55 Harrison Street, Whanganui
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.
Topkids Harrison St provides sessional or full-day education and care for children, five days a week. It is licensed for 90 children, including 25 up to two years of age. Of the 75 currently enrolled, 19 identify as Māori. The centre is organised into three rooms, including a separate area for children up to two years of age.
The service's philosophy emphasises the importance of relationships, a sense of family and connections to the local community.
The centre is owned and operated by BestStart Educare Ltd. The centre operates under the umbrella of BestStart Educare Ltd, which provides overall strategic direction and systems to guide and manage centre operations.
Significant changes in local and regional leadership have occurred since the September 2013 ERO report. A business manager and newly-appointed professional services manager oversee the centre. Daily operation is delegated to a centre manager, supported by three head teachers who oversee curriculum implementation. Most teaching staff are fully qualified.
The 2013 ERO report identified key next steps to strengthen evaluative self review, appraisal and teacher inquiry. Some progress has been made in these areas.
Children engage in a play-based curriculum designed to support their emerging learning dispositions. The environment is suitably designed and resourced to encourage exploration. Regular excursions and events promote children's connections to the local community. Children demonstrate a sense of belonging and many are involved in sustained play.
Teachers use a range of strategies to facilitate children's language development, extend their thinking and reinforce social competence. Children are confident and increasingly take ownership of their learning.
Literacy and numeracy are purposefully woven throughout the programme. Children engage with te ao Māori resources. Leaders have identified that increasing the meaningful use of te reo Māori is necessary to further strengthen the bicultural curriculum. ERO affirms this action.
Infants and toddlers readily participate in a largely teacher-led programme. Some opportunities exist for these children to initiate and make choices about their play. Establishing a shared understanding of how to support infants and toddlers to lead their own learning is a key next step.
The inclusion of children with additional learning needs is effectively promoted through a range of strategies. Teachers support whānau to connect with external agencies and work alongside them to progress positive learning outcomes.
The interests of groups of children are regularly noticed and responded to. Teachers are beginning to evaluate how well their planned teaching strategies influence learning outcomes. Establishing assessment, planning and evaluation for individual children is a key next step. Development of this process should include:
Relationships with parents and whānau are strong. Teachers acknowledge the need to further build understanding of how to foster educational success for Māori and for children of Pacific heritage. Growing learning partnerships, where parents effectively contribute to the curriculum, should allow teachers to better respond to children's culture, language and identity.
The recently reviewed philosophy has consolidated teacher and whānau beliefs about the importance of well-being for their children. Staff are yet to fully explore what this means for teacher practice and priorities for children's learning. Completing this work should enable stronger alignment between the philosophy, curriculum and strategic direction.
Teachers are well supported to grow their practice. They have regular opportunities to participate in professional learning. Some useful strategies are used to mentor, develop and appraise staff.
Further strengthening the appraisal system should include:
Regular self review occurs and results in change. Teachers are beginning to shift to a collaborative internal evaluation framework that promotes improvement. As part of this, an increased focus on outcomes for children, and measurement of the impact of actions, is needed.
Leaders work collaboratively to implement a shared vision. BestStart managers are supportive and there is a focus on improvement. In 2017, this support has been disrupted while a new regional manager and a PSM have been appointed. This process has been completed. They use knowledge of high quality practice to guide and inform change. The organisation's systems and processes provide a useful framework to support sustainability and improvement.
ERO has identified that key next steps are for leaders and teachers to develop:
Before the review, the staff and management of Topkids Harrison St 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.
To improve current practice management should:
The next ERO review of Topkids Harrison St will be in three years.
Patricia Davey
Deputy Chief Review Officer Central
Te Tai Pokapū - Central Region
16 November 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 |
Whanganui |
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Ministry of Education profile number |
51529 |
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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 |
90 children, including up to 25 aged under 2 |
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Service roll |
75 |
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Gender composition |
Girls 40, Boys 35 |
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Ethnic composition |
Māori |
19 |
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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 |
1:5 |
Meets minimum requirements |
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Over 2 |
1:10 |
Meets minimum requirements |
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|
Review team on site |
September 2017 |
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Date of this report |
16 November 2017 |
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Most recent ERO report(s) |
Education Review |
September 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:
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.
Topkids Harrison St is located in central Whanganui. The service provides all-day care for 90 children, including 25 aged up to two years. Three spacious buildings and well-resourced outdoor spaces suit the needs of different age groups.
Topkids is owned and operated by Kidicorp. The original centres for toddlers and preschool children merged in December 2011 and subsequently with the infants' centre in July 2013. This is the first review under the new complex licence. Each of the three previous centres has a positive reporting history with ERO.
The recently reviewed philosophy is beginning to guide all aspects of the curriculum, teaching and learning and partnerships with parents and whānau. Parents’ views and aspirations are highly valued.
A focus on the natural environment is reflected in the resources and the opportunities provided for children. Regular outings to the library, museum and other areas of interest in the local community enrich children’s learning experiences.
Children are nurtured in a setting that strongly reflects the centre’s philosophy. A sense of belonging is promoted through responsive and respectful relationships with families and whānau. Māori children and their families’ culture and heritage are valued and respected. Infants and children with special needs are well supported in an inclusive environment that is responsive to their needs. Positive relationships with outside agencies provide ongoing help to children.
The curriculum is child-centred and the principles of Te Whāriki, the early childhood curriculum, are strongly evident. It promotes learning through a wide range of activities and opportunities for creative and imaginative play. Literacy and numeracy skills are well integrated. High levels of cooperative and sustained engagement are evident.
Individual profile books provide an attractive record of children’s learning and development over time. They capture and celebrate special moments. Parents frequently contribute to their child’s learning. Children enjoy sharing their books and revisiting learning.
Transitions within the centre and to school are supported by strong relationships with parents, whānau and local schools. Parents are informed of the schooling options available to them.
Teachers have positive relationships with children. They have conversations with children and model language and a sense of fun. Positive interactions and independence are fostered. Infants and toddlers’ interests and needs are met by a programme that is responsive to their needs and interests.
Systems are clear. The Professional Services Manager (PSM) and Business Manager (BM) provide professional advice and guidance and monitor children’s health and safety. Day-to-day management and responsibility for the programme are delegated to the centre manager and head teachers.
The centre action plan provides a useful framework to guide ongoing improvements for staff and children. Internal quality assurance reviews affirm good practices and provide clear direction for development. Targeted professional learning opportunities support teachers’ ongoing growth. Participation in Te Kopae Ririki (identity, language, culture and community) initiative has had a positive impact on teaching. Managers are committed to the ongoing strengthening and embedding of bicultural practices to support all learners.
Self review is valued and focused on improving outcomes for children. Sound professional leadership is provided by the PSM, BM and the centre manager. An appropriate mentoring programme provides strong support for provisionally registered teachers.
Managers are focused on improving the quality of education and care for children. Managers, teachers and ERO agree that the next steps to continue to improve positive outcomes for children include:
Before the review, the staff and management of Topkids Harrison St 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 Topkids Harrison St will be in three years.
Joyce Gebbie
National Manager Review Services Central Region (Acting)
24 September 2013
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 |
Whanganui |
||
|
Ministry of Education profile number |
51529 |
||
|
Licence type |
Education and Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
90 children, including 25 aged up to 2 |
||
|
Service roll |
124 |
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Gender composition |
Boys 70, Girls 54 |
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Ethnic composition |
Māori NZ European/Pākehā Pacific Other ethnicities |
41 76 2 5 |
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Percentage of qualified staff 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 |
|
|
Review team on site |
August 2013 |
||
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Date of this report |
24 September 2013 |
||
|
Most recent ERO report(s) |
No previous ERO reports |
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.