BestStart North Harbour

Education institution number:
20233
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
44
Telephone:
Address:

Shop 109, Westfield Mall Civic Crescent, Albany, North Shore City

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Edukids Albany - 27/11/2017

1 Evaluation of Edukids Albany

How well placed is Edukids Albany 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

Edukids Albany, located next to Westfield Mall in Albany, offers full day and sessional education and care. It is licensed for 58 children including 20 under 2 years of age. Children attending the centre reflect the diverse and multicultural groups in the local community.

Children play in two age-specific spaces in the facility. Clear windows and small outdoor fences help to maintain a visual connection between the two areas. The centre is led by a centre manager and head teachers, and has a well-established team of teachers.

The recently reviewed centre philosophy acknowledges children's capability. It also emphasises incorporating bicultural practices in the programme, and celebrating the multicultural diversity of the learning community.

The centre has responded well to recommendations in the 2014 ERO report. Significant improvements have been made to the outdoor environment. The infants' playground offers an open and inviting space. Additional physical challenges for children have been incorporated into the recently upgraded outdoor area.

The BestStart Education and Care Centres organisation provides an overarching governance and management framework, as well as personnel to support individual centres.

This review was part of a cluster of eight centres in the BestStart organisation.

The Review Findings

Infants and toddlers are cared for, and have formed strong bonds, with their teachers. They explore their environment confidently, and enjoy their play in an inviting and well-resourced space. Children benefit from a calm, supportive and unrushed pace. Teachers work alongside children, nurturing their language and curiosity. Well-positioned photos connect children to home and family, and celebrate children's cultural identity.

Older children are settled, confident, and friendly. Teachers are welcoming, and view children as capable and competent learners. They work closely with children, engaging them in conversation, supporting play, and fostering children's independence.

Children enjoy long periods of uninterrupted play. They select from a range of man-made and natural resources in a calm, inviting space. Children play cooperatively, are respectful of their environment, and have a strong sense of belonging. Their cultural identities are celebrated in their portfolios and in wall displays.

Teachers work collaboratively, communicating and responding to children's preferences and needs. They offer learning experiences that encourage the children to inquire and explore. Children of all ages benefit from having a key teacher. Teachers are caring and responsive using inclusive practices to ensure children with special needs are supported.

Transitions between classrooms are tailored to suit the child, in consultation with parents. Staff from the two rooms work together to ensure smooth and successful transitions between home and the centre, and within the centre. Children are also well supported to transition to school.

The programme aligns with the principles of Te Whāriki, the early childhood curriculum. Teachers notice, recognise, and respond to children's emerging interests. Teachers are deepening their knowledge of planning and assessment. Teachers could further challenge older children and extend their learning, and make this evident in activities and documentation.

Parents receive useful information about their child's learning progress, including from an online tool. They can also access and contribute to their child's learning experiences, and share these with their wider family.

Bicultural perspectives are integrated into learning experiences. Good leadership from team members has strengthened te ao Māori teaching practices. Individual portfolios reflect how children's cultures and languages are valued and integrated into the curriculum. Wall displays showcase children's and teachers' pepeha.

Leaders have worked hard to build a strong team culture, and this is evident in the way team members interact and respond to each other. The centre provides good opportunities for teachers to develop as leaders. Leaders and teachers have strengthened internal evaluation, and are continuing to refine practices. This is enabling teams to make informed decisions, and plan ongoing improvement.

BestStart supports teachers’ professional growth, through relevant and ongoing professional learning. The organisation continues to review its appraisal systems, which encourage teachers to reflect on the effectiveness of their teaching practice.

Sound governance systems guide centre operations. The Professional Services Manager (PSM) and the Business Manager conduct internal audits, and regularly share quality assurance reports that identify strengths and suggested improvements. Centre staff use internal evaluation to review aspects of centre operations, and would benefit from support to further strengthen their evaluation practices.

The centre’s strategic plan is linked to the BestStart vision and its strategic plan, which is currently under review. Centre goals will be aligned with BestStart strategic goals.

Key Next Steps

Centre management and PSM agree the key next steps include:

  • using teaching strategies that extend the complexity of play for older children

  • documenting intentional teaching strategies to show children's extended learning over time

  • refining internal evaluation to focus on the impact of teaching practice on children's learning.

BestStart managers have identified the need to:

  • continue developing BestStart strategic goals to provide a clearer guide for centre development

  • refine appraisal systems by focusing on professional collaboration and 'teaching as inquiry'.

Management Assurance on Legal Requirements

Before the review, the staff and management of Edukids Albany 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 Edukids Albany will be in three years.

Graham Randell

Deputy Chief Review Officer Northern

Te Tai Raki - Northern Region

27 November 2017

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

Albany, Auckland

Ministry of Education profile number

20233

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

58 children, including up to 20 aged under 2

Service roll

64

Gender composition

Girls 29 Boys 35

Ethnic composition

Māori
Pākehā
Chinese
other European
other

3
20
13
4
24

Percentage of qualified teachers

80% +

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

October 2017

Date of this report

27 November 2017

Most recent ERO report(s)

Edukids Albany

August 2014

Education Review as Edukids Albany Infants and Toddlers

June 2011

Education Review as Edukids Albany Preschool

June 2011

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.

Edukids Albany - 01/08/2014

1 Evaluation of Edukids Albany

How well placed is Edukids Albany 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

Edukids Albany offers full day education and care for children from six weeks to school age. The centre is situated on the perimeter of the Westfield Albany shopping mall. The centre’s roll reflects its multicultural community and includes six children of Māori descent and one with Pacific heritage. Since the 2011 ERO review the centre has merged its two licenses into one. There are 58 children enrolled, including 20 children under two. It is organised into two rooms to cater for the different age groups.

The service is part of the Kidicorp organisation that provides administrative and professional support. A centre manager supervises and takes responsibility for day-to-day centre operations. Team leaders have responsibility for care routines and programme implementation for the different age groups. The centre manager has given a high priority to building a professional teaching team in response to some staff turnover since the 2011 ERO review. Over 80 percent of the staff are qualified early childhood teachers.

The centre philosophy promotes respectful and trusting relationships, with a focus on the individual child and their family. It encourages a learning programme and environment that captures each child’s strengths, interests and culture through exploration, challenges and fun. The philosophy places an emphasis on ensuring that the programme acknowledges and incorporates bicultural practices.

Centre leaders have responded positively to suggestions for ongoing improvement made in the 2011 ERO reports. These related to strengthening approaches to programme planning, partnerships with parents to support children’s learning, and self review processes.

The Review Findings

Children receive high quality care. They enjoy warm, respectful relationships with adults and each other. Teachers are accomplished at supporting and guiding children’s growing social understandings. Transitions and routines are unhurried and respond to the natural rhythms of the day. The tone in the centre is calm and children are settled. Children and staff display a strong sense of belonging and enjoyment in being at the centre.

Children enjoy long periods of uninterrupted play, and the programme has an easy flow.

All children benefit from the good opportunities for learning about literacy and numeracy through play that are on offer throughout the day. The ready for school programme has identified appropriate skills and ways of learning that will help children make the transition to school. These skills are developed within meaningful and responsive play contexts. Teachers use inclusive practices that enable children with special learning needs to participate in the programme.

Developing a deeper understanding about provision for infants and toddlers has been a focus for the centre. Professional learning and development and changes to curriculum and the environment have resulted in positive outcomes for children. Teachers skilfully provide opportunities to develop children’s language. They respond to infants’ early attempts at verbalising and use language to soothe and comfort. They also model new words for toddlers and give them time to respond and converse. A variety of resources are easily accessible allowing children to make independent choices about their play.

Teachers in the preschool room are developing discrete play areas that support children’s learning in the different curriculum areas. Consideration should now be given to how these play areas can provoke greater interest and more exploratory play by children in the preschool room. There is also a need to upgrade the outdoor area for older children to provide opportunities for greater physical challenge.

Respect for biculturalism is evident in the environment and centre practices. Some teachers confidently take responsibility for integrating waiata, karakia, action songs and te reo Māori into the programme. These good role models are building the confidence and te reo Māori practice of all staff.

New programme planning and assessment practices focus on children’s individual interests and allow teachers to respond to an evolving curriculum. Teachers focus on ways of learning and how children’s learning can be extended. They make good use of programme evaluation to reflect on the impact their teaching practices are having on children’s learning. Planning and assessment practices could now be strengthened by:

  • considering ways to capture each child’s language, culture and identity
  • a continued focus on planning for extending the learning.

Links to the community are an important part of the centre programme. These links include growing relationships with the local primary schools to support smooth transitions for children. Community members are welcomed into the centre and children enjoy frequent excursions outside the centre.

Effective leadership is a prominent feature of the centre and contributes to positive outcomes for children. The centre manager has successfully built a strong professional team culture that recognises and grows leadership among staff.

The leadership team have high expectations for staff as professionals. These expectations include a commitment by staff to their own ongoing professional learning. They also take shared responsibility for the outcomes of the centre’s strategic and annual plans. The leadership team benefits from appropriate administrative and professional support from the Kidicorp umbrella organisation.

Centre leaders have a good understanding of self review. There is evidence that self review is leading to ongoing improvements in the centre. Leaders ensure that staff and parent perspectives are reflected in reviews and a shared ownership of outcomes is evident.

Key Next Steps

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

  • continue to refine processes for programme planning and assessment
  • further develop the outdoor environment to provide challenge for older children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Edukids Albany 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 Edukids Albany will be in three years.

Dale Bailey

National Manager Review Services

Northern Region

1 August 2014

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

Albany, Auckland

Ministry of Education profile number

20233

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

58 children, including up to 20 aged under 2

Service roll

61

Gender composition

Girls 31

Boys 30

Ethnic composition

Māori

NZ European/Pākehā

Chinese

Middle Eastern

Filipino

Indian

Korean

other

6

26

7

4

3

3

3

9

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

1:5

Meets minimum requirements

 

Over 2

1:10

Meets minimum requirements

Review team on site

June 2014

Date of this report

1 August 2014

Most recent ERO report(s)

Education Review as Edukids Albany Infants and Toddlers

June 2011

 

Education Review as Edukids Albany Preschool

June 2011

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.