Bright Minds Childcare - 27/06/2013

1. Background

Introduction

A Supplementary Review is undertaken at the discretion of a National Manager, Review Services in the Education Review Office (ERO).

A supplementary review evaluates the extent and effectiveness of actions a centre has taken towards addressing issues specified in a previous education review and/or any additional areas identified since that review.

Terms of Reference

This supplementary review is based on an evaluation of the performance of the Bright Minds Childcare governing body and management in relation to areas identified in the March 2012 ERO report or issues identified since that review. The terms of reference for this review are to investigate:

  • the quality of the programme provided for children
  • the quality of management practices
  • any other issues relevant to the management and operation of the centre that arise in the course of the review.

2. Evaluation Findings

Background

Bright Minds Childcare Centre requires further development to promote positive learning outcomes for children.

The centre is licensed to provide for up to 26 children, including 16 children under two years of age. The centre has been under the same ownership for the last three years. Staffing has been stable since 2012.

This is the centre’s third ERO review in three years. In March 2012, ERO recommended that the licensee continue using external professional support to improve the quality of the programme for children. The licensee also needed to ensure that she met contractual and regulatory obligations, including health and safety requirements.

Areas of progress

Progress has been made in most areas identified for improvement in the March 2012 ERO report. The centre has received long-term support from an external provider to guide this development. An office administrator has also been employed to enable the supervisor to focus more closely on the day to day running of the centre.

Children are relaxed and engage happily in interactions with one another and with their teachers. They are confident to request help from adults as needed. There has been a positive shift towards more child-focused and less teacher-directed play since the last ERO report.

Interactions with infants and toddlers are unhurried and language-rich. Current early childhood education theories are being used to guide planning for the youngest children. Numeracy and literacy are appropriately included within the context of play.

Teachers are improving their planning for children’s individual and group learning. Assessment and evaluation processes, based on Kei Tua o te Pae, the Ministry of Education early childhood assessment exemplars, are in place. Teachers have improved the quality of their entries in children’s portfolios and on wall displays, and now include some comments from parents. While children’s art is included in portfolios, teachers are not making sufficient use of this information to explore children’s interests and dispositions. Entries from teachers are still infrequent and do not yet play an important part in planning for children’s ongoing learning.

The long-term professional development provider has modelled good planning approaches for teachers to follow.

Areas for further improvement

Continued work is still needed to help teachers develop increased competence in planning and in developing strategies to extend children’s ongoing learning. They could begin by reviewing their teaching philosophy and developing indicators of good practice to help guide their work.

Appraisal processes should be further strengthened to keep teachers’ professional knowledge current and continue to improve teaching practice. Clear links to the Registered Teacher Criteria could be made and related to individual professional development goals. The licensee should ensure that the supervisor is appraised by a fully registered teacher who has early childhood expertise.

While a purposeful procedure for self review is in place, continued development of self review is required. High quality review outcomes could be achieved by linking review processes to current good practice indicators, and focusing more on planned self review as well as spontaneous self review.

There are still some health and safety matters to address. These include:

  • ensuring that regular physical checks are made on sleeping infants and toddlers when all the staff are outside
  • maintaining appropriate distances between moveable climbing equipment and the hard edges of safe fall areas.

ERO recommends that the licensee continue to provide ongoing professional development support to help teachers embed high quality teaching and learning practices.

3. Future Action

ERO intends to return to the service/centre within two years to evaluate the progress made in response to the recommendations in this report.

 

Dale Bailey

National Manager Review Services Northern Region

27 June 2013

Information about the Service

Location

St Johns, Auckland

Ministry of Education profile number

20545

Licence type

Education and Care Service

Licensed under

Education (Early Childhood Centres) Regulations 1998

Number licensed for

26 children, including up to 16 aged under 2

Service roll

20

Gender composition

Boys 11, Girls 9

Ethnic composition

NZ European/Pākehā

Māori

Chinese

Cook Island Māori

Fijian

Filipino

Other Asian

10

3

2

1

1

1

2

Percentage of qualified teachers

50-79%

Review team on site

May 2013

Date of this report

27 June 2013

Most recent ERO report(s)

Supplementary Review

Supplementary Review

 

Education Review

June 2012

 

March 2011

 

November 2009