of two years. At the time of this review there were 57 children on the roll, of whom 36 identified as Māori, six from a range of Pacific heritages and other children from different cultures.
BestStart is a charitable trust, non-profit service and is managed by a Chief Executive Officer who oversees the governance and management of the organisation. A professional services manager is responsible for overseeing the quality of education and care, and a business manager organises finance and property. All centres under the BestStart umbrella are involved in a wide range of initiatives and professional forums that promote the education and care of babies, toddlers and young children up to school age.
Since the 2014 ERO review, a new centre manager has been appointed and most other teachers are new to the centre. Teachers have engaged in a range of professional development opportunities to develop a culturally responsive curriculum that involves assessment and evaluation processes. The centre's learning environment reflects the cultural heritage of all children, their parents and whānau.
Te wairua o Tiriti o Waitangi is well embedded in the centre culture, processes, systems and practices. The Treaty principles of tino rangatiratanga, partnership, participation, equity/citizenship, consultation, kaitiakitanga and atua are reflected in the centre philosophy and underpinned by whakawhanaungatanga. The philosophy promotes high-quality education and care by ensuring all staff are knowledgeable and able to sensitively implement cultural practices that are authentic trusting and respectful.
Children and whānau benefit from a curriculum that values the concepts of whanaungatanga, ako, aroha and wananga, which are represented in the form of Pou. These are symbolic pillars that strengthen and up hold the educationally powerful relationships that support learning among kaiako, tamariki and whānau. All children, parents and whānau enjoy an inclusive learning environment that promotes, celebrates and nurtures babies, toddlers and young children.
Babies and toddlers enjoy highly-responsive teaching and care interactions. Teachers tune into non-verbal communication and skilfully respond to teachable moments. Babies' oral language and communication skills are strongly supported through close, respectful and nurturing relationships with others. They learn in an environment that is calm and responsive to their individual care needs.
Children are respected and valued as individuals who contribute to the centre's culture and learning. They learn in an environment that promotes their sense of self and identity. The centre provides many opportunities for children to visit in the local community. Weekly trips to the local marae, fortnightly visits to the primary school and excursions to the zoo, museum and local parks add authenticity and a richness to the curriculum. Children are encouraged to support the wellbeing of others and share their strengths through strong tuakana-teina relationships.
Partnerships in learning among parents, whānau, children and teachers are based on genuine attitudes of acceptance, respect and a willingness to listen. Parents and whānau value the way teachers involve them in decisions about their children's development and progress. They are increasingly familiar with early childhood assessment, planning and evaluation practices. Parents and whānau receive frequent feedback and feedforward on the progress their child is making through digital technologies, joint planning and goal setting meetings, and portfolios. All children benefit from a collaborative approach to their learning and development by their parents, whānau and teachers.
Teachers are strong advocates for children and understand the child in the context of whānau and the wider community. They value Māori children’s identities as Māori as the foundation and key to their success as Māori. Assessment supports the development of children, through reflecting Māori perspectives of the child, their world and preferred ways of learning. Their teaching and learning practices reflect and understand the essence of the Māori child, such as mana, wairua and mauri. Teachers have a deliberate focus on improving their fluency in te reo Māori and effectively integrate tikanga Māori into the curriculum. Babies, toddlers and children benefit from a programme that is responsive and supports their identity, wellbeing and sense of belonging.
The centre manager and assistant manager build high levels of relational trust and effective participation and collaboration, at every level of the centre. They facilitate a culturally responsive pedagogy that supports children’s identity and sense of belonging. The centre's philosophy is well embedded and supported by robust internal evaluation process that includes emergent and planned reviews. These are focused on continually improving practices that have positive outcomes for children.
Currently teachers are refining planning processes to incorporate the revised 2017 Te Whāriki curriculum. They are involved in and participate in the Community of Learning | Kāhui ako, which involves professional networking and sharing practices to support children’s learning pathways as they transition to school.
ERO and centre leaders have identified that the following areas are important priorities for the centre:
To review and evaluate the environment and resources to ensure there are a range opportunities for children that effectively engage them in sustained and complex learning over time.
Continue to develop assessment practices for documenting older children’s learning so that their learning is clearly evident and linked to the different ways they learn and their whakapapa.
Before the review, the staff and management of ABC Primrose 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 Primrose will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
Te Tai Miringa - Waikato / Bay of Plenty Region
6 October 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.
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Location |
Frankton, Hamilton |
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Ministry of Education profile number |
34095 |
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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 12 aged under 2 |
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Service roll |
57 |
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Gender composition |
Boys 33 Girls 24 |
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Ethnic composition |
Māori |
36 |
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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 |
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Review team on site |
August 2017 |
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Date of this report |
06 October 2017 |
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Most recent ERO report(s) |
Education Review |
August 2014 |
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|
Education Review |
March 2011 |
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Education Review |
February 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 Primrose offers full day education and care for children from birth to school age. The centre is purpose built and located in the Hamilton suburb of Frankton. It provides both all-day and sessional service and is licensed for 28 children including up to 12 under two. There are currently 51 children on the centre's roll and 30 are of Māori descent. Families from a range of cultural backgrounds attend the centre.
The service is owned and operated by the Kidicorp organisation, which provides administrative and professional support. A centre manager supervises and takes responsibility for day-to-day centre operations. She is also responsible for babies and toddlers under two. The head teacher in the over two area has overall responsibility for care routines and programme implementation for young children from two to five years.
Since the 2011 ERO review the centre manager has continued to prioritise areas for review and development including building a professional teaching team and embedding te reo and tikanga Māori. Over 80 percent of the staff are qualified early childhood teachers. Overall staffing in the centre has remained stable.
The concept of ‘whanaungatanga’ (building relationships and bringing the family together) stated in the centre's philosophy, is well embraced and has a significant influence on the centre culture. Teachers demonstrate cultural sensitivity, and work to include all parents and whānau as contributing members of the centre community. Children’s identity is valued. Respectful, trusting relationships are a feature of the centre.
The centre programme includes growing relationships with the local primary schools to support children’s transition to school. Community members are welcomed into the centre and children enjoy frequent excursions outside the centre.
This review was part of a group of six education and care service reviews in the Kidicorp (Ltd) umbrella organisation in Hamilton. ABC Primrose has a positive ERO reporting history.
Babies and toddlers receive high-quality care. They enjoy warm, respectful relationships with adults and each other. Teachers are accomplished at supporting and guiding babies and toddlers growing social understandings. Transitions and routines are unhurried and responsive to the needs of babies and toddlers. The tone in this area is calm and settled.
Babies and toddlers trust their environment and make choices as they explore and make sense of the world around them. They experiment with messy play and a variety of toys and resources. Frequent conversations with parents and whānau provide teachers with vital information about babies and toddlers preferences and needs. Teachers skilfully respond to babies’ early attempts at verbalisation, and use language to soothe and comfort them. They model new words for toddlers and give them time to respond and converse.
Young children have many opportunities for learning about literacy and numeracy, through play throughout the day. The ready for school programme has identified appropriate skills and ways of learning that children are likely to benefit from as they transition to school. These skills are developed within meaningful and responsive play contexts. Teachers effectively implement inclusive practices that enable young children with special learning needs to participate in the programme.
Free choice contributes to high levels of confidence and involvement by young children as they play and interact with one another and adults. Teachers deliberately plan programmes based on children’s emerging interests to extend their skills and social development. Young children are encouraged by teachers to explore and think about what they are doing. They enthusiastically join together in groups and spend time on independent play.
Parents and whānau are valued as equal partners by teachers and have many opportunities to participate with their children in their play. Parent involvement contributed to the success of a ‘Rippa Rugby’ event. This tournament was initiated by the interests of two children and a letter they wrote to the centre manager. The outcome of the tournament was to create links to the wider community and promote children’s interests beyond the centre.
Programme planning practices focus on children's individual interests and allow teachers to respond to an evolving curriculum. Teachers focus on the way children learn and how it can be extended. They use the programme evaluation process effectively to reflect on the impact of their teaching practices on children's learning.
Māori tamariki and their whānau hear and see te reo and tikanga Māori in the centre. This acknowledgement of te reo and tikanga Māori contributes to the strong partnership between the centre and whānau. Teachers who are confident, take responsibility for integrating waiata, karakia and te reo Māori into the programme. These good role models and an external provider continue to build the confidence and capability of all staff.
The professional services manager is focused on promoting effective leadership throughout the centre. She provides high-quality support and guidance for the centre manager and staff. The centre manager is highly skilled, and very dedicated to her role, especially in engagement and support for parents and whānau. 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, along with professional, administrative and business support by well qualified and experienced personnel.
The Kidicorp organisation and centre manager have plans for redevelopment of the outside area. In addition the rear exit into the outside play area needs to be enlarged to allow young children to move freely between internal and external areas of play.
Reviewing the purpose of children’s portfolios is likely to assist teachers to effectively recognise how children learn and provide a clearer record of how teachers extend children’s progress over time.
Before the review, the staff and management of ABC Primrose 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 Primrose will be in three years.
Dale Bailey National Manager Review Services Northern Region
21 August 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 |
Frankton, Hamilton |
||
|
Ministry of Education profile number |
34095 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
28 children, including up to 12 aged under 2 |
||
|
Service roll |
51 |
||
|
Gender composition |
Girls 16 Boys 35 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Indian Burmese |
30 15 3 3 |
|
|
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 |
21 August 2014 |
||
|
Most recent ERO report(s) |
Education Review |
March 2011 |
|
|
Education Review |
February 2008 |
||
|
Education Review |
May 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.