Edukids Halswell - 18/07/2018

1 Evaluation of Edukids Halswell

How well placed is Edukids Halswell to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Edukids Halswell is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

Edukids Halswell operates under the BestStart Educare Ltd management structure. BestStart is a large national organisation which owns early childhood education centres across New Zealand.

The centre manager is responsible for the day-to-day operations. A BestStart business manager (BM) and professional services manager (PSM) visit regularly to support the service. The centre has a combination of qualified and untrained staff.

Edukids Halswell provides full-day education and care for children aged from birth to school age. Children come from a diverse multicultural community. The centre is licensed for 75 children, including up to 25 children aged under two. There are three indoor areas, including a nursery which has its own outdoor area.

Since the previous ERO review in 2015, there have also been a number of staff changes. With the new teaching team, leaders and teachers have:

  • increased their understanding and use of bi-cultural practices

  • strengthened assessment, planning and evaluation, particularly for individuals

  • refined internal evaluation, with greater understanding by teachers

  • reviewed and significantly changed the centre's philosophy to better reflect practices and beliefs.

The Review Findings

The centre's recently-reviewed and redeveloped philosophy is clearly evident in practice. Children learn and play in a strongly child-focused and relationship-based environment and programme.

Teachers know children and their families well. They are flexible and responsive to individual children's identified needs. There is a strong focus on developing children's sense of belonging and social competencies. Children's transitions into, within and beyond the centre are well planned to meet family and individual readiness and need.

Children are encouraged to lead their own learning. They have a wide choice of rich learning experiences and opportunities within a well-considered, spacious environment. Children are provided with challenge and problem solving learning opportunities. Literacy and numeracy are well embedded naturally throughout the programme.

Teachers are actively engaged alongside children in their play. They carefully promote children's exploration and independence. Parents are encouraged to be involved in programmes and are kept well informed about their child's learning and involvement in centre activities.

A welcoming and inclusive culture is promoted. Children's home language and cultures are visible and valued within the environment and programme. Teachers proactively build their bicultural understandings and practices. They work closely with whānau of Māori children to support their aspirations for their children.

Children in the nursery experience nurturing and caring interactions and relationships. They are well supported to settle into the centre. Teachers provide consistent, child-paced routines to suit individual needs. A recent review of the indoor environment has resulted in increased opportunities for young children to explore and build their fine motor skills through free movement.

The professional services manager, the business manager and centre manager work collaboratively and have high expectations for effective teaching and learning. Good systems have been established to support the successful management and operation of the centre.

Teachers are provided with positive guidance. Individual strengths are well utilised. Managers are appropriately focused on building leadership capacity within teaching teams. There is an increased collaborative approach across the centre that is contributing to shared understandings and consistent practices.

The centre has well-developed internal evaluation guidelines and framework. This is effectively supporting and leading to improvements in the environment and understandings of high quality teaching practices. Teachers are encouraged to reflect and inquire into how their practices are improving conditions and learning outcomes for children.

Key Next Steps

Centre managers and ERO agree that the key next steps are to continue to:

  • ensure consistency across programme planning and assessments

  • build internal evaluation capability across the whole teaching team.

Management Assurance on Legal Requirements

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

Dr Lesley Patterson

Deputy Chief Review Officer

Te Waipounamu - Southern Region

18 July 2018

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

Christchurch

Ministry of Education profile number

45051

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

75 children, including up to 25 aged under 2

Service roll

92

Gender composition

Boys 42 : Girls 50

Ethnic composition

Māori

Pākehā

Pacific

Other ethnicities

5

60

9

18

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

May 2018

Date of this report

18 July 2018

Most recent ERO report(s)

Education Review

May 2015

Education Review

March 2012

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.