75 Lyttelton Street, Spreydon, Christchurch
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 Pioneer is operated by the BestStart group. The service is led by a centre manager and head teacher. A BestStart Business Manager and BestStart Professional Services Manager visit regularly to support the service.
Most teachers are qualified early childhood teachers. The current centre manager started at the centre in mid 2016. Ongoing staff changes in the last three years have impacted on the progress made in regard to some centre developments.
First Steps Pioneer provides full-day education and care for up to 36 children from birth to school age. The centre has separate nursery and preschool areas, each with its own outdoor space. Changes made to the physical environment have included improving the changing facilities.
Children’s individual learning and social needs are well supported. They are actively involved in the programme. Teachers are responsive to individual needs. They notice children’s interests and learning dispositions and use this information effectively to respond to children within the programme.
Teachers use a range of different strategies to engage children in conversations. Unhurried, flexible routines support children’s learning and provide them with periods of uninterrupted play. Children have many opportunities to hear te reo Māori and learn about tikanga Māori.
Children are provided with an interesting range of activities and experiences that offer choice, challenge and opportunities for exploration. Older children are encouraged to be independent and develop leadership skills.
Children in the nursery benefit from nurturing relationships and positive interactions in a small group setting. Teachers follow home routines closely and focus on meeting children’s individual needs. They provide time for infants and toddlers to explore in unhurried ways.
Teachers effectively assess the learning environment regularly and consider the impacts of physical spaces on children’s learning. They make alterations as needed to improve outcomes for children’s learning and ensure resources are readily available.
Parents are welcomed into the centre and kept well informed. Teachers seek parents’ opinions and emphasise positive interactions, creating positive relationships with children and their families.
The new teaching team is effectively building a reflective culture. They have undertaken regular reviews of aspects of the centre programme and practices to develop shared understandings of practice and build a consistent approach. Managers make good use of staff strengths to support practice in particular areas.
The centre manager is well supported by BestStart management. They implement systems to ensure accountability and provide regular feedback about aspects of the centre’s programme and practices. Managers have clear expectations for teaching and learning and appropriate systems for supporting teachers' and leaders' capability and professional growth.
ERO, BestStart managers and the centre leaders agree that the teaching team is in the early stages of implementing and embedding some practices that would enhance the curriculum and improve outcomes for children.
These include:
finding out about the aspirations Māori whānau have for their children, and ensuring teachers make use of this information to support Māori learners to experience educational success as Māori
recognising children’s language, culture and identity more across the programme, environment and in learning documentation
reviewing and strengthening planning and assessment practices
using internal evaluation more purposefully to improve outcomes for children, and evaluate the effectiveness of the curriculum and teaching practices
Before the review, the staff and management of First Steps Pioneer 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 Pioneer will be in three years.
Dr Lesley Patterson
Deputy Chief Review Officer - Southern (Te Waipounamu)
20 September 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 |
Christchurch |
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Ministry of Education profile number |
70429 |
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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 |
36 children, including up to 12 aged under 2 |
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Service roll |
49 |
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Gender composition |
Girl 20: Boys 29 |
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Ethnic composition |
Māori |
11 |
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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 |
July 2017 |
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Date of this report |
20 September 2017 |
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Most recent ERO report(s) |
First ERO review under new management |
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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.
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Pioneer Early Learning Centre is well placed to promote positive outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Pioneer Early Learning Centre is on the site of the Christchurch City Council’s Pioneer Leisure Complex in Spreydon. The centre has been purpose built and serves the local community, and those who use the adjacent leisure facilities. The licensee of the centre is the manager of the council’s community support unit. A senior teacher has responsibility for managing the day-to-day organisation of the centre. The council has decided to consult with the public about the future ownership of the centre.
Since the last ERO review in 2010, there have been some staff changes. This includes a new senior teacher and head teacher. Leaders and teachers have focused on providing a supportive and welcoming environment for children and their families. This includes offering casual care arrangements and parent education evenings on a range of subjects to support parents.
The leadership team has made recent progress with the recommendations from the 2010 ERO report. This includes strengthening teacher interactions and transition processes between the under-two and over-two areas; and increasing the range of resources. The new team is currently reviewing its philosophy, vision and values so that it better reflects the beliefs and practices of the team.
Leaders and teachers foster respectful, inclusive and warm relationships with children and whānau. Teachers work closely with parents to support children’s learning and wellbeing. They value parent and whānau contributions and involvement in the programme.
Leaders and teachers have a commitment to building on teaching practices that give greater prominence to increasing te ao Māori in the learning programme, practices and documentation.
Children are confident and show a good sense of belonging in a child-focused learning environment. Teachers are very caring and responsive to children’s individual interests, strengths and capabilities. They model care and respect for one another and for children. Teachers provide purposeful interactions that support children’s ability to participate in the learning programme and manage relationships with others.
Teachers have a positive view of the child as a capable learner. They encourage independence, thinking and problem solving skills. They present the indoor and outdoor learning areas in ways that inspire children’s curiosity and allow them to follow and build on their interests. Literacy and numeracy are integrated into the programme in practical and meaningful ways. Children have many opportunities to be involved in a wide range of new experiences and physical challenges. Regular visits into the local community enhance the learning programme and help children to make meaningful connections to the local environment. Teachers and children enjoy each other’s company and have fun together.
Children benefit from a well-planned, purposeful and supportive transition into the centre, between areas within the centre, and on to school.
Infants and toddlers are well cared for by permanent key teachers that support their wellbeing and sense of security. Teachers engage in one-to-one calm interactions, and unhurried routines, that are responsive to the individual preferences, interests and needs of infants and toddlers. They observe, listen carefully, and respond sensitively to children’s verbal and non verbal communication. Children have many opportunities to freely explore the environment and make their own discoveries.
Parents and whānau are well informed about children’s involvement in the programme through a range of ways. This includes attractively presented and informative wall displays and individual profile books.
The new leaders' team provide effective leadership to teachers. They have a strong focus on professional relationships that are based on trust and respect. Leaders foster collaborative ways of working with everyone in the service. They value and make good use of the strengths of the team.
Teachers are well supported to be highly reflective. Leaders have established regular processes to engage teachers in discussions that challenge, inform and grow their practice. Together they are developing ways to inquire more deeply, through self review, into teaching practices that provide positive learning outcomes for children.
The centre has effective governance and management systems to support the ongoing improvement and operation of the service.
The centre leaders have identified and ERO agrees that the key next steps are to continue to strengthen assessment, programme planning and evaluation. This includes:
Before the review, the staff and management of Pioneer 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 Pioneer Early Learning Centre will be in three years.
Graham Randell
National Manager Review Services
Southern Region
29 May 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 |
Christchurch |
||
|
Ministry of Education profile number |
70429 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
36 children, including up to 12 aged under two |
||
|
Service roll |
58 |
||
|
Gender composition |
Boys 33; Girls 25 |
||
|
Ethnic composition |
Māori |
10 |
|
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Percentage of qualified teachers |
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 2014 |
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Date of this report |
29 May 2014 |
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Most recent ERO reports |
Education Review |
December 2010 |
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|
Education Review |
May 2007 |
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Education Review |
June 2004 |
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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.