472 Great South Road, Papatoetoe, Auckland
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
First Steps Papatoetoe operates in a renovated house in a multicultural community. It provides for up to 45 children in two separate rooms, Harakeke and Toetoe. After children turn two, they begin to transition to the area for older children.
A new centre manager and head teacher have been appointed since the 2015 ERO report, and there have been some staff changes. Four qualified teachers and two teachers in training complete the teaching team.
Centre leaders and teachers aim for the centre to be a 'home-away-from-home'. The centre's philosophy recognises children as competent, capable lifelong learners. The teaching team values cultural diversity and the partnerships inherent in Te Tirirti o Waitangi. They use digital technologies to support children's numeracy and literacy learning.
The 2015 ERO report noted that children were happy and confident explorers, and that infants and toddlers had a strong sense of wellbeing and belonging. Areas for ongoing development were extending the complexity of older children's play and developing self review. There has been good progress in these areas.
Since the 2015 ERO review the centre has upgraded the building and improved the quality of resources for children. Teachers have engaged in professional development in planning, assessment and internal evaluation. They have strengthened bicultural practices and developed good relationships with the community, local iwi, and schools.
The centre is part of the BestStart Education and Care organisation. BestStart provides an overarching governance and management framework as well as personnel to support operations and curriculum in individual centres. A business manager and a professional services manager are highly involved in the staff professional development and strategic guidance.
This review was part of a cluster of seven reviews in the Upper North Island (UNI) BestStart region.
Children are eager, capable learners who engage in sustained play and show a strong sense of ownership in the centre. They play cooperatively, are accepting of differences in languages and abilities, and demonstrate empathy for others. Sensitive and inclusive teaching practices affirm children’s strengths. Infants receive respectful, individualised care and toddlers growing independence is nurtured and their preferences affirmed.
Children play and learn in an attractive, language rich and well-resourced learning environment. Interesting and inviting play areas support children’s sustained play and promote children's sense of themselves as independent learners. Children actively engage in activities in the outdoors. They explore, discover and have fun learning through play.
Teachers' culturally responsive practices are a key feature of this service. Te reo and tikanga Māori are a strength in the programme. Wall displays reflect teachers’ respect for te ao Māori and children’s diverse family backgrounds. Children have a strong sense of cultural identity, with many using their home languages at the centre.
Teachers plan and implement a responsive curriculum that reflects the centre philosophy and Te Whāriki, the early childhood curriculum. Teachers support children to use literacy, mathematics, science and various forms of technologies as part of their play. Children's curiosity and independence are encouraged, as is their ability to share ideas and problem solve. Assessment and planning documents, including portfolios, are good records of children’s involvement in the programme and their cultural backgrounds.
Teachers work enthusiastically and collaboratively to promote positive educational outcomes for all children. Relationships between teachers, children and their families are respectful and considerate. There is a strong sense of growing partnerships with parents/whānau.
Ongoing teacher development is valued and supported by an effective appraisal system. Internal evaluation is well established and influences decision making. Centre leaders are aware that deeper reflection and evaluation would help to lift teaching practice and contribute to more positive outcomes for children's learning and wellbeing.
Centre operations are guided by a strategic plan, annual plan and a shared vision. These are linked to BestStart strategic goals, which promotes a sense of belonging to a wider learning community and supports more widespread collaboration amongst teaching teams. Continued revisiting of the goals of the centre's strategic and annual plans is enabling leaders and teachers to monitor quality and promote ongoing improvement.
Centre leaders agree that next steps for ongoing improvement include strategies to:
strengthen teacher understanding of the shifts of practice needed to effectively implement Te Whāriki 2017
add more depth, complexity and continuity to child-led learning and have this visible in centre documentation
develop internal evaluation that involves deeper evaluative analysis and focuses on the effectiveness and impact of teachers' practices on outcomes for children.
Before the review, the staff and management of First Steps Papatoetoe 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 First Steps Papatoetoe will be in three years.
Violet Tu’uga Stevenson
Director Review and Improvement Services
Te Tai Raki - Northern Region
22 November 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 |
Papatoetoe, Auckland |
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Ministry of Education profile number |
10046 |
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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 |
45 children, including up to 16 aged under 2 |
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Service roll |
48 |
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Gender composition |
Girls 29 Boys 19 |
||
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Ethnic composition |
Māori |
4 |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
|
Over 2 |
1:6 |
Better than minimum requirements |
|
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Review team on site |
September 2018 |
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Date of this report |
22 November 2018 |
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Most recent ERO report(s) |
Education Review |
January 2015 |
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|
Education Review |
August 2011 |
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Education Review |
July 2008 |
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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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
First Steps Papatoetoe provides all day education and care services for children in a renovated house. The centre is divided into two separate rooms to provide for infants and toddlers, and older children. Since ERO’s 2011 review a new centre manager has been appointed.
The service operates within the framework of Kidicorp systems, policies and procedures. Staff benefit from the guidance provided by Kidicorp managers. There is a clear focus on continual quality improvement through well established organisational review systems, targeted professional development and ongoing support.
Centre leaders have responded positively to the recommendations from ERO’s 2011 review. The refurbishment of the indoor learning environment has improved space available for children. Older children have easy access to a good selection of resources. Infants and toddlers are able to explore freely. The outdoor learning environment has been thoughtfully redeveloped and enhances the quality of children’s learning opportunities.
Children are happy and confident explorers. They are encouraged to interact positively with each other and engage in activities that interest them. They have affirming relationships with their teachers and often persist at tasks independently or in collaboration with friends.
Infants and toddlers have a sense of wellbeing and belonging. Teachers are responsive to their cues and support them to become independent explorers. Calm and unhurried individualised care routines are evident.
Individual children’s portfolios provide an attractive and informative record of their developmental milestones and participation in the programme. Teachers analyse learning, particularly in relation to children’s developing dispositions. They use this information to plan programmes with children and parents.
Teachers recognise and value children’s diverse cultures, languages and identities in different ways throughout the programme. Children have many opportunities to celebrate their own and each others’ cultures. The teaching team reflects the community diversity. Teachers use Māori, Pacific and Hindi languages routinely throughout the day.
Teachers are focused on developing quality teaching practices to support children’s ongoing learning, wellbeing and development. They work collaboratively to reflect on and review programmes. Centre leaders value and respect teachers’ work. Teachers would now benefit from support to strengthen their understanding of their role in extending children’s learning and in supporting older children to take a lead role in their learning.
Parents express appreciation for the care and support their children receive to develop socially and emotionally. The centre has established beneficial links with local schools to support its transitioning to school programme for older children.
Centre leaders keep up-to-date with developments in early childhood education. They actively support teachers’ professional growth. The new centre manager is inclusive in her management style and a good role model for staff. She is committed to ongoing centre improvement and is well supported by the professional service managers.
Centre leaders agree that the next steps for centre development should include:
Before the review, the staff and management of First Steps Papatoetoe 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 Steps Papatoetoe will be in three years.
Dale Bailey
Deputy Chief Review officer Northern Select Region
22 January 2015
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 |
Papatoetoe, Auckland |
||
|
Ministry of Education profile number |
10046 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
45 children, including up to 16 aged under 2 |
||
|
Service roll |
43 |
||
|
Gender composition |
Girls 24 Boys 19 |
||
|
Ethnic composition |
Māori Pākehā Indian Asian Fijian Samoan Cook Island Niue Tongan |
4 3 15 8 5 3 2 2 1 |
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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 |
1:3 |
Better than minimum requirements |
|
Over 2 |
1:6 |
Better than minimum requirements |
|
|
Review team on site |
November 2014 |
||
|
Date of this report |
22 January 2015 |
||
|
Most recent ERO report(s) |
Education Review |
August 2011 |
|
|
Education Review |
July 2008 |
||
|
Supplementary Review |
June 2006 |
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.