158 Lemon Street, Strandon, New Plymouth
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 Lemon is in central New Plymouth. The service provides all-day education and care for up to 70 children, including 25 aged up to two years. One-third of children enrolled are Māori.
BestStart Educare Ltd (BestStart) provides overall strategic direction and systems to guide centre operation. A professional services manager and business manager regularly liaise with teaching staff. The centre manager is supported by two head teachers.
Staff and learning spaces have recently been restructured, in consultation with families, into two age-related groups. Infants and toddlers transition into the young children's section between the ages of two and three years, according to the needs and preferences of children and their families.
The service philosophy emphasises respect, joy, resilience and courage.
Areas for development identified in the April 2014 ERO report have been progressed.
Children confidently engage in a stimulating play-based curriculum. The well-resourced environment has been thoughtfully designed to support children’s independent exploration and discovery. A good range of natural resources and open-ended outdoor equipment provides children with opportunities to challenge themselves and take risks.
Teaching interactions are warm and respectful. Staff work alongside children, engaging them in conversation and supporting their play. Teachers closely observe children's interests and thoughtfully provide resources and experiences in response. Engaging neighbourhood excursions and cultural events extend the curriculum and support children’s sense of place and belonging. Strategies are used to effectively build children’s social competence. Teachers liaise with parents and outside agencies, as appropriate, to support the learning and wellbeing of children with diverse needs.
A responsive infant and toddler curriculum is supportive of children’s engagement and learning. Care routines are flexible to meet children’s individual needs and preferences. These are maximised as opportunities to build relationships. Teachers maintain a calm, slow pace in their interactions, and encourage the free movement and exploration of very young learners.
The bicultural programme is a centre strength. Teachers demonstrate high levels of commitment to Te Tiriti o Waitangi. Bicultural perspectives, tikanga me te reo Māori are meaningfully embedded throughout the programme. Children benefit from regular waiata and kapa haka sessions, in collaboration with local iwi and marae, and the development of a curriculum that reflects the local community.
Teachers and BestStart have identified that assessment, planning and evaluation practices need strengthening. Improvements are underway. This review should include consideration of:
Strong relationships with parents and whānau are prioritised by teachers. Teachers acknowledge the need to build their understanding of fostering educational success for Māori and for children of Pacific heritage. Growing learning partnerships, where families effectively contribute to the curriculum, should allow teachers to better respond to children’s culture, language and identity.
Children have regular opportunities to interact with their older and younger peers. Flexible,
well-considered processes promote children’s wellbeing when transitioning into the centre and between age groups. They have the option of transitioning in groups with friends, further promoting a sense of familiarity.
Teachers have built purposeful relationships with local school staff. A number of useful
transition-to-school approaches are in place, which will be reviewed in 2018. This review should include consideration of strategies, aligned with current research, to build the confidence of children and parents at these times.
The service and BestStart are currently redeveloping their internal evaluation practices. ERO affirms this direction. Future evaluations should be more strongly focused on measuring and monitoring the impact of practices on outcomes for children.
Distributed leadership is evident. Leaders and teachers regularly share and discuss professional learning. Leaders have successfully built a positive team culture.
Robust systems are in place to mentor, develop and appraise staff. Teachers are well supported to grow their practice. They have regular opportunities to participate in professional learning. Leaders and ERO agree that appraisals should include more targeted appraisal goals and teacher inquiries, focused on the impact of teaching practices on children’s learning outcomes.
BestStart policies, guiding documents and monitoring systems promote consistent practice. Regional managers are responsive. They regularly liaise with centre managers and teaching staff, with a clear and effective focus on teaching and learning. Teachers are well supported, and appropriately challenged, to continually strengthen their practice.
Beststart, the service and ERO agree that priority should be given to:
Before the review, the staff and management of Topkids Lemon 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 Lemon will be in three years.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
15 February 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 |
New Plymouth |
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Ministry of Education profile number |
50508 |
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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 |
70 children, including up to 25 aged under 2 |
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Service roll |
91 |
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Gender composition |
Boys 54, Girls 37 |
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Ethnic composition |
Māori |
28 |
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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 |
December 2017 |
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Date of this report |
15 February 2018 |
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Most recent ERO report(s) |
Education Review |
April 2014 |
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Education Review |
April 2011 |
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Education Review |
June 2005 |
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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 |
ERO's findings that support this overall judgement are summarised below.
Rainbow Lemon Street Early Learning Centre operates in central New Plymouth as part of Kidicorp. The centre previously operated under 2 separate licences on the same premises. It was relicensed under the 2008 regulations in 2013 under 1 lisence. This licence allows for part or full day sessions for up to 70 children including 25 children aged up to 2 years.
Day-to-day management is overseen by the centre manager, supported by team leaders in each of three areas. Administration support is provided by the office manager. All children have freshly cooked food, daily.
Three separate areas operate, each with independent indoor and outdoor spaces. These cater for children aged up to 2 years, those aged 2 to 3½ years and those over 3½ years. Both the indoor and outdoor environments have undergone substantial development since the 2011 ERO review. The outdoor environment has been designed with sustainability and natural resources in mind.
The centre’s recently revised philosophy aligns with the whakatauki – “He tanagta, he tangata, he tangata” and focuses on respect, joy, resilience and courage.
Children are happily engaged in sustained, cooperative play. Interactions with teachers are positive. Play is both teacher-facilitated and child-initiated. Children display respect for themselves, others and their surroundings. The extensive, attractive outdoor area caters for children’s physical needs and invites exploration.
Children are well supported by teachers to become confident and competent learners. Teachers know them well and contribute positively to their education and care. Routines respond to children’s needs and encourage growing independence. Resources are easily accessible, attractively stored and offer opportunities to engage in imaginative, active and creative play.
Natural resources provide a foundation for a curriculum that is underpinned by the centre’s philosophy. Teachers seek opportunities to enrich the programme. They make good use of community members and include their expertise into the programme. Excursions provide another opportunity to enrich the curriculum. There is good modelling of literacy and numeracy through play.
The centre has a culture of inclusion. Children with special needs are well catered for and their learning requirements discussed. Individual programmes are developed in consultation with parents and external agencies to meet the needs of these children and their families.
The cultural backgrounds of children are known and their identities fostered. Families are welcomed and encouraged to share their culture with others.
Bicultural practices are developing. Teachers seek ways to integrate tikanga Māori into the curriculum in authentic ways. Further development of te reo me ngā tikanga Māori is a priority. Maintaining relationships with whānau and gaining knowledge of the aspirations they hold for their tamariki is an ongoing development.
Leaders and teachers are very respectful of families and value positive relationships based around teaching and learning. Parents have multiple opportunities to discuss their children’s learning with teachers and are provided with regular information about children’s progress. Assessment profiles are attractive and informative. They include observations of children, their learning and records of enrichment events. Parents have an attractive record of the range of their child’s experiences. Children and parents have ready access to these books.
Information from individual and group assessment is not yet efficiently used to plan the curriculum. Teachers should use what they notice and recognise in children's learning to plan responses to individuals and groups.
A positive team culture is highly evident. Collaborative ways of working are fostered between all involved in the service. Governors, leaders and teachers clearly understand the purpose and process of self review for improvement.
The service is well governed by Kidicorp who provide external professional support and opportunities for focused professional learning. Support and guidance is improvement focused and impacts positively on teacher practices. There is alignment between appraisal, professional practice and strategic intent. Carefully considered improvements have a positive impact on children, parents, and teachers.
The next steps are to:
Before the review, the staff and management of Rainbow Lemon 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:
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 Rainbow Lemon Street will be in three years.
Joyce Gebbie
National Manager Review Services
Central Region (Acting)
2 April 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 |
New Plymouth |
||
|
Ministry of Education profile number |
50508 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
70 children, including up to 25 aged up to 2 years |
||
|
Service roll |
107 |
||
|
Gender composition |
Boys 57 Girls 50 |
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Ethnic composition |
Māori NZ European/Pākehā Other ethnic groups |
10 83 14 |
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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 |
|
|
Review team on site |
February 2014 |
||
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Date of this report |
2 April 2014 |
||
|
Most recent ERO report(s) |
Education Review |
April 2011 |
|
|
Education Review |
June 2005 |
||
|
Accountability Review |
June 2001 |
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.