513 Queen Street East, Parkvale-Napier/Hastings, Hastings
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Edukids Queen St is owned and operated by BestStart Educare Ltd. BestStart, (previously known as Kidicorp Ltd), is a large national organisation that owns early learning services throughout New Zealand.
Full time and sessional education and care is provided for 72 children including 22 aged up to two years. The current roll of 55 children includes 18 who identify as Māori.
A centre manager has responsibility for the day-to-day running of the centre. She is supported by a business and professional services manager (PSM), who work across the region for BestStart.
ERO’s March 2014 evaluation recommended that the centre continue the focus on promoting children's cultures, languages and identities in the programme, especially in relation to Māori and Pacific children; and strengthen the planned approach to review and evaluation. Progress in these areas is evident.
There have been a number of changes in centre management since the previous ERO review. A new centre manager and head teacher were appointed in 2016. This has provided stability for the teaching team.
This review was part of a cluster of four in BestStart Educare Ltd.
Children have access to a learning environment that promotes their independence. Attractive play spaces are well organised and resources are readily accessible. Children work individually or with their peers often engaging in sustained play. A wide range of learning experiences is provided. Literacy, mathematics, and science are valued and highly promoted.
The values expressed in the recently reviewed philosophy statement are highly evident in the programme. Positive interactions between teachers and children contribute to the settled learning environment. Children appear happy and engaged. Teachers' respectful and collaborative practices result in a calm, unhurried environment where children and their families feel welcome and valued.
Children requiring additional learning support are identified and external agencies' guidance is accessed when required.
Comfortable, safe spaces are provided for those infants who are not yet mobile. Teachers have an unhurried, respectful approach. They respond to children's verbal and non-verbal cues with descriptive language to promote and extend vocabulary. Resources reflect children's current and emerging interests.
Teachers have developed a collaborative and visual approach to planning for learning that is inclusive of parent's contribution. Children participate in the development of the planned programme which is responsive to their interests. Specific teaching strategies are identified to support their learning. Regular entries in e-portfolios provide information about their engagement in the programme and developing friendships. At times parents provide feedback about their children's entries and share stories from home.
Leaders acknowledge that teachers' approach to assessment requires further strengthening to more clearly show:
how parents' aspirations are responded to
children's progress in learning over time.
acknowledgement of children's cultures, languages and identities.
Bicultural practice is highly evident. Thoughtful consideration has been given to acknowledging the cultural backgrounds of children and their families throughout the environment and the programme. Culturally significant events are celebrated. Aspects of te reo me ngā tikanga Māori are evident in teachers' practice. Waiata Māori are popular with children. Teachers acknowledge that further strengthening their knowledge of te ao Māori should support them to better understand and promote educational success for Māori learners. ERO agrees with this direction.
Leaders have identified that support is required to improve teachers' understanding of the Pasifika Education Plan 2013-2017.
Children's transitions into and through the centre are thoughtfully considered and made in collaboration with families and whānau. Teachers' developing relationships with local schools and children's participation in a BestStart initiative provide good support for them as they move onto school.
A clear framework is in place to guide the appraisal process. This includes self and appraiser assessment and has a developmental focus. Leaders formal observations of teacher practice are providing useful information about the quality of teaching. Implementing practices that reflect teaching as inquiry should further strengthen the process. Teachers participate in a wide range of professional learning and development.
Teachers' implementation of self review is guided by the organisation's collaborative and reflective approach. Planned and spontaneous reviews are becoming established practices. To strengthen internal evaluation processes teachers should deepen the analysis of the evidence collected to better inform their judgements about the quality of practices and the impact of changes on outcomes for children.
The PSM provides regular in-depth feedback, support and guidance about the curriculum in action. She clearly identifies strengths and areas for development. The PSM, in partnership with centre leaders, should continue to monitor the progress made by staff as a result of these ERO recommendations.
ERO, leaders and management agree that the next steps are to continue to strengthen:
teachers' knowledge and understanding of strategies to support educational success for Māori and Pacific children
internal evaluation practices including monitoring the impact of changes on children
teachers' approach to assessment to show children's progress in learning over time.
Before the review, the staff and management of Edukids Queen 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:
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.
The next ERO review of Edukids Queen St will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
30 March 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 |
Hastings |
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Ministry of Education profile number |
55509 |
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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 |
72 children, including up to 22 aged under 2 |
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Service roll |
55 |
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Gender composition |
Boys 30, Girls 25 |
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Ethnic composition |
Māori Pākehā Indian Pacific Other ethnic groups |
18 19 10 2 6 |
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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 |
January 2017 |
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Date of this report |
30 March 2017 |
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Most recent ERO report(s)
|
Education Review |
March 2014 |
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|
Education Review |
May 2011 |
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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:
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.
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.
Edukids Queen St early childhood education and care centre is situated in Hastings and is part of the Kidicorp group. In November 2013 the centre increased its licence from 50 to 60 children.
Centre staff are well supported by a Kidicorp management team. Significant staff changes, especially in the infant and toddlers room have occurred since the May 2011 ERO report. A new centre manager has provided support and guidance for a newly established group of teachers. Management and teachers have responded positively to the areas for development and review in ERO’s previous report.
The centre’s philosophy is highly evident in the programme. Children benefit from positive relationships with their peers and adults, supporting children’s sense of belonging. The centre has a calm atmosphere. As a result, the children settle quickly and play happily with each other.
Children and their parents and whānau are made to feel welcome at the centre. Positive relationships are fostered with families. Teachers regularly ask parents and whānau to share the aspirations they have for their children while they attend the centre. This helps them develop a curriculum that caters for the specific needs and interests of each child, and for groups of children.
Children demonstrate confidence and competence in the programme. Their independence is fostered through flexible routines. Responsive caregiving supports infants' and toddlers' need for strong and secure attachments. Learning conversations provide opportunities for children to explore and extend their learning. Profile books are a good record that shows children’s identities as successful learners. They reflect the development of children’s knowledge and skills with people, places and things.
Teachers work in partnership with appropriate external agencies and parents of children with special needs to improve and enhance their learning.
Teachers reviewed planning processes so that there is better alignment between children’s observed interests, planning and evaluation. Managers have identified this as an ongoing focus as they become more familiar with the principles of Ka Hikitia: Accelerating Success 2013-2017 and Tātaiako: Cultural Competencies for Teachers of Māori Learners. Staff continue to focus on promoting each child’s language, culture and identity in the curriculum, especially for Māori and Pacific children. ERO affirms this as an area of ongoing development.
Transitions within the centre and to school are sensitively managed based on each child’s needs and parents' preferences and aspirations. Children are presented with a ‘Be School Ready’ certificate which focuses on identifying the key attributes that supports their movement to school.
Māori children succeeding as Māori is highly valued. Connections with whānau and iwi are helping teachers develop an understanding and inclusion of te reo me ngā tikanga Māori in their practices and the centre curriculum.
Teachers are planning to increase the participation of Pacific families in the curriculum.
Teachers are well supported to grow their professional practices through an appropriately structured and administered appraisal process. Professional learning and development is based on individual, centre and regional goals. Provisionally registered teachers have a useful needs-based professional guidance programme. Ongoing review of these processes should ensure they meet the needs of all teachers and are improvement focused.
The recently appointed centre manager brings a strong focus on fostering team collaboration. A detailed action plan identifies education and care priorities that should contribute to improving outcomes for children, their families and whānau and teachers.
Centre managers agree that self review is developing. In particular, they are building a shared understanding of using a planned approach to evidence based self review. ERO agrees with this key next step.
Before the review, the staff and management of Edukids Queen 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:
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 Edukids Queen St will be in three years.
Joyce Gebbie
National Manager Review Services
Central Region (Acting)
13 March 2014
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.
|
Location |
Hastings |
||
|
Ministry of Education profile number |
55509 |
||
|
Licence type |
Education and Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
60 children, including 20 aged up to 2 |
||
|
Service roll |
73 |
||
|
Gender composition |
Boys 40 Girls 33 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Indian Cook Island Other ethnic groups |
25 37 5 2 4 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
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 |
February 2014 |
||
|
Date of this report |
13 March 2014 |
||
|
Most recent ERO report(s) |
Education Review |
May 2011 |
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.
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.