BestStart Pyes Pa

Education institution number:
46896
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
66
Telephone:
Address:

83 Pyes Pa Road, Pyes Pa, Tauranga

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Topkids Pyes Pa - 20/03/2018

1 Evaluation of Topkids Pyes Pa

How well placed is Topkids Pyes Pa 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 Pyes Pa is located in Pyes Pa, Tauranga. It is licensed to provide all-day education and care for 60 children including 20 up to the age of two. The centre caters for children aged three months to five years, offering a range of sessions to cater for the variety of whānau needs. At the time of this ERO review 87 children were enrolled, including 12 children of Māori descent.

The centre is operated by BestStart, an organisation owned by the Wright Family Foundation, a charitable trust. BestStart provides policy guidelines, strategic direction, financial and business management. Professional guidance and development for staff is provided through appraisal, which includes teacher inquiry, and is informed through internal reviews such as the quality and care audit (QEC) and professional learning opportunities.

The centre philosophy is based on the concepts of whanaungatanga, manaakitanga, and aroha. The vision is to work in collaboration, alongside families and communities to nurture children as they embark on a learning journey that will sustain them for life.

This is the first ERO evaluation for this centre.

The Review Findings

Children are actively encouraged, and provided with time and space, to follow their interests. Their curiosity is promoted through open-ended questions and in-depth conversations. Children are empowered to take increased responsibility for themselves and their environment.

Respectful and positive interactions between adults and children are highly evident. Teachers genuinely listen to children to support and nurture their strengths, needs and interests. Transitions have been identified as an area for improvement by teachers and leaders. Clearly articulating procedures for transition should better support children as they move in, through and beyond the centre.

Well developed procedures guide how learners with additional needs are nurtured and well supported. An inclusive approach with parents and whānau is evident. Connections with external agencies inform teaching and learning priorities and opportunities.

Care routines for infants and toddlers enrich learning. Nurturing relationships with teachers support children well in developing competence and confidence. Children are empowered to make choices.

The curriculum provides a wide range of rich opportunities and experiences for children to explore the world around them. The local community is used to extend the environment for learning and exploration. The learning environment is:

  • well resourced
  • has a natural world focus
  • is highly accessible for children
  • calm and unhurried
  • purposefully planned.

Leaders and teachers are focused on implementing a high-quality bicultural curriculum and are working to improve their confidence and competence in te reo Māori. Promoting success for Māori learners as Māori through authentic experience continues to be a centre-wide commitment. Te ao Māori is being woven throughout the learning environment to enhance children’s knowledge and understanding.

Purposeful planning explores, promotes and empowers children’s emerging interests, strengths and needs. Portfolios celebrate success, acknowledge progress and continuity of learning. Parents' aspirations for children inform and extend planning. Continuing to support and strengthen teachers' understanding of individual planning and assessment to deepen internal evaluation practices is an area for ongoing improvement.

Leaders and teachers have established a highly-respectful centre environment in which children are first and foremost valued, celebrated and affirmed for who they are. Leadership opportunities are actively promoted and well supported by management. The centre manager has high expectations and through these has built a collaborative culture of ongoing improvement.

The service's philosophy, vision, goals and systems effectively promote positive learning experiences for all children. The centre is well supported by the BestStart professional services and business managers. Strategic and annual planning provide clear direction for the centre. Self-review is valued, effectively undertaken and leads to improved outcomes for children.

Key Next Steps

The centre has identified, and ERO agrees, the next steps are to:

  • clearly articulate procedures for transition to better support children as they move in, through and beyond the centre
  • continue supporting and strengthening teachers' understanding of individual planning and assessment to deepen internal evaluation practices for ongoing improvements. 

Management Assurance on Legal Requirements

Before the review, the staff and management of Topkids Pyes Pa 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 Pyes Pa will be in three years.

Lynda Pura-Watson
Deputy Chief Review Officer

Te Tai Miringa - Waikato / Bay of Plenty Region

20 March 2018

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

Pyes Pa, Tauranga

Ministry of Education profile number

46896

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

60 children, including up to 20 aged under 2

Service roll

87

Gender composition

Girls       44
Boys      43

Ethnic composition

Māori
Pākehā
Indian
Pacific
Other

12
53
  6
  4
12

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

January 2018

Date of this report

20 March 2018

Most recent ERO report(s)

No previous ERO reports

 

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.