BestStart Tory Street

Education institution number:
60332
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
22
Telephone:
Address:

139 Tory Street, Wellington CBD, Wellington

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Early Years Tory St - 29/04/2016

1 Evaluation of Early Years Tory St

How well placed is Early Years Tory St 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

Early Years Tory Street operates under the BestStart Educare Ltd management structure. BestStart (previously known as Kidicorp Ltd) is a large national organisation that owns a number of early childhood centres across New Zealand.

Full time and sessional care and education is provided for 30 children from two years of age. The centre is located in the Wellington inner city. One Māori child is enrolled and 26 children identify as Indian. The centre manager has responsibility for the day-to-day running of the centre.

ERO’s July 2013 report identified areas requiring further development. These included strengthening teachers' knowledge of curriculum, promoting educational success for Māori and Pacific cultures and refining self review. Progress in these areas is evident.

This ERO review was part of a cluster of three reviews in the BestStart Educare Ltd.

The Review Findings

Children lead their own learning in a play-based curriculum. They have a strong sense of belonging in the centre and their wellbeing is encouraged through the centre wide focus on healthy eating and the promotion of physical activity. Children's independence is well supported. They have many opportunities to build their understanding of working with others and developing social relationships through the curriculum. A calm, stimulating learning environment is evident.

Teachers are warm, respectful and responsive in their interactions with children and parents. They give careful consideration to their role in supporting and promoting learning. Purposeful planning of the environment encourages children's exploration and investigation. The local community is effectively used to extend the curriculum.

The philosophy advocates for children as life-long learners, promotes cultural diversity and has a focus on designing purposeful learning environments to foster exploration. This approach is evident in practice.

There is a strong reflection of children's cultures in the curriculum. Parents' expertise is sought and used effectively to enrich children's culture, language and identity.

Aspects of tikanga Māori are integrated throughout the curriculum and the use of te reo Māori is strong during routines. Leaders have identified a next step is to further integrate the use of te reo Māori and enhance their curriculum by reflecting the local Māori context. ERO agrees with this approach. Teachers are using successful strategies for promoting educational success for Māori children.

Leaders and teachers have identified a next step is to further develop their understanding of Pacific language, culture and identity. ERO agrees with this direction.

Children with additional learning needs are identified, monitored and well supported. Where appropriate teachers liaise with external agencies.

Programme planning processes need streamlining. This should result in a more manageable process and support teachers to develop their understanding of evaluation.

Profile entries highlight children's participation in the programme and emerging friendships. There are a range of opportunities for parents to provide feedback about their child's learning entries. A next step is for leaders and teachers to review the requirements of the BestStart's planning and curriculum guidelines and fully implement these to improve assessment for learning. Further consideration should also be given to reflecting children's culture, language and identity through this documentation.

A clear framework guides the appraisal process which has a developmental focus. Leaders have indicated that a next step is to include formal observations of all teacher practice to inform appraisal. ERO agrees with this direction. In addition, leader's contributions to inform clear next steps requires strengthening. BestStart provides opportunities for teachers to participate in a wide range of professional learning and development.

Strong leadership is evident in curriculum design and mentoring of teachers. The leader shows a commitment to the philosophy of the centre and leads its implementation effectively.

Spontaneous review is used well to guide improvement. Internal evaluation is an area for ongoing development. Leaders and teachers should strengthen their understanding of the review process, robustness of the evidence and evaluative component.

BestStart as a governing body regularly undertake parent satisfaction surveys which are used to further develop practice. Parents involved in these surveys indicate a high degree of satisfaction with teacher practice and the curriculum provided.

Professional Service Managers provide regular feedback, support and guidance about the curriculum. They clearly identify strengths and areas for ongoing development through this process.

Roles and responsibilities of leaders and managers are clearly identified and well understood. A comprehensive policy framework including procedures and systems, guide the operation of the centre.

Key Next Steps

ERO and leaders agree that the key next steps are to strengthen the:

  • bicultural curriculum and to further teachers' knowledge of Pacific culture, language and identity

  • quality of assessment, planning and evaluation practices

  • appraisal process through the inclusion of observations and clear next steps

  • understanding and implementation of effective internal evaluation.

Management Assurance on Legal Requirements

Before the review, the staff and management of Early Years Tory St 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 Early Years Tory St will be in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

29 April 2016

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

Wellington

Ministry of Education profile number

60332

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, over two years of age

Service roll

41

Gender composition

Boys 25, Girls 16

Ethnic composition

Māori

Pākehā

Pacific

Indian

Asian

Other ethnic groups

1

2

2

26

6

4

Percentage of qualified teachers

80% +

Reported ratio of staff to children

Over 2

1:8

Better than minimum requirements

Review team on site

March 2016

Date of this report

29 April 2016

Most recent ERO report(s)

Education Review

July 2013

Supplementary Review

June 2010

Education Review

April 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.

Early Years Tory St - 26/07/2013

1 Evaluation of Early Years Tory St

How well placed is Early Years Tory St 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

Early Years Tory St is operated by Kidicorp Limited. A business manager and professional services manager support the centre manager, who is responsible for daily operations. Children over two years and up to school age are educated by a teaching team, led by the centre manager and head teacher.

The service is licensed for 30 children. Families are offered the option of full-time, part-time or sessional education and care. Daily meals are prepared on site for children to eat in designated dining areas.

The June 2010 ERO report recommended strengthening learning partnerships with families and developing a team culture of self review. Since then there have been changes of teaching staff and in overall operation. The centre manager works with a team of fully and provisionally registered teachers and support staff. A culturally and ethnically diverse centre community contributes to establishing shared understandings about children's learning and wellbeing. Significant progress has been made in these areas.

The Review Findings

Children learn and are cared for in a calm, settled environment. Teachers reflect on what they do to make learning appropriate for individuals. Planning includes using children’s interests, strengths and needs to develop a highly effective programme. Wall displays and portfolios show what children have learned and what they could learn next.

Teachers seek knowledge about the cultural background of children and are sensitive to how this is respected in centre practices. Many families communicate in their home languages. Staff show they value children’s identities and cultures through celebrating diversity. Families and staff continually share information and discuss children. This is especially demonstrated when changes to programmes and ways of doing things occur.

Learning through Māori culture and language is highly evident. Children sing waiata, say karakia and are involved in bicultural learning experiences. Children who identify as Māori are well supported to be successful as Māori learners. Teachers reflect on programmes, ensuring they are culturally appropriate, according to whānau expectations of what is best for their child.

Centre managers and staff should continue to explore their practices to support learning for Māori children as Māori.

Building relationships has been a priority. The collaboratively developed philosophy documents shared values that underpin positive learning experiences for children. Regular opportunities are planned for families, children and staff to share and have fun. These are valued by all.

Children cooperate and care for each other, assisting each other when necessary. They are able to manage themselves competently with appropriate support.

The centre manager models high quality teaching practice for the other teachers. She and Kidicorp managers are improvement focused and are committed to teaching and learning experiences that contribute to positive outcomes for all children.

Teachers plan strategies to support individual children’s specific needs and accommodate parents’ aspirations and preferences. Flexible routines are respectful of children’s rhythms and choices.

Kidicorp policies, procedures and managers contribute to a solid foundation for improving and sustaining the quality of education and care for children. Self review is understood and used well to bring about improvement.

Key Next Steps

Managers recognise the need to:

  • strengthen teachers' knowledge of curriculum, through revisiting the principles and strands of Te Whariki
  • more greatly reflect Pacific cultures within teaching and learning
  • continue to refine processes for undertaking evidence-based self review.

Management Assurance on Legal Requirements

Before the review, the staff and management of Early Years Tory St completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they select ‘have’ or ‘have not’ 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 Early Years Tory St will be in three years.

Image removed.

Joyce Gebbie

National Manager Review Services Central Region (Acting)

26 July 2013

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

Wellington

Ministry of Education profile number

60332

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children aged over 2

Service roll

34

Gender composition

Girls 23, Boys 11

Ethnic composition

Māori

NZ European/Pākehā

Indian

Other ethnic groups

7

12

4

11

Percentage of qualified adults

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

N/A

Choose an item.

 

Over 2

1:8

Better than minimum requirements

Review team on site

May 2013

Date of this report

26 July 2013

Most recent ERO report(s)

Supplementary Review

June 2010

 

Education Review

April 2008

 

Education Review

March 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.