Bethlehem College Kindergarten

Education institution number:
40032
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
52
Telephone:
Address:

Bethlehem College Kindergarten

1 ERO’s Judgements

Akarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.

ERO’s judgements for Bethlehem College Kindergarten are as follows:

Outcome Indicators

(What the service knows about outcomes for learners)

Whakaū Embedding

Ngā Akatoro Domains

 

Learning Conditions
Organisational Conditions

Whakawhanake Sustaining

Whakaū Embedding

2 Context of the Service

Bethlehem College Kindergarten is located on the grounds of Bethlehem College. This is one of four services governed by the Christian Education Trust. Catering to a multicultural community, a small number of Māori and Pacific children attend. The philosophy prioritises a faith-based curriculum, valuing authentic relationships with children and whānau.

3 Summary of findings

Children, parents and whānau contribute to a responsive curriculum that recognises their identities, languages and cultures. Parent aspirations and learning from home are prioritised. Māori are valued as tangata whenua, with te reo, tikanga, pakiwaitara, and waiata woven into daily experiences. Children and whānau positively benefit from well-established and cohesive strategies that promote the centre’s priorities and values.

The service is increasingly intentional in linking learning outcomes from Te Whāriki, the early childhood curriculum, to assessment practices. Teacher’s know children well and use planning to extend their learning through play. Assessment practices enhance the mana and learner identities of tamariki.

Children with additional learning needs are well supported within the curriculum through teaching practices that are responsive to their individual needs. The centre programme is adapted to enable equitable learning opportunities. Children are empowered to experience inclusion and success.

Governance and leadership prioritise the needs of children to inform decision making. Relational trust is evident at all organisational levels. Centre leaders demonstrate a shared understanding of the philosophy and the enactment of faith-based principles. The service promotes the building of strong relationships with children to enhance their sense of belonging.

The service is utilising aspects of internal evaluation to support positive shifts in teaching practice. Relevant professional learning opportunities enhance teacher’s capability. Leaders are yet to build teachers’ shared understanding of internal evaluation that identifies what is working well, and for which groups of children.

4 Improvement actions

Bethlehem College Kindergarten will include the following actions in its Quality Improvement Planning:

  • continue to strengthen teacher practice in relation to Tapasā: cultural competencies framework for teachers of Pacific learners, to further enrich the curriculum for children of Pacific heritage

  • develop a shared understanding of internal evaluation that monitors the impact of improvement actions on outcomes for children.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Bethlehem College Kindergarten 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.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

10 October 2022

6 About the Early Childhood Service

Early Childhood Service Name

Bethlehem College Kindergarten

Profile Number

40032

Location

 Bethlehem

Service type

Education and care service

Number licensed for

43 children aged over two

Percentage of qualified teachers

100%

Service roll

54

Review team on site

June 2022

Date of this report

10 October 2022

Most recent ERO report(s)

Education Review, May 2018; Education Review, February 2015

Bethlehem College Kindergarten - 09/05/2018

1 Evaluation of Bethlehem College Kindergarten

How well placed is Bethlehem College Kindergarten 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

Bethlehem College Kindergarten is an all-day education and care service located on the grounds of Bethlehem College in Tauranga. The kindergarten is licensed for 43 children over the age of two years. The kindergarten's roll of 52 includes two Māori children. A significant proportion of children attending the kindergarten are of Asian descent.

Bethlehem College Kindergarten operates under the umbrella of The Christian Education Trust’s Bethlehem Early Learning Centres Ltd (BELC). BELC operates five early learning services in the Bay of Plenty area.

The kindergarten’s head teacher is responsible for leading all aspects of the kindergarten’s operations. She is supported by the BELC centre manager who provides management and professional guidance for all BELC centres.

Since the 2015 ERO review leadership has remained the same and there have been very few changes to the teaching team. The kindergarten's philosophy makes a commitment to ‘a belief that every child is uniquely created and loved by God, and everything we do is informed and based on this belief.'

The kindergarten is a member of the Waikato Bay of Plenty Christian non-Denominational Community of Learning|Kāhui Ako.

Bethlehem College Kindergarten has a positive ERO reporting history and has made good progress in addressing areas for development in the 2015 ERO report.

The Review Findings

Children enjoy participating in a rich and broad programme. A feature of the kindergarten is the expansive play spaces that provide opportunities for children to explore, experience safe physical challenge and develop their creativity and imagination. Children enjoy having ready access to a wide range of high-quality resources. Māori children’s language, culture and identity is supported through waiata, karakia, and celebration of important events for Māori. Teachers foster whanaungatanga and manaakitanga throughout the service promoting close and respectful relationships with whānau. They are continuing to develop their confidence in using te reo Māori in their interactions with children. The programme is enhanced by frequent visits into the local and wider community. Children benefit from participating in a programme that is responsive to their language culture and identity.

Transitions into and out of the centre are well managed. A close and long-standing partnership with Bethlehem College supports those children who transition to the college. Teachers are continuing to build relationships with other local schools to support transition processes.

Attractively presented individual portfolios provide parents with a comprehensive record of their children's participation in the programme. These are easily accessible for children as an opportunity for them to revisit their learning.

Teachers work collegially in the best interests of children and their families. They are strongly committed to the centre's Christian philosophy. Teachers have positive and responsive relationships with children and parents. They implement a wide range of effective strategies that promote children’s thinking, creativity and problem solving skills. Teachers skilfully integrate literacy and mathematics learning into children's play. They work closely with outside agencies and parents to support the learning and care of children with diverse needs, including those who have English as a second language. Children's learning and care is effectively promoted through the implementation of responsive teaching practices.

The head teacher provides well-informed leadership. She is highly respected by teachers and parents, and has a successful focus on maintaining a collegial teaching team. The head teacher models effective teaching practice and provides regular feedback to teachers about their teaching. Consideration should now be given to documenting this feedback as part of the teacher appraisal process. The head teacher leads useful self-review processes that contribute to ongoing kindergarten development.

The kindergarten benefits from effective governance from BELC. The knowledgeable centre manager provides good-quality support for the head teacher and teaching team. An appropriate policy framework has been developed to guide centre operations. Well aligned strategic and annual plans guide kindergarten direction and improvement. BELC generously funds the kindergarten to maintain high levels of qualified staff, high-quality resources and low children-to-teacher ratios. A useful framework to support the development of effective self-review practices has been implemented. Leaders and teachers undertake both spontaneous and planned self reviews that contribute to ongoing improvement. Engagement in comprehensive professional development is supporting leaders and teachers' knowledge of in-depth self review and the implications of the revised New Zealand early childhood curriculum Te Whāriki.

Key Next Steps

Leaders and ERO agree that ongoing development of assessment practice should focus on documentation that reflects children's language culture and identity, parent perspectives and children's learning over time.

Management Assurance on Legal Requirements

Before the review, the staff and management of Bethlehem College Kindergarten 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 Bethlehem College Kindergarten will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer

Te Tai Miringa - Waikato / Bay of Plenty Region

9 May 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

Tauranga

Ministry of Education profile number

40032

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

43 children, including up to 0 aged under 2

Service roll

52

Gender composition

Girls 28 Boys 24

Ethnic composition

Māori
Pākehā
Chinese
Korean
Indian
Other

2
26
8
4
4
8

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Over 2

1:7

Better than minimum requirements

Review team on site

February 2018

Date of this report

9 May 2018

Most recent ERO report(s)

Education Review

February 2015

Education Review

August 2011

Education Review

June 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.

Bethlehem College Kindergarten - 11/02/2015

1 Evaluation of Bethlehem College Kindergarten

How well placed is Bethlehem College Kindergarten 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

Bethlehem College Kindergarten is located in Tauranga, on the campus operated by the Christian Education Trust. It is one of five centres that operate under the umbrella of the Bethlehem Early Learning Centres Ltd. The kindergarten shares the same grounds as the Bethlehem College campus. It provides full day education and care for up to 43 children aged over two years of age.

Teachers have a shared commitment to, and understanding of their service's values. They believe that ‘every child is special and unique and therefore will be respected, accepted, nurtured, and supported to progress towards their God given potential.’ Christian values and virtues underpin all aspects of centre operations.

Since the last ERO review in 2011 a new head teacher has been appointed and staffing has remained consistent, providing continuity for children and families. Staff are well supported by an experienced centre manager who oversees all five centres and reports regularly to the board of directors about centre operations.

Teachers are supported to grow their professional knowledge and have many opportunities to engage in professional development courses. Teachers’ current focus has been on developing the centre’s bicultural curriculum. They have undertaken professional development and are currently introducing practices that promote a Māori world view.

The kindergarten has had a positive reporting history with ERO. Children continue to benefit from the high level of qualified teachers and quality adult-to-child ratios that exceed the minimum standards recommended by the Ministry of Education.

The Review Findings

Children learn in a high-quality and well-organised environment. They have access to extensive resources that promote self-directed exploration and play. There is ample space for them to work independently, or collaboratively in groups. Both the indoor and outdoor environments are interesting and challenging, catering for the wide range of abilities and interests of children.

Children develop a sense of belonging at the kindergarten. They develop a belief in themselves as capable, competent learners, and their emotional wellbeing and independence are strongly promoted. Children have many opportunities to develop friendships with others. They engage in sustained learning experiences through self-motivated exploration and investigation. Transition-to-school processes are managed well by the teachers, and children enjoy access to the school pool, library and reciprocal visits between the kindergarten and school.

Teachers have established close, trusting and respectful relationships with children and their families. Communication is open and transparent, and families are welcome to stay and participate in their child’s education. Portfolios are shared with children and families, and celebrate the successes and learning of children over time. Teachers use a good range of strategies to support children’s learning. They are responsive to teachable moments and extend children’s thinking and knowledge during their conversations. Children are encouraged to problem solve, be creative, and to use their imagination.

Strengths of the curriculum include:

  • programme planning focused on extending children’s learning through their interests and strengths
  • the use of the local and wider community to enrich and extend learning
  • an inclusive programme that embraces and values diversity
  • literacy and mathematics being meaningfully implemented through children’s interests and play
  • opportunities for children to learn to care for centre pets.

Self-review processes are well developed, clear and purposeful. Teachers use spontaneous and planned reflections to review the quality of teaching and learning. There is a strong focus on improving practice that promotes positive learning outcomes for children.

The head teacher fosters a collaborative approach to decision making with her teaching team. Parents appreciate the opportunities to network with one another, and value the positive relationship they have with kindergarten teachers.

Key Next Steps

The service's leadership team agree to continue to develop their bicultural practices. This should further enhance the curriculum and learning outcomes for children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Bethlehem College Kindergarten 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 Bethlehem College Kindergarten will be in three years.

Dale Bailey

Deputy Chief Review Officer-Northern

11 February 2015

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

Tauranga

Ministry of Education profile number

40032

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

43 children, aged over 2

Service roll

55

Gender composition

Girls 31

Boys 24

Ethnic composition

Māori

Pākehā

Chinese

Australian

Korean

American

European

Sikh

3

42

3

2

2

1

1

1

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Over 2

1:7

Better than minimum requirements

Review team on site

December 2014

Date of this report

11 February 2015

Most recent ERO report(s)

Education Review

August 2011

 

Education Review

June 2008

 

Education Review

June 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.