34 Carroll Street, Palmerston North
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
BestStart Palmerston North 2 is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
BestStart Palmerston North 2, previously known as First Steps Palmerston North Carroll Street, is an early childhood care and education service located in central Palmerston North. It is licenced for 89 children, including 55 aged up to two years old. The current roll of 102, includes 15 Māori children.
BestStart Palmerston North 1, previously known as First Steps Palmerston North Ngata Street, and BestStart Palmerston North 2 operate from one adjoining complex. Six separate learning spaces provide for the different age group needs of infants, toddlers and young children.
The service operates under the umbrella of the national early childhood organisation, BestStart Educare. Two managers are responsible for curriculum delivery and day-to-day operation across both services. Currently an experienced manager is responsible for both roles until a new operations manager is appointed. A business manager and professional services manager provide support to the service.
The BestStart vision encompasses working in partnerships with families, whānau and communities to enable children to achieve their learning potential. The service philosophy is underpinned by the whakataukī 'He waka eke noa' to provide a sense of unity and family across the whole complex.
In 2017, BestStart Palmerston North began to deliver the SPACE programme. SPACE is an infant programme designed to foster strong connections between parents and their babies. The programme is informed by Te Whāriki. Certified teachers and experienced caregivers from BestStart Palmerston North 1 are trained as SPACE facilitators to deliver daily group sessions.
Since the June 2016 ERO report, staffing has remained stable with high numbers of registered teachers employed. The service has been involved in teaching and learning research projects with external providers.
This is the service's first review since offering the SPACE programme, that is the focus of this evaluation of BestStart Palmerston North 2. Both services have been reviewed together and have a positive reporting history with ERO.
The SPACE programme successfully fosters learning partnerships between infants, parents and teachers. The overarching BestStart vison, to work in partnership with parents and whānau, is evident in practice. Parents are supported to spend time and interact with their babies during sessions.
Programme provision for infants focuses on nurturing their wellbeing through responsive caregiving. Parents are well supported by facilitators, to engage in planned activities that are responsive to their infants' stages of development. Families' and children’s sense of belonging are well promoted. Those with diverse learning needs are well supported in an inclusive learning environment. The service works closely with external agencies and whānau to provide ongoing support.
Parents and whānau are encouraged to contribute to the service’s operation. Regular online learning assessment stories capture infants' participation in the programme and their developmental milestones. Facilitators provide parents with ideas to support their baby's development. Some appropriate links to Te Whāriki are made to support adults to notice, recognise and respond to their child's learning.
Daily rituals provide meaningful opportunities for children to hear Māori language through karakia, waiata and basic use of te reo Māori. The attributes of ngā Atua are used in purposeful ways to foster children's developing social and emotional skills. The prescribed SPACE programme acknowledges the diversity of parent and children's cultures. A next step is for leaders and facilitators to consider how they can meaningfully increase the visibility of children's culture and language in planning for sessions and in assessment documentation.
Collaborative leadership and a highly effective professional learning culture support adults to promote positive outcomes for children. Mentors provide appropriate support to all teachers and caregivers.
Evaluation of each daily session informs the planning process. ERO and leaders agree that is timely for the service to evaluate the impact of the SPACE programme aligned to meeting BestStart strategic goals. This should include evaluating the effectiveness of the programme in meeting the needs of all children, particularly for Māori and children of Pacific heritages.
ERO and centre leaders agree that the service's key next steps are to continue to use BestStart policies and procedures to:
Before the review, the staff and management of BestStart Palmerston North 2 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.
While onsite, ERO identified a non-compliance relating to the implementation of the BestStart excursion procedure. Since the onsite visit, the service has provided ERO with evidence that this has been addressed.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region - Te Tai Pūtahi Nui
29 June 2020
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 |
Palmerston North |
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Ministry of Education profile number |
40243 |
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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 |
89 children, including up to 55 aged under 2 |
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Service roll |
102 |
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Gender composition |
Male 54, Female 48 |
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Ethnic composition |
Māori |
15 |
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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 |
March 2020 |
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Date of this report |
29 June 2020 |
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Most recent ERO report(s) |
Education Review |
June 2016 |
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Education Review |
June 2013 |
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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 will depend on how well the service promotes positive learning outcomes for children. The categories are:
Very well placed
Well placed
Requires further development
Not well placed
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.
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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 Steps Carroll Street is an early childhood care and education service located in central Palmerston North. It is licensed for 89 children, including up to 55 aged under two years. The current roll of 98 includes 17 Māori children. The centre is divided into 3 separate rooms catering for different age groups.
The centre operates under the umbrella of the national early childhood organisation BestStart Educare, formally known as Kidicorp. Governance of the service is the responsibility of BestStart.
Since the June 2013 ERO review there have been several staff changes and the management structure has been reviewed. At the beginning of 2016 a curriculum manager and an operations manager were appointed. These managers have specific roles and responsibilities across the complex. A head teacher is responsible for the day-to-day running of each room.
First Steps Carroll Street and First Steps Ngata Street operate as one adjoining complex and were reviewed at the same time. These services have a positive reporting history with ERO.
The service's philosophy is based on building strong relationships between children, their families and teachers. The Māori proverb, he waka eke noa - we are all in this together, is highly evident in practice. Children are nurtured and learn in an environment where they are valued and affirmed for who they are and what they bring to their learning.
Children are viewed as competent and capable. They lead their own learning and are highly engaged in play for sustained periods of time. Children follow their interests while taking responsibility for their own wellbeing. The learning environment provides opportunities for them to be independent, creative, problem solvers and risk takers. Increasing the use of natural and open-ended resources should benefit children. Teachers and children enjoy learning and have fun.
Teachers collaboratively plan programmes that are responsive to children's strengths, interests, and family aspirations. An outcome of internal evaluation has been to increase the focus on incorporating te ao Māori linked to the local area. Literacy and mathematical experiences are well integrated across the curriculum.
Profiles are an attractive record of children's learning and involvement in a wide range of activities. The use of on-line profiles is increasing each family's contribution to their child's learning and strengthening links between home and the centre. Leaders and teachers are considering how this tool can be used more effectively to capture the depth and breadth of learning that is happening.
Transitions into, within the service and to school are well planned and responsive to individuals and families. A focus on developing foundation skills within a play-based context supports children's readiness for school.
Māori children are well supported with their language, culture and identity. A well-considered leadership team priority is for teachers to respond to Māori children and to support them to be the experts in leading cultural learning. When this is strongly evident, success as Māori is promoted.
The centre continues to engage in conversations with Pacific parents about their aspirations for their children. The next step is to respond more intentionally and enrich curriculum experiences to reflect Pacific languages, cultures and identities.
Children with diverse learning needs are appropriately identified. Teachers work collaboratively with families and external agencies to maximise children's participation and engagement in learning.
Children up to two years of age are nurtured in a calm environment that encourages exploration. Routines are unhurried and responsive to individual needs. Teachers recognise the importance of play as a vehicle for learning.
Leaders have a wide range of professional knowledge and expertise. They work effectively to achieve a collaborative culture. The valued contributions that all staff make fosters positive outcomes for children. Teachers are encouraged to be leaders.
Appraisal has been strengthened to support teachers' professional growth and development. Goals are well linked to the service's priorities. Teachers' deliberate inquiry into the impact of their practice on improving outcomes for children is in the early stages of implementation. A next step is to more deliberately use observations of teaching practice as an opportunity to provide constructive feedback for improvement.
Centre knowledge, understanding and use of internal evaluation is developing well. A considered approach and responsiveness to identified priorities results in positive change and developments. Recent evaluation has increased professional conversations and actions around teaching and learning. Centre staff are continuing to build their capability in using indicators and evidence-based evaluation to determine the effectiveness of their provision for children.
Leaders, teachers and staff should continue to strengthen:
cultural responsiveness to Pacific students
Before the review, the staff and management of First Steps Carroll Street 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.
The next ERO review of First Steps Carroll Street will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
15 June 2016
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 |
Palmerston North |
||
|
Ministry of Education profile number |
40243 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
89 children, including up to 55 aged under 2 |
||
|
Service roll |
98 |
||
|
Gender composition |
Boys 56, Girls 42 |
||
|
Ethnic composition |
Māori Pākehā Pacific Other ethnic groups |
17 58 5 18 |
|
|
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 |
April 2016 |
||
|
Date of this report |
15 June 2016 |
||
|
Most recent ERO report(s) |
Education Review |
June 2013 |
|
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.