29 Hatrick Street, Whanganui
View on mapAkarangi | Quality Evaluation valuates 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 Bright Beginnings Childcare Centre are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whāngai Establishing |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whakaū Embedding Whakaū Embedding |
Bright Beginnings Childcare Centre is located in Hatrick Street. It is one of two privately owned services under the same ownership. The roll is becoming increasingly diverse, and one third of the children enrolled are Māori. A team leader, with the support of the manager and owner, leads the teaching team.
Children experience a curriculum that is responsive to them as learners. They actively lead their own learning in play-based contexts. Teachers are intentional in their teaching practice and promote social skills and emotional development. As a result, children have a strong sense of belonging and independently explore the environment in a variety of learning experiences.
Infants, toddlers, and young children experience strong and supportive relationships upheld by deliberate teaching and care approaches. Practices are inclusive of children with additional learning needs. Children benefit from teachers’ and whānau positive engagement to support their ongoing learning and development.
Māori children positively experience te reo Māori woven through affirmations, instructions and kōrero. Professional learning focused on iwi narratives and tikanga Māori has informed teachers’ development in cultural competence. Māori children’s culture, language and identity are affirmed.
Assessment of children’s learning is well-grounded in Te Whāriki, the early childhood curriculum. Teachers know their children well and scaffold their learning to show progress over time. An intentional focus on evaluation of individual and group planning is required, to further identify what worked well, and for whom.
A professional growth cycle has been established. It is improvement focused and supports teachers to reflect and grow their teaching practice. Ongoing mentoring, along with relevant professional development opportunities, will further deepen teachers’ understanding of the curriculum and assessment practices.
A collaborative internal evaluation framework is embedded. Refining and using robust process indicators are required to better support effective evaluation approaches that identify progress and improvement on outcomes for learners.
Those in roles of governance and management demonstrate relational trust. Effective systems and processes guide the service’s practices, enabling equitable positive outcomes for all learners.
Bright Beginnings will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Bright Beginnings Childcare Centre completed an ERO 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.
Patricia Davey
Director of Early Childhood Education (ECE)
17 November 2023
| Early Childhood Service Name | Bright Beginnings Childcare Centre |
| Profile Number | 40201 |
| Location | Whanganui |
| Service type | Education and care service |
| Number licensed for | 37 children, including up to 9 aged under 2 |
| Percentage of qualified teachers | 80-99% |
| Service roll | 37 |
| Review team on site | September 2023 |
| Date of this report | 17 November 2023 |
| Most recent ERO report(s) | Akanuku | Assurance Review, September 2022; Education Review, August 2020 |
ERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
Regulatory standards |
ERO’s judgement |
|
Curriculum |
Meeting |
|
Premises and facilities |
Meeting |
|
Health and safety |
Not meeting |
|
Governance, management and administration |
Meeting |
At the time of the review, ERO identified non-compliance with regulatory standards that must be addressed.
Bright Beginnings is one of two privately owned early learning centres and is located in Hatrick Street, Whanganui. Of the children enrolled approximately half identify as Māori. A team leader with the support of the manager and owner leads the teaching team across two aged-based rooms.
Children experience a programme that is underpinned by Te Whāriki, the early childhood curriculum. Positive interactions promote children’s learning and nurture reciprocal relationships. Children’s preferences are respected, and they are involved in decisions about their learning experiences. Regular opportunities are provided for parents and whānau to be involved in their child’s learning.
Children are supported to develop an understanding of the dual cultural heritage of Aotearoa New Zealand. Suitable provision for teacher’s professional development is evident.
The design and layout of the premises supports the provision of different types of indoor and outdoor experiences.
An increased level of monitoring of health and safety practices is required.
ERO found areas of non-compliance in the service relating to:
[Licensing Criteria for Early Childhood Education and Care Centres 2008, HS8].
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliances:
ERO recommends the Ministry follows up with the service provider to ensure that non-compliances identified in this report are addressed promptly.
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
23 September 2022
|
Service type |
Education and care service |
|
Early Childhood Service Name |
Bright Beginnings Childcare Centre |
|
Profile Number |
40201 |
|
Location |
Whanganui |
|
Number licensed for |
37 children, including up to 9 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
33 |
|
Review team on site |
July 2022 |
|
Date of this report |
23 September 2022 |
|
Most recent ERO report(s) |
Education Review, August 2020; Education Review, March 2017 |
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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:
As part of an Akanuku | Assurance Review ERO assesses whether the regulatory standards are being met. In particular, ERO looks at a service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Bright Beginnings Childcare Centre requires further development to promote positive learning outcomes for children.
Bright Beginnings Childcare Centre - Hatrick Street requires further development so that leaders and teachers ensure compliance with all health and safety licensing requirements, as outlined in the Education (Early Childhood Services) Regulations and the Licensing Criteria for Early Childhood Education and Care Services 2008.
ERO's findings that support this overall judgement are summarised below.
Bright Beginnings Childcare Centre, Hatrick Street, is one of two privately owned early learning services based in Whanganui. It is licensed for 37 children, including nine up to the age of two years. The centre provides all-day education and care for children from birth to school-age. At the time of this ERO review, 40 children were enrolled and 11 are Māori.
An owner is the operations manager. A centre manager oversees daily organisation across the two centres. Staffing the services during 2019 has been a key consideration.
The revised philosophy is to have respectful, open and reciprocal relationships between staff, children, family and whānau, and to provide a home away from home.
The centre has responded to many aspects identified for improvement in the March 2017 ERO report. Improving internal evaluation remains a priority.
During the onsite phase of the review ERO found non-compliances in relation to children's health and safety. Governance, management and leadership need to establish clear roles, responsibilities and reporting requirements for wellbeing, accountability and improvement. Distribution of leadership is beginning to be explored within the centre and extending this should support growing the capabilities of all staff.
Positive interactions and nurturing relationships with children and whānau support their sense of belonging. Teachers respond to children’s readiness and support their confidence in self-management. Children, parents and whānau are welcomed. Children know and understand the routines and rituals of the centre.
A calm and unhurried environment supports children’s play and development. Children and whānau preferences for care routines are well known and followed. Children form strong and secure attachments with teachers.
Children's decision-making and readiness for engaging in play across the two age-based areas are respected. Transitions into, through and beyond the centre for children and their whānau, are well supported.
The curriculum is child-led and based on their interests, previous learning and cultural celebrations. Children's learning portfolios reflect and celebrate these. The outside environment provides a wide range of opportunities for children to explore and take risks. Te reo Māori is evident throughout learning resources, planning and assessment.
The collaborative teaching team regularly engage in professional readings and discussion to reflect and grow teaching practice. They are now exploring ways to implement a more consistent approach to planning and evaluation of children’s learning. Teachers have recently strengthened assessment practices. Strengthening the visibility of children’s individual cultures and languages in their assessment of learning is a key next step.
Leaders model the philosophy, vision and goals of the organisation. A more cohesive approach across the Bright Beginnings Childcare centre organisation is emerging. Collaborative ways of working are fostered with teachers.
Before the review, the staff and management of Bright Beginnings Childcare 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.
ERO identified areas of non-compliance relating to health, safety and supervision. To meet requirements the service needs to improve its performance in the following areas so that:
[Licensing Criteria for Early Childhood Education and Care Services 2008, HS6, HS12]
To improve current practice, the early childhood service management should ensure:
Since the onsite phase of the review the centre has made changes to the environment to ensure children’s privacy is respected during care routines, toileting and nappy changing. In addition, they have undertaken a review to ensure all objects that may fall or topple and cause serious injury have been removed or secured.
ERO recommends that the service, in consultation with the Ministry of Education, develops a plan to address the key next steps and actions outlined in this report.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region - Te Tai Pūtahi Nui
5 August 2020
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 |
Hatrick Street, Whanganui |
||
|
Ministry of Education profile number |
40201 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
37 children, including up to 9 aged under 2 |
||
|
Service roll |
40 |
||
|
Gender composition |
Female 22, Male 18 |
||
|
Ethnic composition |
Māori |
11 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of adults to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:7 |
Better than minimum requirements |
|
|
Review team on site |
March 2020 |
||
|
Date of this report |
5 August 2020 |
||
|
Most recent ERO report(s)
|
Education Review |
March 2017 |
|
|
Education Review |
March 2015 |
||
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.
The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:
Very well placed
Well placed
Requires further development
Not well placed
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.