BestStart Sunset

Education institution number:
45013
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
57
Telephone:
Address:

177 Sunset Road, Mangakakahi, Rotorua

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ABC Rotorua Sunset - 18/01/2017

1 Evaluation of ABC Rotorua Sunset

How well placed is ABC Rotorua Sunset 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 Sunset is located on Sunset Road, Rotorua. The centre is licensed to provide education and care for up to 55 children including 15 children up to two years of age. The centre has 3 separate, adjacent age-based areas. At the time of this ERO review there were 45 children including 31 Māori children.

The centre operates under the umbrella of BestStart Educare Limited, who provide strong governance support underpinned by a clear vision and values. The professional services manager and business manager continue to provide effective professional, administrative and business support for the service.

Since the ERO review in 2014, a new centre manager was appointed and several new teachers joined the staff. A specialised area to cater for children up to two years old with two teachers has been developed.

With support from ERO, the Ministry of Education and professional leaders, an action plan was developed and documented to address the areas requiring improvement identified in the 2014 ERO report. Over a two year period significant improvements were made to centre leadership, self review, teaching practice and the environment. The centre is now well placed to provide positive outcomes for staff, families. whānau and children.

The centre aims to provide a service where the individual needs and strengths of children are well catered for, parent aspirations are respected, the environment is engaging and children's successes are celebrated.

The Review Findings

The curriculum is strongly underpinned by Te Whāriki and promotes a culture of free play. It is focused on children's interests and strengths and places priority on diverse learners.

Māori children benefit from hearing te reo Māori spoken in meaningful contexts, sharing waiata and karakia before meals, and learning respect for aspects of tikanga Māori. Care has been taken to plant native plants, vegetables for sharing kai and seasonal flowers. This is enhancing children's understanding of Papatūānuku and the natural world. Children are valued for the contributions they bring into the centre.

Children have ready access to equipment and resources throughout the day. Flexible routines promote children's ability to pursue their interests, and persist in their play for extended periods of time. Mealtimes are opportunities for children to build self-managing skills, develop social skills and share conversations about their interests and happenings at home with their peers and teachers. Food provided by the centre is plentiful and aligned with Healthy Heart recommendations. Children are settled and confident, and demonstrate high levels of wellbeing and belonging.

Transitions are well planned as children enter the centre, progress through the age-based areas, and move on to school. Children and whānau participate in trips and excursions into the wider community and enjoy regular centre celebrations. There are many opportunities for children to learn early mathematics and literacy concepts. A creativity room for children to explore has the potential to add complexity to learning, and support children to develop early concepts of science and creativity. To maximise the potential that this room provides, teachers should consider how to give children greater and more consistent access to this area.

Infants and children up to the age of two years old benefit from a recently refurbished area for their care and learning. Teachers are nurturing and responsive to children's learning needs. Children enjoy opportunities to explore and experiment in a spacious and safe natural outdoor environment and well-presented indoor area. Teachers should continue to access professional learning and development about current theory and best practice in the care of children up to two years old.

Teachers plan and assess children's learning and make use of a variety of strategies to share this with children, whānau and families. Electronic portfolios are enhancing parent voice and their contributions to the learning partnership. Children enjoy revisiting their learning and sharing it with others through individual portfolio books. An 'All About Me' book contains some information about children's culture and identity, and contributes to children's sense of belonging and confidence in their culture. Centre displays are attractive and present current interests and learning.

Ongoing professional development and informed professional leadership is resulting in improvements to centre management and teaching practice. Teachers demonstrate some good teaching practices that include:

  • skilful modelling by experienced teachers

  • rich learning conversations with children where teachers use complex oral language and open questions

  • encouraging children to express their wants, ideas and opinions

  • consistent use of strategies to positively guide children's behaviour

  • sharing and celebrating children's successes and affirming their contributions.

A recent innovation is the strategy to support teachers to reflect on their practice. This includes a focus on priority learners and developing individual, strengths-based plans to enhance learning for identified children. A collaborative team culture is contributing to a consistent approach to planning and implementing a responsive programme for children, whānau and families.

The new centre manager was appointed in 2015 and with good support from the professional services manager and business manager, is providing effective day-to-day management of centre operations. Positive aspects of governance and leadership that promote centre sustainability include:

  • robust, documented systems and processes for internal evaluation that includes the voices of whānau, families and teachers

  • internal evaluation aligned with the strategic plan, centre vision and philosophy

  • clear expectations for centre operations that include Ministry of Education guidelines for best practice

  • a rigorous teacher appraisal system that includes feedback and feed forward, self and peer assessment and relevant professional learning opportunities

  • diverse learners experiencing success in a culturally responsive environment.

The centre is meeting the intent of its philosophy through:

  • effective governance and leadership

  • good teaching practices

  • positive partnerships with whānau and families.

Key Next Steps

Leaders and teachers should continue to review aspects of the curriculum. Consideration should be given to:

  • providing consistent access to a wider variety of learning materials and experiences

  • developing clear expectations for planning to add complexity to children's learning as they transition across the age-based areas.

Management Assurance on Legal Requirements

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

 Lynda Pura-Watson

Deputy Chief Review Officer

18 January 2017

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

Rotorua

Ministry of Education profile number

45013

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

55 children, including up to 10 aged under 2

Service roll

45

Gender composition

Girls 23 Boys 22

Ethnic composition

Māori

Pākehā

Cook Island

Indian

Other Asian

31

11

1

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

November 2016

Date of this report

18 January 2017

Most recent ERO report(s)

 

Education Review

December 2014

Education Review

March 2012

Education Review

March 2009

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 Rotorua Sunset - 17/12/2014

1 Evaluation of ABC Rotorua Sunset

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

Not well placed

Requires further development

Well placed

Very well placed

Requires further development

To improve centre professional leadership, teaching practice, assessment planning and evaluation of the programme and self-review systems and processes.

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

Background

Huakina mai ki a mātou katoa to kuaha o te mātauranga me te maramatanga kia koi ai o matua hinengaro i ngā wā katoa.”

A whakataukī gifted to the centre expresses the aspiration to open the door of learning so that minds may be sharp at all times.

ABC Rotorua Sunset is located in Sunset Road, Rotorua. The centre is licensed to provide a choice of all day and sessional education and care for 55 children including 15 under two years of age. At the time of this ERO review there were 67 children, including 12 children under two years old, 45 who identified as Māori and a number of children from other ethnic groups. The under-two area is separate from and adjacent to the area for older children, each led by a head teacher.

The centre operates under the governance umbrella of Kidicorp Ltd. 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.

Since the ERO review in March 2012, a new professional services manager (PSM) was appointed in June 2014. The head teacher has remained in her role and two teachers have joined the teaching team. Since the very recent resignation of the centre manager, the PSM has acted quickly to appoint a new centre manager and provide induction and support for her.

The PSM has identified important areas for review and development to improve outcomes for children and their families. He has implemented action plans and professional support to raise the quality of professional leadership, teaching practice, bicultural practice and communication systems in the centre.

The spacious outdoor areas are about to undergo extensive remodelling to provide children with further opportunities to learn and play in a natural environment. This is likely to provide improved visibility, access and transitions between the two age-based areas.

Good use is made of the complimentary centre van, without which some children would not be able to attend this centre.

An important next step is to review the centre philosophy in consultation with all staff and families. This is likely to lead to greater ownership and a clearer sense of direction for centre development. The centre’s current philosophy aims to educate and nurture each child and provide a sense of wellbeing and belonging.

The Review Findings

Children are learning in a secure home-like environment with well known routines and an appropriate range of equipment. Children enjoy playing and learning alongside their siblings and other friends. Teachers present materials that foster children’s emerging interests in literacy and mathematics learning. Trips and excursions to places of significance to local Māori extend children’s knowledge of their local community and the wider world.

The head teacher in the under two area is providing effective leadership. Infants and toddlers are experiencing high-quality care and learning.

ERO observed the following good practices by some teachers in both areas:

  • strong, trusting relationships evident amongst teachers, children and families
  • the use of te reo and tikanga Māori practices
  • mathematical concepts and early literacy evident in teacher conversations and activities
  • caregiving that promotes strong and secure attachments for infants and toddlers
  • use of rich language and responsiveness to infants non-verbal cues.

The consistent implementation of good teaching practices by all teachers should support the centre's philosophy and aspirations for high-quality education and care.

Key Next Steps

ERO and the PSM have identified the need to build leadership capability in the centre. Aspects to develop and strengthen are:

  • consistent day-to-day management and implementation of key centre operations
  • the provision of clear, appropriate and well-understood expectations
  • effective performance management of staff
  • centre self-review systems and processes that consistently develop and improve centre operations and outcomes for children
  • systems and processes for planning, assessment and evaluation of the centre programme.

Management Assurance on Legal Requirements

Before the review, the staff and management of ABC Rotorua Sunset 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.

Development Plan Recommendation

ERO recommends that the service, in consultation with the Ministry of Education, implements the action plan developed by the PSM to address the key next steps and actions outlined in this report.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of ABC Rotorua Sunset will be within two years.

Dale Bailey

National Manager Review Services Northern Region

17 December 2014

2 Information about the Early Childhood Service

Location

Rotorua

Ministry of Education profile number

45013

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

55 children, including up to 15 aged under 2

Service roll

67

Gender composition

Girls 34

Boys 33

Ethnic composition

Māori

NZ European/Pākehā

Indian

Other Asian

45

20

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

March 2012

 

Education Review

March 2009

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.