BestStart Pharazyn Street Kindy

Education institution number:
60112
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
34
Telephone:
Address:

95 Pharazyn Street, Melling, Lower Hutt

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BestStart Pharazyn Street Kindy - 10/01/2019

1 Evaluation of BestStart Pharazyn Street Kindy

How well placed is BestStart Pharazyn Street Kindy 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

BestStart Pharazyn Street Kindy, formerly Melling Community Kindy, is licensed for 40 children from two to five years of age. It offers sessional and fulltime enrolments. The centre is owned and operated by Best Start Educare Limited, that owns early childhood services across New Zealand.

The philosophy promotes respecting home languages, celebrating diversity, encouraging curiosity, self-discovery and success. The ‘bucket filling’ philosophy is underpinned by virtues of respect, responsibility, kindness and caring, listening, cooperation and manners and courtesy.

At the time of this review 51 children were enrolled, with six Māori and four of Pacific heritage. The kindergarten serves a culturally diverse community.

Since the February 2016 Education report, significant changes to staffing have occurred, including a newly appointed centre manager and head teacher. The previous ERO report identified key next steps for improvement. These included: developing leadership; creating a positive team culture; strengthening of appraisal; establishing a shared understanding of effective teaching and learning; providing a responsive curriculum with an emphasis on bicultural and multicultural perspectives; and strengthening the use of internal evaluation. Progress in addressing these areas is ongoing.

The Review Findings

Children participate in a play-based programme that supports their emerging interests. Independent and small group play is fostered through activities that engage and support investigation, exploration, gaining confidence and having fun.

The learning environment is calm and unhurried. Teachers are affirming and positive. Relationships between teachers and children are respectful. Younger children have opportunities to play and learn alongside their peers, tuakana teina is evident.

Children with additional needs and their families are well supported. Additional provision enables equitable access to learning.

The centre philosophy is currently under review. This process should include identifying priorities for children's learning, in consultation with parents and whānau. These should align to Te Whāriki, the early childhood curriculum and reflect what education success looks like for Māori and Pacific children and their families.

Aspects of kaupapa Māori are evident in the learning environment. Leaders have identified that the bicultural programme and practice needs strengthening. This should include:

  • building teachers' capability so they can effectively respond to Māori children and their whānau

  • monitoring the expectation for all teachers to use te reo me ngā tikanga Māori in everyday practice

  • developing a curriculum that celebrates places of significance for mana whenua.

A recently implemented group planning framework, based on children’s emerging interests, has been introduced. This approach provides a shared direction for the programme and encourages teachers to consider and reflect on the intentional teaching strategies used and their impact on children's learning.

Learning profiles are a record of children's interests, friendships and engagement in the programme. Further development in this area is required and next steps include:

  • developing specific goals for children drawing from parent and whānau aspirations
  • undertaking a deeper analysis to identify the actual learning taking place
  • more clearly identifying intentional teaching strategies to be used
  • maximising the opportunities to celebrate children’s cultures, languages and identities.

An effective internal evaluation process, with clear expectations, is in place to guide practice. Leaders work collaboratively to build teachers' evaluative understanding. Key next steps to strengthen this process include more clearly defining indicators of high quality practice, related to the area under investigation. These should inform data gathering and support evaluation related to outcomes for children and teacher practice.

Well considered systems and processes developed by Best Start Educare Limited support teaching and learning. A sound appraisal system and professional learning and development opportunities support and grow teachers' capability. Teachers use an inquiry-based approach that is focused on improving practice. Leaders have a leadership goal within their inquiry aligned to strategic goals. Further developing the appraisal process to reflect Tapasā: Cultural competencies for teachers of Pacific learners, should support teachers to respond more effectively to the needs of Pacific learners.

Key Next Steps

ERO, and professional leaders agree the key next steps are to strengthen:

  • assessment, planning and evaluation processes

  • the bicultural curriculum, including celebrating children’s culture, language and identity

  • internal evaluation capability, to more effectively measure the impact of the programme on children's learning.

Management Assurance on Legal Requirements

Before the review, the staff and management of BestStart Pharazyn Street Kindy 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 BestStart Pharazyn Street Kindy will be in three years.

Alan Wynyard

Director Review and Improvement Services

Southern Region

10 January 2019

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

Lower Hutt

Ministry of Education profile number

60112

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children over the age of 2

Service roll

51

Gender composition

Boys 27, Girls 24

Ethnic composition

Māori
Pākehā
Pacific
Indian
Chinese
Other ethnic groups

6
12
4
16
7
6

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff children

1:10

Meets minimum requirements

Review team on site

November 2018

Date of this report

10 January 2019

Most recent ERO report(s)

Education Review

February 2016

Education Review

April 2013

Education Review

March 2010

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.

Melling Community Kindy - 03/02/2016

1 Evaluation of Melling Community Kindy

How well placed is Melling Community Kindy 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

Melling Community Kindy is licensed for 44 children from two to five years of age. It offers sessional and fulltime enrolments. The centre’s philosophy promotes children’s play as their work, community partnerships, New Zealand’s bicultural heritage and the multicultural diversity of the community. Three children attending the centre at the time of this ERO review identify as Māori.

The centre is owned and operated by BestStart Educare Ltd. Governance and management structures and expectations are well defined. The professional services manager (PSM) and business manager (BM) visit regularly. They provide advice and guidance and monitor health and safety requirements. The centre manager and head teacher are responsible for day-to-day management and the programme.

The April 2013 ERO report noted there had been several staff changes. Key next steps identified for review and development were related to: consistency of teaching practice, including support for English language learners; te reo Māori me ngā tikanga Māori; leadership to strengthen appraisal and the provisionally registered teacher’s programme; consultation with families; and evaluation for continuous improvement.

Since that time there have been further staff changes, with the appointments of a new centre manager and head teacher this year.

The Review Findings

The programme is child led. Children develop confidence and independence to make choices about their play. They form friendships and enjoy playing by themselves or in small groups. They have ready access to a range of good resources and equipment for indoor and outside activities. Children move with ease between these areas as they explore and play.

Children’s interactions with adults, and with each other, are positive and supportive. Teachers readily respond to their requests and engage in natural conversations to support child-initiated activities. While there is still variability in the quality of teaching, some effective interactions that extend children’s thinking are evident.

The teaching team works well together to learn more about children’s cultural backgrounds. Families are asked to share their aspirations to help their child succeed while at the centre. Special events and activities specific to children’s cultures are celebrated. Te reo Māori is promoted, together with words and phrases from other cultures.

Specific focus is given to developing children’s oral language, literacy, aspects of numeracy, social competence and physical skills. A range of useful resources helps support English language learners. Good use is made of photographs to help children with little knowledge of English.

Planning for children’s learning is well displayed in the centre. Good formats are developed for recording what teachers notice children doing, and how they recognise learning and respond with next steps. Information is shared with parents and whānau through learning stories. This helps develop learning partnerships with families.

The centre has a robust framework for internal evaluation. This supports a consistent approach and the development of shared understandings about effective review practices.

Good support is provided by the PSM and BM. They have worked with centre staff throughout the extended period of change and:

  • give useful feedback about teaching practice, with next steps for development as well as practical support for teachers
  • provide good induction and mentoring for new leaders and provisionally registered teachers
  • have reviewed and developed a sound appraisal process that outlines clear expectations for teachers
  • have been strategic in the appointment of the new centre manager and head teacher.

Key Next Steps

The PSM and BM acknowledge that ongoing staff changes have had considerable impact on the pace of centre-wide development. They are aware that a number of key next steps identified in the 2013 ERO report are yet to be developed, embedded and sustained over time. Agreed next steps are to develop:

  • leadership and a positive, collaborative team culture
  • shared understandings about effective teaching and learning
  • a responsive curriculum that includes emphasis on bicultural and multicultural perspectives
  • shared understandings about internal evaluation and ensure the findings are used well
  • appraisal further, to strengthen objectives to ensure they are measurable and sufficient evidence is gathered to show how teachers meet the current requirements.

With ongoing support from the PSM and BM, together with stable staffing, the above developments should help embed and sustain effective teaching and learning to improve outcomes for children and their families.

Management Assurance on Legal Requirements

Before the review, the staff and management of Melling Community Kindy 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 Melling Community Kindy will be in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

3 February 2016

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

Lower Hutt

Ministry of Education profile number

60112

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

44 children over 2

Service roll

33

Gender composition

Boys 20, Girls 13

Ethnic composition

Māori

Pākehā

Indian

Chinese

Samoan

Other ethnic groups

3

9

8

3

2

8

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Over 2

1:10

Meets minimum requirements

Review team on site

December 2015

Date of this report

3 February 2016

Most recent ERO report(s)

Education Review

April 2013

 

Education Review

March 2010

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.