122 Richmond Street, Petone, Lower Hutt
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.
Barnardos KidStart Childcare - Petone Early Learning Centre offers all day education and care for up to 36 children aged over two years. The current roll of 43 children includes six Samoan children and five Asian children. Significant roll growth has occurred over the past three years.
The recent reorganisation of Barnardos New Zealand, is focused on an integrated systems and processes to focus on the quality of teaching and children's outcomes. The regional manager and practice advisor provide regular support and quality assurance to the head teacher and staff. This supports centre operation and identifies areas of strength and next steps for development.
The head teacher oversees the day-to-day operation of the centre and together with a core group of teachers provides continuity for children and their whānau. The centre is participating in professional learning and development to fully implement their response to the refreshed early childhood curriculum, Te Whāriki (2017).
The March 2015 ERO report identified that regular programme evaluation, analysis of assessment to identify children's learning and increasing knowledge and understanding of self review were next steps. This external evaluation recognises that some improvements are evident in these areas and remain ongoing areas for further growth.
Children are viewed as confident and competent learners, which is a key aspect of the Barnardos early learning centre philosophy. They are encouraged to self-manage and to take responsibility within the centre's flexible routines. Sustained play by individuals and groups of children is fostered by responsive teaching practices. Each child's needs and interests are known and valued.
A recent internal evaluation on promoting children's social and emotional competency has strengthened teachers' shared understandings of this key teaching practice. The unhurried and respectful manner of teachers enables children to make choices and to lead their learning. This includes supporting physical activity and enjoyment of the nature and sustainable practices through gardening.
Participation in a teacher-led innovation fund research about transitions for school has increased shared knowledge about good practices for children and their families.
Reviews of the centre environment and resources are informed by what best empowers children to lead their learning and play. The recent redevelopment of the centre gardens provided a valuable platform to increase connections with the wider local community, parents and families and to incorporate children's ideas into the design. Families, whānau and aiga are warmly welcomed and valued as partners in their children's learning.
Te ao Māori continues to be visible in the programme. Children and staff understand their pepeha, aspects of tikanga and enjoy waiata. Children's regular use of te reo Māori is well modelled by most staff.
Responsive provisions for Pacific families remain a centre focus. Pacific staff celebrate the diversity of Pacific cultures and children experience learning that affirms their identity.
Teachers assess and share children's learning through an online digital platform that enables parents to share their response to new learning and aspirations for their children. Continuing to strengthen teachers' analyses of assessment should assist them to evaluate how well centre teaching strategies contribute to improved outcomes for children.
The understandings about teacher appraisal and its implementation have improved over time. The newly developed system to work with the standards of the teaching profession meet the Education Council guidelines. Continuing to support teachers to confidently share their evidence and to set improvement goals that better link to outcomes for children is a next step.
The head teacher and staff understand and are more confident in using internal evaluation for improvement. Strengthening the focus on outcomes for children, based on well-analysed evidence should further improve practice.
The regional manager, practice advisor and head teacher agree that the following key next steps focus on developing greater understanding of outcomes for children, by continuing to:
strengthen the analysis of assessment and planning
improve shared understanding and implementation of the revised teacher appraisal process and internal evaluation.
Before the review, the staff and management of Barnardos KidStart Childcare - Petone Early Learning Centre 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 Barnardos KidStart Childcare - Petone Early Learning Centre will be in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
30 May 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.
|
Location |
Lower Hutt |
||
|
Ministry of Education profile number |
60168 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
36 children aged over 2 |
||
|
Service roll |
43 |
||
|
Gender composition |
Boys 25, Girls 18 |
||
|
Ethnic composition |
Māori |
1 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
|
Review team on site |
March 2018 |
||
|
Date of this report |
30 May 2018 |
||
|
Most recent ERO report(s) |
Education Review |
March 2015 |
|
|
Education Review |
July 2013 |
||
|
Education Review |
April 2010 |
||
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.
Barnardos KidStart Childcare Petone Early Learning Centre, located in Petone, offers all-day education and care for up to 36 children aged over two years.
Significant staffing changes have occurred since ERO's July 2013 review, including changes to leadership. All teachers are qualified or in training. They are representative of the range of cultural backgrounds of children attending the centre. Operation hours have been extended to meet community needs.
Barnardos, as the umbrella organisation, provides strategic direction and a policy framework to guide centre operation. The practice leader and business manager work collaboratively to manage the centre and guide teaching and learning. The service manager has responsibility for the daytoday administration of the centre.
The July 2013 ERO report identified that the head teacher and staff should develop sustainable systems to improve teaching practices and learning experiences for children. Key next steps included curriculum planning and assessment, improving teaching practice, staff appraisal and self review. Since then service managers, with regular Ministry of Education monitoring, have worked with centre staff to make improvements in these areas.
Barnardos' service managers, with centre staff, have made good progress improving centre performance. The service managers have provided high levels of support and advice to the centre leader and staff. There remains a need for this support to continue to build centre leadership and staff capability for maintaining, sustaining and improving practice.
Children appear confident, cooperative and settled. There is a strong focus on children’s social and emotional wellbeing. Teachers engage positively with children. They listen to their views, challenge their thinking and promote their sustained interest in learning.
Recent deliberate changes to the centre’s physical layout and provision of high quality resources enable children to set up their own learning environment. These changes have contributed to a teachers’ focus on fostering children’s independence and sense of ownership. Teachers provide many opportunities for creativity and dramatic play, which learners enjoy.
Teachers prioritise the development of respectful and responsive relationships with families. The language and symbols of children’s cultural backgrounds, including the diversity of Pacific heritages, are visible. Teachers write learning stories in Pacific languages, to enhance children’s sense of belonging and identity.
A strong commitment to the continued improvement in teachers understanding of te ao Māori and Te Tiriti o Waitangi partnership is evident. Te reo me ngā tikanga Māori are integral parts of daily activities. Staff are continuing to enact and embed the service’s Māori strategy, Ngā Pou E Wha, to ensure their work with Māori is effective.
Since the previous ERO review teachers have engaged in ongoing professional learning and development to improve their assessment practice. Assessments, in the form of learning stories, increasingly show children’s progress in a range of contexts, including literacy and mathematics.
Teachers are beginning to analyse assessment information to understand children’s learning pathways and then plan to extend them. Parents are encouraged to contribute about learning at home. Staff have identified that they should continue to strengthen their analysis and evaluation of children’s learning and reflect their cultural identity. ERO agrees with this further development.
Children’s transitions into the centre are carefully planned and implemented. Teachers are strengthening their liaison with local schools. They are exploring links between the early childhood and school curriculums that can be built on in meaningful ways for children.
A positive, collaborative and professional teaching team culture is developing. Constructive feedback, about practice, is growing among the team. Quality indicators have been developed to guide teaching and learning practices.
The staff appraisal process includes goal setting in relation to the Registered Teacher Criteria and teacher reflection on practice. Fully implementing this process, with feedback and evidence, should support continued improvement to teaching and learning.
Self review is valued as a tool to promote improvement. A review of the centre philosophy to include the aspirations of the new team and reflect their recent professional learning is planned. A greater focus on using self review to evaluate the quality of practice and new developments is a next step for improvement.
Managers are committed to the development of the service as a professional organisation characterised by sound practice and positive learning outcomes for children. High expectations for staff practice are clearly stated. A good range of documents guide teaching practice. The centre’s practice leader continues to work with the staff to extend their capacity to deliver a high quality programme, leading to positive outcomes for all children.
Centre management and ERO agree that the areas of concern, identified in the July 2013 ERO report, remain the focus for development. These include:
Before the review, the staff and management of Barnardos KidStart Childcare - Petone Early Learning Centre 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.
The next ERO review of Barnardos KidStart Childcare - Petone Early Learning Centre will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
6 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.
|
Location |
Lower Hutt |
||
|
Ministry of Education profile number |
60168 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
36 children, over 2 years of age |
||
|
Service roll |
14 |
||
|
Gender composition |
Boys 8, Girls 6 |
||
|
Ethnic composition |
Māori Pākehā Other ethnic groups |
2 7 5 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Under 2 |
N/A |
|
|
Over 2 |
1:5 |
Better than minimum requirements |
|
|
Review team on site |
February 2015 |
||
|
Date of this report |
6 March 2015 |
||
|
Most recent ERO report(s) |
Education Review |
July 2013 |
|
|
Education Review |
April 2010 |
||
|
Education Review |
March 2007 |
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.