Topkids Manuroa Rd C3 - 06/10/2017

1 Evaluation of Topkids Manuroa Road C3

How well placed is Topkids Manuroa Road C3 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

Topkids Manuroa Road C3 operates alongside two other centres on the same site. It provides full day care and education for up to 66 children including 15 up to the age of two years. The surrounding community is culturally diverse. Children from Indian families make up 33 percent of the roll and 16 percent have Pacific heritage.

There are separate indoor and outdoor spaces for children in three age-related groups. Toddlers and older children often play together at the beginning and end of the day. Some children, particularly those who are siblings, are able to visit friends and family members in other rooms.

The centre is part of the BestStart organisation, which provides a strong management framework. It also provides a range of support services and personnel, including a professional services manager (PSM) and a business manager (BM) to support centre operations. Managers are currently focusing on building the capacity and capability of a new teaching team in this centre.

The 2014 ERO report noted several areas of good practice. It identified next steps, including clarifying the teachers’ role in the programme, developing bicultural practices and improving self-review.  Some progress has been in these areas.

This review was part of a cluster of seven reviews in the BestStart organisation.

The Review Findings

Children are settled in the centre. They are willing to learn, and benefit from positive relationships with their teachers. Children choose from a range of resources while they direct their own play.

Infants in the nursery room experience a calm and gentle approach by their teachers. As a result, they settle readily, and quickly establish relationships with these teachers. Parents share information that helps teachers to know and support their children. Teachers respond to individual children's daily 'rhythms' and preferences.

Teachers work closely with groups of children. They set up activities and learning opportunities for children and encourage them to engage in this play. They readily join in children's conversations and use questioning to build on children's involvement in the group.

The indoor and outdoor environments are attractive and well organised. Children are familiar with the daily routines, particularly those around meals, sleep and mat times. Teachers see children as capable, and support and encourage them to be independent.

Professional learning and development has helped to familiarise and up skill teachers in bicultural practices. Signage and prompts assist teachers to become more confident in using te reo Māori with children. Some teachers are good models for other teachers and could support them to develop their practice in this area. Teachers could also review the extent to which they integrate and respond to children's diverse cultural backgrounds.

Children's portfolios provide a good record of their participation in the programme. Anecdotal notes form the basis of learning stories that record the development of children's interests and their learning over time. Teachers value parent feedback and input to support children's learning.

Following a review, managers and teachers clarified and simplified programme planning. Teachers plan collaboratively using the notice, recognise and respond structure. They gather anecdotal notes about individual children's interests and development that contribute to planning discussions. Teachers record children's responses to activities and the emerging curriculum. This planning is shared with parents so they are well informed about what is happening in the centre.

The two Manuroa centre managers are experienced and work well together. They support each other and collaborate on many aspects of their work. This good practice promotes the growth and improvement in teachers' skills and centre operations. Managers know their teachers well and are keen to develop teachers' capability to take on leadership roles.

Internal evaluation focuses on worthwhile areas for improvement. Within broad focus areas, teachers consider aspects of their work that contribute to the bigger picture across the centre. Formal observations of teachers' practice and the programme in action provide good evidence for professional conversations. Good quality feedback from managers contributes to teachers' reflections on their teaching practice. 

BestStart continues to provide good support for centres through professional development opportunities, management documentation and a range of quality assurance processes. PSMs and BMs maintain positive relationships with centre personnel and have high expectations for centre performance. The challenge for PSMs is to use their current focus on teaching as inquiry and newly developed mentoring processes to help centre managers and teachers achieve the high quality practices that BestStart values. Recent work to establish goal-focused strategic plans in each centre should also help to facilitate meaningful improvements in teaching and learning.

Key Next Steps

Centre leaders agree that key next steps for centre improvement include:

  • establishing shared understandings and expectations of high quality teaching practices that are likely to foster positive outcomes for all children
  • developing environments that foster children's thinking, imagination and exploration
  • building leadership capability to support and develop the practice of teachers who are new to the centre or to teaching
  • continuing to promote te reo me tikanga Māori and culturally responsive teaching practices.

Management Assurance on Legal Requirements

Before the review, the staff and management of Topkids Manuroa Road C3 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 Topkids Manuroa Road C3 will be in three years. 

Graham Randell
Deputy Chief Review Officer Northern

Te Tai Raki - Northern Region

6 October 2017 

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

Takanini, Auckland

Ministry of Education profile number

25034

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

66 children, including up to 15 aged under 2

Service roll

63

Gender composition

Girls       27
Boys      36

Ethnic composition

Māori
Pākehā
Indian
Samoan
other Pacific
other

  2
25
21
  4
  6
  5

Percentage of qualified teachers

0-49%       50-79%       80%

Based on funding rates

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

July 2017

Date of this report

6 October 2017

Most recent ERO report(s)

Education Review

April 2014

Education Review

March 2011

Education Review

April 2008

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.