BestStart Redwood

Education institution number:
45134
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
79
Telephone:
Address:

302 - 304 Main North Road, Redwood, Christchurch

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Edukids Redwood - 19/02/2018

Here is the latest report for the Governing Organisation that this service is part of

 

1 Evaluation of Edukids Redwood

How well placed is Edukids Redwood 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 Redwood Education and Childcare Centre is part of the BestStart organisation. BestStart is a large national organisation that owns a significant number of early childhood education centres across New Zealand. The centre manager oversees the centre operations and is supported on a weekly basis by a Professional Services Manager and by other BestStart personnel as required.

Edukids Redwood offers all day education and care for a maximum of 75 infants, toddlers and young children up to school age. The centre is licensed for up to 25 children under two years.

The centre comprises three rooms. There are two outdoor areas, one for the children under two and the other for the rest of the children. Most of the staff are qualified early childhood education teachers. Three teachers are in training.

Centre leaders have been responsive to the recommendations made in the 2015 ERO report and, in particular, regarding the use of internal evaluation/self review. They continue to improve bicultural understandings in programmes and practices.

The Review Findings

Children and teachers work collaboratively and respectfully in a positive environment. The vision and philosophy, which were recently reviewed, are strongly reflected throughout the centre's programmes and practices.

Children's learning and wellbeing are well supported through a flexible approach to programming that is highly responsive to their needs, interests and abilities. Children experience diverse opportunities for exploration, creativity, problem solving and extending their thinking. Teachers encourage and support them to make their own decisions about their learning. They are able to follow areas of special interest in an unhurried and uninterrupted learning environment. Children are comfortable working with others or independently and are thoughtfully guided by staff to develop respectful, caring relationships.

Teachers work collaboratively with children to plan and resource well-considered programmes that build on children's prior knowledge and outside experiences as well as their interests and strengths. They are adept at noticing and responding to children's needs and development. They have a sound understanding of the importance of embedding te reo and tikanga Māori in programmes and practices.

Teachers foster positive and respectful relationships with children, parents and whānau, and parent involvement in their children's learning is encouraged. Children with additional needs, and their families, are well supported.

Infants and toddlers experience warm, nurturing and sensitive relationships in a thoughtfully resourced environment. Their learning and wellbeing are prioritised and promoted through effective communication with parents and programmes which are tailored to each child's needs and development.

Transitions into the centre and between rooms are well-managed. Children are supported to develop dispositions and skills to facilitate their smooth transition to school, and parents are provided with useful information about transitions.

Effective leadership of the centre contributes to a well-embedded and shared understanding by staff of the centre's vision and philosophy. This ensures an unrelenting focus on children's learning and wellbeing. Staff work collaboratively and benefit from targeted professional development. This is aligned with the performance management system and the strategic plan to reflect the vision and philosophy. A cohesive leadership team across the centre and the BestStart organisation is effectively building leadership capacity and teacher capability.

The centre has a well-established culture of reflection that is based on a comprehensive framework for internal evaluation. Findings from internal evaluations are productively used to bring about continued improvement. BestStart provides a high level of professional support and consistency of processes and accountability.

Key Next Steps

Managers and teachers need to build on existing good practice to

  • strengthen the focus on intentional and explicit teaching strategies in documentation and practice
  • ensure the acknowledgement of children's language, culture and identity
  • consistently clarify children's next steps in assessment and planning.

Management Assurance on Legal Requirements

Before the review, the staff and management of Edukids 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:

  • 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 Redwood will be in three years.

Dr Lesley Patterson
Deputy Chief Review Officer

Te Waipounamu - Southern Region

19 February 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 

LocationChristchurch
Ministry of Education profile number45134
Licence typeEducation & Care Service
Licensed underEducation (Early Childhood Services) Regulations 2008
Number licensed for75 children, including up to 25 aged under 2
Service roll99
Gender compositionGirls 52; Boys 47
Ethnic compositionMāori
Pākehā
Pacific
Other
10
66
  1
22

Percentage of qualified teachers

0-49%       50-79%       80%+

Based on funding rates

80% +
Reported ratios of staff to childrenUnder 21:4Better than minimum requirements
Over 21:8Better than minimum requirements
Review team on siteJanuary 2018
Date of this report19 February 2018

Most recent ERO report(s)

 

Education ReviewApril 2015
Education ReviewMarch 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.

Edukids Redwood - 02/04/2015

1 Evaluation of Edukids Redwood

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

Not well placed

Requires further development

Well placed

Very well placed

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

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

Background

Edukids Redwood operates under the Kidicorp management structure. Kidicorp is a large national organisation that owns early childhood centres across New Zealand. Edukids Redwood is a purpose built centre set up as three rooms; a nursery, preschool and a prep-room for the oldest children. The centre is licensed for up to 75 children including up to 25 children under the age of two. The children aged over two, share a large outdoor area. There is a separate spacious outdoor area for infants and toddlers.

An experienced centre manager efficiently organises the day-to-day running of the centre. There have been some changes in staff since the 2012 ERO review. Most staff are trained early childhood teachers. Many are beginning teachers who are being well supported to work towards full teacher registration.

The Review Findings

The centre’s philosophy focuses on the importance of collaborative relationships, centre values and on children’s wellbeing and development. ERO observed many examples of the philosophy in action.

Teachers interact in positive and meaningful ways with children. They place value on:

  • responding to and planning for children’s interests
  • encouraging children’s independence, self-help skills and choice
  • promoting children’s competence and confidence
  • using aspects of te reo and tikanga Māori with children
  • predictable, meaningful, well-paced routines.

Parents and whānau are welcomed warmly into the centre. Teachers and parents are well informed as children move from one room to the next.

Children under two years of age receive good-quality education and care. ERO observed routines and interactions that were nurturing, calm and supported infants and toddlers in their learning and exploration. The nursery teachers are committed to providing a home-like environment for these very young children.

Centre leaders and teachers have engaged in regular ongoing self review. They have initiated useful developments in assessment, planning and self review. There has been a strong focus on team building that has resulted in a collaborative approach to teacher and centre development.

Managers provide effective support for centre development. Teachers receive good-quality feedback through the appraisal process and are well supported to reflect on their teaching practice. This was particularly evident with provisionally registered teachers.

The impact of a recent review of indoor and outdoor areas has provided children with a wide range of accessible and good-quality resources that are purposefully set out by teachers.

Kidicorp has many systems that are helping centres improve learning outcomes for children.

These include:

  • a review process to identify what is going well and next steps for centre improvement
  • support to centre managers for the day-to-day operation of their centres from regular visits of education and business managers
  • effective systems and processes for ensuring that children have safe and healthy learning environments.

Key Next Steps

Teachers are in the early stages of implementing some new systems to improve practices. The centre managers have identified, and ERO agrees, that key next steps to improve outcomes for children include:

  • strengthening the ways teachers plan for, assess and evaluate children’s learning and the programme,
  • making better use of self-review processes to show the impact of changes for children’s learning
  • increasing teachers' understandings of bicultural practice.

Management Assurance on Legal Requirements

Before the review, the staff and management of Edukids 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:

  • 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 Redwood will be in three years.

Graham Randell Deputy Chief Review Officer Southern

2 April 2015

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

45134

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

86

Gender composition

Girls 45; Boys 41

Ethnic composition

Māori

NZ European/Pākehā

Pacific

Chinese

19

57

4

6

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 2015

Date of this report

2 April 2015

Most recent ERO report

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.