85 Main Road, Tawa, Wellington
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.
The all-day service caters for up to 85 children from birth to five years of age, including up to 21 under two year olds. Of the current roll of 96, 11 children identify as Māori and eight as Pacific. Families attending the centre come from a wide range of ethnic backgrounds.
The site's three learning spaces are allocated to infants, toddlers and preschool children. Day-to-day operation of the centre is the responsibility of the centre manager, who supports three head teachers. Since the October 2014 ERO report there have been several leadership changes.
The previous ERO report identified areas requiring improvement. These included: assessment, planning and evaluation; transition to school processes; the bicultural programme; strategies for promoting Māori and Pacific success; and appraisal. Progress is evident.
Early Years Redwood is owned and operated by BestStart Educare Ltd. BestStart (previously known as Kidicorp Ltd) is a large national organisation that owns early childhood services across New Zealand.
This review was part of a cluster of four in BestStart Educare Ltd.
Children enjoy interactions with warm and responsive teachers. Staff work peacefully alongside groups and individuals, supporting them in their play. Children prepare vegetables from the centre's garden, and have regular opportunities to try a wide range of cultural foods. Independence, self-help skills and social competence are fostered through effective teaching strategies.
Infants and toddlers benefit from a sensitive and unhurried approach. Teachers pay close attention to children's individual rhythms and forms of communication. There is a clear focus on making the learning environment warm and inviting to children under two and their families.
A well-considered process is in place for transitions within the centre. Children and their parents are well supported by positive and attentive teachers.
A range of useful strategies are in place to support children's successful transition from the centre to school. Relationships with a number of local schools have been established, and teachers facilitate regular group excursions to several schools.
Children with diverse needs are well supported. Teachers liaise with whānau and, where appropriate, external agencies to enact a credit-based planned programme.
In response to ERO's previous report, there is now consistency of assessment, planning and evaluation across the centre. Teachers notice and respond to children's interests. However, significant strengthening in this area is required. A robust planning process for individual children should be implemented, involving:
Assessment documentation should show how plans and strategies have been enacted to support children's progress.
Leaders are focused on improving the quality of education and care for children through ongoing systematic self review. ERO affirms the centre's recent shift to an internal evaluation framework that is more focused on measuring the impact of changes.
The centre philosophy is about to be reviewed. Leaders and ERO agree that it will be useful to use this review to align the philosophy with intended outcomes for children, in consultation with families.
Te reo me ngā tikanga Māori are promoted in the centre. Resources, displays and artefacts make te ao Māori visible. Some teachers use te reo Māori in their everyday interactions. Increasing the use and consistency of te reo Māori throughout the teaching team would support all children to experience the dual heritage of their Aotearoa New Zealand context.
There has been an ongoing focus on developing relationships with whānau Māori and Pacific communities. These relationships should now be strengthened to lead to purposeful learning partnerships, with targeted planning for these children, drawing on cultural knowledge.
A clear framework guides the appraisal process. Formal observations of teacher practice are planned. Teachers and leaders are developing their practice through inquiry and knowledge-building to improve outcomes for children. BestStart provides opportunities to participate in a wide range of professional learning and development.
Professional services managers provide regular feedback, support and guidance about the curriculum in action. This clearly identifies strengths and areas for development. Roles and responsibilities of leaders and managers are clearly identified and well understood. A comprehensive policy framework, including procedures and systems, guides the operation of the centre.
ERO and leaders agree that the key next steps are to:
Before the review, the staff and management of Early Years Redwood 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 Early Years Redwood will be in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
19 May 2017
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 |
Tawa |
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Ministry of Education profile number |
60331 |
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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 |
85 children, including up to 21 aged under 2 |
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Service roll |
96 |
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Gender composition |
Girls 55, Boys 41 |
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Ethnic composition |
Māori |
11 |
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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 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
April 2017 |
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Date of this report |
19 May 2017 |
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Most recent ERO report(s)
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Education Review |
October 2014 |
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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.
Early Years Redwood is owned by Kidicorp Ltd and located in Tawa, Wellington.
The all-day service caters for up to 85 children from birth to five years of age including up to 21 under two year olds. Currently there are 86 children on the roll and, of those, six are Māori and 11 are Pacific.
In 2013, three early childhood centres on the same site for infants, toddlers and preschool children, were relicensed as one service.
A new centre manager appointed in 2013 oversees the three-centre complex. the centre manager's of the three s Direct support forrole is provided by a Kidicorp professional services manager (PSM) and a business manager. Eachage-specific areais managed by a head teacher. This teaching team works together to implement the strategic goals of the organisation and service.
Children enjoy warm caring relationships with teachers and other children. Interactions are unhurried, respectful and nurturing. Teachers know the children well and are responsive to their individual needs and interests. Children’s self management, wellbeing and social competence are sensitively supported.
The service vision is to provide quality education within a nurturing and supportive learning community. The newly developed philosophy focuses on strengthening children’s individual dispositions as life-long learners. The centre incorporates clear links to Te Whāriki, the early childhood curriculum. These guiding aspects are evident in the teaching and learning programme.
The centre programme encourages children's individual preference and choice. Children demonstrate confidence and capability in leading their own learning. A good range of resources is used to successfully promote children's creativity and learning. Children’s numeracy and literacy skills are enriched through daily experiences and routines.
Infants and toddlers up to two years of age experience environments learning that are well resourced and encourage exploration. Very good teacher-to-child ratios support teachers to develop deeper relationships with younger children, their parents and whānau. Routines for children's care are respectfully managed.
Ongoing reflection by teachers about children’s learning occurs. Learning profiles include narrative assessments of children’s interests, learning outcomes and progressions. E-portfolios are an alternative through which parents, whānau and children can express their thoughts. Leaders agree that developing consistency across the centre team is needed in assessment, planning and evaluation.
The curriculum design includes children’s languages and cultures. Te ao Māori contexts, symbols and natural resources are woven through the learning environment. Te reo Māori is purposefully used and children listen and respond. Staff practices acknowledge Māori learners and their whānau. Teachers recognise the need to further develop their knowledge, understanding and practices related to te ao Māori.
Pacific children experience opportunities to celebrate their culture. Leaders have identified that a next step is to further develop knowledge and understanding that suports Pacific children learning and development through relationships with parents and aiga. ERO's, evaluation agrees with this direction.
The service usefully assists children and their families to transition into the centre and on to school. The Be School Ready programme, school visits and collaboration with primary school teachers contribute to a positive experience. A review by the service has identified this as an area for further development.
Leadership is effective and promotes positive outcomes for children, parents and whānau. The centre manager has led change and advanced the centre's strategic vision. The process for appraisal of staff provides some useful feedback and guidance for teachers. Leaders recognise taht the further strenthening the rigour of the appraisal process is needed.
Self review is contributing well to decision-making, and leads to imporvements that promote outocmes for children. Staff, parents and whānau work collaboratively and focus on improvement.Self-review processes and understanding continue to develop.
Centre management and ERO agree that next steps are to:
Before the review, the staff and management of Early Years Redwood 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 Early Years Redwood will be in three years.
Joyce Gebbie
National Manager Review Services Central Region
14 October 2014
|
Location |
Tawa, Wellington |
||
|
Ministry of Education profile number |
60331 |
||
|
Licence type |
Education and Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
85 children, including21 aged up to 2 |
||
|
Service roll |
86 |
||
|
Gender composition |
Boys 52, Girls 34 |
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Ethnic composition |
Māori NZ European/Pākehā Pacific Other ethnic groups |
6 53 11 16 |
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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 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
August 2014 |
||
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Date of this report |
14 October 2014 |
||
|
Most recent ERO report(s)
|
First report on this centre |
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.