23 Saxon Woods Drive, Rototuna North, Hamilton
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 Rototuna is located in a northern suburb of Hamilton. It is a full-day education and care service, licensed for 50 children with a maximum of 14 up to two years of age. It has three separate learning areas that cater for the different ages and stages of infants, toddlers and young children. The current roll of 61 includes 13 Māori 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 an internally appointed centre manager who oversees the day-to-day operations of the service with support from a team leader. The centre has recently reviewed its philosophy which states: The aims for the centre include provision of an environment where tamariki and whānau have a sense of wellbeing and belonging. They believe in embracing te ao Māori and other cultures of Aotearoa and promoting secure attachments through play-based learning.
The centre has a positive ERO reporting history and developments since the last review have been assessment, planning and evaluation, and intentional teaching processes and practices.
This review was part of a cluster of six reviews in the BestStart organisation.
Children and their families are warmly welcomed into the centre. Trusting, respectful relationships promote open communication and a centre culture that embraces the diversity of all children and their families. Transitions into the centre and between age group areas are individualised to meet the needs of children. At the beginning and end of the day children are all together which provides them with times to be with siblings. Teachers successfully reflect their philosophy values of promoting the wellbeing and sense of belonging of children and their whānau.
The environment is purposefully planned to provide children with choice and challenge. They confidently lead their own learning through their interests and play. Learning opportunities for literacy, mathematics and other curriculum areas are plentiful through a wide range of stimulating resources and equipment. Infants and toddlers have personalised care routines and small group size promotes secure attachments. Self help and care skills are encouraged by teachers, supporting children to view themselves as capable.
A particular strength of the toddlers and young children's programme is the acknowledgement of tangatawhenua and inclusion of historical stories of the local Māori community. Te ao Māori is strongly reflected in the environment and many teachers use te reo Māori naturally in their conversations with children. Children understand and confidently speak basic te reo Māori. This supports Māori children to experience success as Māori. All children benefit from learning the indigenous and unique language of Aotearoa.
Teachers use intentional teaching strategies that add complexity to learning. Positive communication and social interactions support children to develop their social competence. Teachers' ongoing affirmation of children's successes supports them to feel proud of their achievements. Teachers notice children's interests and strengths. Through learning conversations they extend children's thinking and problem solving strategies and dispositions.
Partnerships among teachers and parents are effectively fostered through assessment and planning practices. On-line access to their child's portfolios supports parents to be actively engaged in their children's learning. Teachers meet with parents formally and informally to discuss their aspirations for children, set relevant goals to promote inclusive learning outcomes and respond to diverse needs. There is a need for leaders and teachers to further improve assessment and planning documentation to better reflect the rich programme and learning children experience while at the centre.
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 the 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.
Centre leadership effectively leads internal evaluation practices, focused on improvement. A strength of the team is the small group of long-serving teachers that positively impacts on the centre's ability to sustain and improve practices.
Key next steps are for centre leaders and teachers to:
use their internal evaluation processes to improve assessment and planning practices
Before the review, the staff and management of ABC Rototuna 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 Rototuna will be in three years.
Adrienne Fowler
Director Review and Improvement Services
Te Tai Miringa - Waikato / Bay of Plenty Region
22 August 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 |
Hamilton |
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Ministry of Education profile number |
30128 |
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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 |
50 children, including up to 14 aged under 2 |
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Service roll |
61 |
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Gender composition |
Boys 35 Girls 26 |
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Ethnic composition |
Māori |
13 |
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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 |
July 2018 |
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Date of this report |
22 August 2018 |
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Most recent ERO report(s) |
Education Review |
March 2015 |
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Education Review |
January 2012 |
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Education Review |
October 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 Rototuna operates under the ownership of Kidicorp Ltd. It is licensed to provide education and care for a maximum of 50 children from birth to school age. Up to 14 of the children may be under two years of age. At the time of this ERO review, 67 children were enrolled, of whom 12 are identified as Māori. The centre also includes children from a range of ethnicities, and is located in Rototuna, a north eastern suburb of Hamilton.
Since the 2012 ERO review the centre has refurbished the indoor playrooms and begun to redevelop the outdoor areas. A new assistant manager has been appointed, and new teachers have been appointed to the babies’ area of the centre. The centre has made progress in addressing areas identified for further development in the last review. Children’s transition from the babies’ area to the toddlers’ is well-managed, and teaching practice is now focused more on extending children’s learning. Partnerships with parents are making valuable contributions to the programme’s responsiveness to children.
The centre philosophy values the provision of a warm, secure and caring environment where children and their parents/whānau are welcomed and supported. Teachers encourage children to have fun and laughter, and grow socially as independent, confident and competent learners.
Teachers have had a variety of opportunities for professional development and learning. They regularly attend meetings with centre managers or teachers from other centres under the same management, and have undertaken leadership training and conferences. The babies’ and toddlers’ teams recently attended a meeting to update their knowledge of best practice for those age groups. Teachers have had external professional training and support in waiata and kapa haka.
The Hamilton Regional Office of Kidicorp Ltd provides strong and effective governance, leadership and management support. This includes well-developed and rigorous self review and quality assurance processes, and professional, administrative and business support by well-qualified and experienced personnel.
Children have a strong sense of belonging and wellbeing, and teachers respect and value their contributions to the programme. They are involved in sustained, meaningful play and are able to follow their interests and make choices and meaningful decisions about their learning. The independence and self-care skills of all age groups are encouraged. Children are learning in attractive and inviting environments that cater for children’s interests, offer new experiences, and provide opportunities to research new ideas. They enjoy playing and learning in spacious and natural outdoor environments that stimulate active exploration and develop their physical skills. Children enjoy performing their centre kapa haka, hear te reo Māori used in waiata and everyday phrases, and learn about traditional myths and legends.
Children up to two have separate indoor and outdoor areas that are safe and offer a variety of interesting activities. They are nurtured by responsive teachers who encourage them to explore and enjoy well-resourced environments. They are well-settled and respond positively to the calm routines and gentle pace they experience during the day. Children transition to the next age-group area when they show confidence and readiness to adjust to changing relationships and expectations. During the process, teachers provide continuing support for children and their parents.
Teachers know children and their families well. They support and extend children’s learning and provide skilled positive guidance. Teachers encourage children to solve problems by sharing their knowledge, seeking further information, and working cooperatively with other children. Literacy, mathematics and science are naturally included in the programmes, and children’s diverse languages and cultures are increasingly evident. Children with additional learning needs are assisted to participate and learn alongside their peers. The centre maintains close relationships with support agencies. Children for whom English is a second language are well-supported.
Parent and centre partnership is a strength of the service. Teachers value communication with parents. Information about children’s interests, development and learning are shared formally and informally. Teachers provide resources and information that assist parents to understand the organisation’s well-rounded approach to children’s learning in areas such as literacy, numeracy and science. The programmes are based on the Te Whāriki, the early childhood curriculum. They are planned to respond to children’s interest and promote skills and understandings signalled in the centre philosophy.
Recent self review has focused on developing a consistent approach to planning and assessment. Teachers are now developing intentional teaching strategies to support and extend the learning possibilities they have identified.
The use of online portfolios encourages exchanges of information between parents and teachers, so that parents’ aspirations for their children can be responded to in a timely way. Assessments identify children’s participation and learning, and are beginning to show children’s progress in developing their learning skills. Six-monthly summary reports and parent interviews provide a platform for parents and teachers to share and discuss this information and develop goals for ongoing development.
Staff use purposeful, well-structured self-review to improve outcomes for children. Links are made with managements’ centre evaluation checks, appraisals, and areas identified for development in the 2012 ERO report. Recently the centre has focused on assessment, partnership with parents, biculturalism and including family ethnicities. Staff members revisit self-review decisions to evaluate the benefits for the service and make further adjustments as necessary. The centre’s strategic plan takes account of centre strengths and guides review and development in line with the service vision.
Centre leaders have developed trusting relationships among staff. They are committed to the service’s vision and philosophy, and work hard to realise the centre’s goals. Their practice is well supported by knowledgeable service managers through meetings, visits and professional development. Effective performance management and relevant professional learning and development opportunities guide staff to implement best practice for teaching and learning.
ERO and centre leaders agree on the following next steps for development.
Leaders and teachers should continue to develop learning story assessments and consistent programme planning to clearly identify:
Before the review, the staff and management of ABC Rototuna 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 Rototuna will be in
Dale Bailey
Deputy Chief Review Officer Northern
31 March 2015
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 |
Flagstaff, Hamilton |
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|
Ministry of Education profile number |
30128 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
50 children, including up to 14 aged under 2 |
||
|
Service roll |
67 |
||
|
Gender composition |
Boys 37 |
||
|
Ethnic composition |
Māori |
12 |
|
|
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 |
January 2015 |
||
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Date of this report |
31 March 2015 |
||
|
Most recent ERO report(s)
|
Education Review |
January 2012 |
|
|
Education Review |
October 2008 |
||
|
Education Review |
January 2006 |
||
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.