704 St Aubyn Street East, Parkvale-Napier/Hastings, Hastings
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama- indicators of quality for early childhood education: what matters most (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for First Footsteps Early Learning Centre are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whāngai Establishing |
Ngā Akatoro Domains |
ERO’s judgement |
|
He Whāriki Motuhake The learner and their learning |
Whakaū Embedding |
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Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakawhanake Sustaining |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whakawhanake Sustaining |
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Kaihautū Leaders foster collaboration and improvement |
Whakaū Embedding |
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Te Whakaruruhau Stewardship through effective governance and management |
Whakaū Embedding |
First Footsteps Early Learning Centre is a privately owned centre catering for children from infants up to school age, in two age-based rooms. A stable leadership team supports teachers, the majority of whom are fully qualified in early childhood education. Almost a third of the children attending the service identify as Maōri.
Children and families benefit from strong relationships with teachers. Leaders and teachers provide opportunities for parents and whānau to contribute to the programme in multiple ways. The rich play-based curriculum is underpinned by a philosophy that values exploration, independence and children learning at their own pace. Children’s social competency is well supported. Children are engaged in learning in a settled and calm environment.
The service is beginning to explore the learning outcomes in the New Zealand Early Childhood Curriculum, Te Whāriki. Leaders and teachers have identified an annual goal to strengthen intentional teaching practices to further enhance their response to children’s ongoing interests and parent aspirations. They are making good progress with this. However, they are yet to specifically utilise learning outcomes to develop and enhance their localised curriculum priorities.
The service is becoming more consistent in its implementation of a curriculum that integrates te reo and tikanga Māori. Leaders agree that there is a need to improve their response to further support Pacific learners. Assessment, planning and evaluation of learning has been strengthened. Further consideration to including a culturally responsive lens for all centre systems and processes, and equitable levels of planning for all children at the centre, is now required.
Leaders have established and are embedding the conditions that enable collaboration for improvement. Distributed leadership allows for teachers to grow their knowledge collectively. Relational trust amongst the teaching team and with families is highly evident. Links with local schools have been established, supporting smooth transitions. Leaders work with external agencies to enhance learning opportunities for children with additional learning needs. Parents have identified that they would like further networked community involvement.
Sound systems and processes guide centre operations. Internal evaluation is leading to sustained improvement over time. A new appraisal cycle for teachers has been introduced and now needs embedding into practice. Children are at the heart of decision making.
First Footsteps Early Learning Centre will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of First Footsteps Early Learning Centre 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.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
18 May 2021
| Early Childhood Service Name | First Footsteps Early Learning Centre |
| Profile Number | 55474 |
| Location | Parkvale, Hastings |
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Service type |
Education and care service |
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Number licensed for |
40 children, including up to 10 aged under 2. |
|
Percentage of qualified teachers |
80%+ |
|
Service roll |
51 |
|
Ethnic composition |
Māori 15, NZ European/Pākehā 33, Other ethnic groups 3 |
|
Review team on site |
April 2021 |
|
Date of this report |
18 May 2021 |
|
Most recent ERO report(s) |
Education Review, March 2018. Education Review July 2014. |
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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.
First Footsteps Early Learning Centre is a privately-owned service located in Hastings. It provides all day education and care for 40 children, including 10 up to the age of two years. Of the 43 enrolled, 13 identify as Māori.
Previously known as Rascals Early Learning Centre, the service has undergone significant changes since the 2014 ERO review. The centre licence has been amended to increase numbers and include children under two years, new teaching staff have been employed and the philosophy has been updated. A new manager and head teacher were appointed in 2015.
The centre philosophy promotes a caring approach to supporting children's learning. It highlights the importance of respectful relationships where the child and their whānau have a sense of belonging.
The previous ERO review identified key next steps in relation to internal evaluation, appraisal and aspects of teaching practice.
Teachers and leaders have made good progress in addressing the key next steps identified in the previous ERO report.
The centre philosophy is highly evident in practice. Children lead their own learning in a nurturing and inviting environment. Teachers are intentional in the way they recognise and respond to opportunities to engage in, and extend, children's learning.
Children and whānau are warmly welcomed into the centre. Settling arrangements meet the needs of individual children and families. A useful range of strategies supports children's transition to school.
A clear framework supports programme planning. Children's profile books are a useful record of their participation in the centre's activities and experiences. They reflect individual and group interests. Ensuring these are more easily accessible should promote the children's use of these books to revisit their learning. Leaders recognise that assessment and planning for children's learning requires strengthening to better reflect and extend their individual learning. ERO's evaluation confirms this direction.
Teachers are flexible and respond well to the needs and rhythms of the service's youngest children. Responsive caregiving supports infants' and toddlers' need for strong and secure attachments.
Te ao Māori is reflected in the environment and in the daily routines of the centre. Staff are developing their confidence in the use of te reo Māori. Teachers use Māori symbols and natural resources to contribute to a rich and vibrant learning space. This supports children's sense of belonging and well-being. Leaders and teachers are continuing to develop their knowledge and understanding of Pacific cultures.
Internal evaluation is developing and a planned approach is evident. Leaders and ERO agree that a key next step is for teachers to further refine their approach to consider how well the programme is supporting children's learning.
Leaders are focused on building the quality of education and care through effective appraisal practice. A new comprehensive and supportive process has been introduced. Leaders should embed this to continue to support teachers' ongoing professional learning. The centre manager has a strong focus on continued improvement. She encourages and supports teachers to build their leadership capabilities, and share their skills and expertise.
Leaders and ERO agree that First Footsteps Early Learning Centre should:
Before the review, the staff and management of First Footsteps Early Learning Centre 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 First Footsteps Early Learning Centre will be in three years.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
2 March 2018
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 |
55474 |
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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 |
40 children, including up to 10 aged under 2 |
||
|
Service roll |
43 |
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Gender composition |
Boys 25, Girls 18 |
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Ethnic composition |
Māori |
13 |
|
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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 |
|
Over 2 |
1:10 |
Meets minimum requirements |
|
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Review team on site |
January 2018 |
||
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Date of this report |
2 March 2018 |
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Most recent ERO report(s) |
Education Review |
July 2014 |
|
|
Education Review |
March 2011 |
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|
Education Review |
December 2007 |
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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:
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.