BestStart Weymouth

Education institution number:
46011
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
94
Telephone:
Address:

5 Churchill Ave, Manurewa, Auckland

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Topkids Weymouth - 04/10/2017

1 Evaluation of Topkids Weymouth

How well placed is Topkids Weymouth 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 Weymouth provides early childhood education and care for up to 104 children from infancy to school age. The centre serves a multicultural community with diverse languages and cultures. Most families live locally and have a choice of sessional or full-day care. Most of the children have Māori or Pacific Island heritage.

Inclusion and respect for diversity, and a strong commitment to Te Tiriti o Waitangi are key aspects of the centre's philosophy, which is guided by Te Whāriki, the early childhood curriculum. Nutritious meals are cooked on site, and individualised to meet children’s cultural and dietary needs.

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. Centre leaders have a strong commitment to providing a high standard of education and care. Positive aspects noted in the ERO 2014 report have been maintained.

Since the 2014 ERO report the inside and outside of the centre have been upgraded. There have also been significant changes to teaching staff. A new centre manager and two head teachers were appointed in 2016. The centre is staffed by eight registered teachers, a fulltime cook and an administration person. Staff have attended professional development to strengthen their skills in internal evaluation, and assessment and planning.

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

The Review Findings

Children play and learn in a positive and supportive environment. Their physical, emotional and social development is nurtured. They have fun and are eager to learn and engage in play. Children know teachers' expectations and have good opportunities to make choices about their play.

Teachers affirm, and increasingly support children’s ideas and learning through play. They encourage children to converse and play cooperatively. Routines are well managed and encourage children to have ownership and choice.

Children can express their creativity and imagination through art, music and dance. Science, literacy and mathematics concepts are encouraged through play and planned activities. The recently improved outside environment is well used by children to develop their physical skills and engage in sustained play.

Infants are cared for in a separate area with easy access to the outside and play equipment. They also have opportunities to explore the over-two area and mix with older children. Staff know infants' characteristics and preferences and allow them to make choices. Toddlers are able to explore and make choices and discoveries in an environment where consideration is given to their physical and learning needs. Centre leaders acknowledge that teachers could develop a specific philosophy related to infant and toddler programmes, and promote more challenging learning experiences for this age group.

Culturally responsive, respectful and caring relationships underpin the centre’s welcoming and inclusive tone. The cultures of the families, and the emphasis on environmental sustainability and healthy eating, are strongly evident through the centre. Prominent displays include photos of children and their whānau, children’s work, their ideas, and how they are engaged in the programme.

The centre's philosophy and teaching practices acknowledge the bicultural heritage of Aotearoa New Zealand and affirm Māori children’s cultural identity. Teachers use words and phrases of te reo Māori in routines and conversations, as well as in waiata and dance. Teachers are keen to enhance their bicultural practices.

Pacific children and families are well supported and valued. Displays of Pacific cultures and languages affirms these children's cultural identity. There is good support for children to use and maintain their first languages.

Centre leaders and staff involve parents in centre events and the programme, and they make connections with the local community. Parents/whānau receive good information about their children's learning and are encouraged to share their ideas and their aspirations. The introduction of online assessment portfolios is strengthening opportunities for partnerships with parents.

Curriculum planning and implementation is becoming increasingly responsive to children’s ideas and emerging interests. Teachers are developing a shared understanding of child-led assessment, planning and evaluation practices. Centre leaders are aware this is an area to continue to strengthen.

Centre leaders have a strong commitment to developing a culture of teacher reflection and more collaborative practices. They recognise that internal evaluation could be strengthened to be more evaluative, and collaborative with staff to improve the centre.

The experienced centre manager builds teacher capabilities through sharing strengths, distributed leadership and encouraging professional development. Leaders appreciate good support and guidance from Beststart personnel.

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 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 facilitate meaningful improvements in teaching and learning.

Key Next Steps

The centre leaders agree that next steps include:

  • strengthening internal evaluation with more depth and collaboration, including an increased focus on outcomes for children
  • making greater use of children's assessment portfolios to show continuity of learning
  • more consistently documenting planning in response to children’s individual interests and ideas
  • evaluating how effectively the environment and programmes respond to the learning styles and preferences of each group, and how well children are supported as they prepare for transition to school.

Management Assurance on Legal Requirements

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

Graham Randell
Deputy Chief Review Officer Northern

Te Tai Raki - Northern Region

4 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

Manurewa, Auckland

Ministry of Education profile number

46011

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

104 children, including up to 16 aged under 2

Service roll

103

Gender composition

Boys      57%
Girls       43%

Ethnic composition

Māori
Pākehā
Indian
Samoan
Fijian
Cook Islands Māori
Tongan
Filipino
other Asian
other Pacific
other European
other

24%
11%
22%
12%
  6%
  5%
  3%
  3%
  2%
  2%
  2%
  8%

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

1:10

Meets minimum requirements

Review team on site

July 2017

Date of this report

4 October 2017

Most recent ERO report(s)

Education Review

September 2014

Education Review

March 2012

Education Review

February 2009

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. 

Topkids Weymouth - 10/09/2014

1 Evaluation of Topkids Weymouth

How well placed is Topkids Weymouth 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 Weymouth is an education and care service for children from birth to school age. In 2012 the service opened in new premises next to the centre’s old site. At the same time Kidicorp (the owners) also merged the two licences into one. The centre replaces Topkids Weymouth Preschool and Topkids Weymouth Infants and Toddlers. The Kidicorp organisation provides good frameworks for managing and governing the service. This includes having a business and a professional service manager to provide support for centre leaders and teachers.  

The purpose built facility is attractive and spacious. It caters for 85 children with up to 12 babies and toddlers in three separate spaces for different ages. There is an area for babies and toddlers, another for children up to four years and an area for children over four. The new setting provides good flow from the indoors to the outdoor environment. Many children at the centre are Māori, and others are from varied cultural backgrounds. Two vans provide transport to and from the centre for those children and families who need it.

The centre’s philosophy promotes respect for others. This encompasses respect for the different cultures, beliefs and backgrounds of children and parents at the centre. Most teachers are qualified and most are fully registered. The new manager has previous association with the centre.

Kidicorp and centre leaders have continued to work on the recommendations identified in previous ERO reports for Topkids Weymouth Preschool and Topkids Weymouth Infants and Toddlers.

The Review Findings

Children and parents experience respectful relationships with staff. Children play well with each other and enjoy good friendships. Teachers interact with children in caring and gentle ways. They support children as they arrive at the centre. Teachers encourage parents to participate in the centre, and to contribute to their children’s learning. Learning areas display photos of children with their families and reflect their languages and cultures. As a result, children are settled in the programme and have a sense of belonging to their centre.

Teachers generally provide good support for children’s learning, especially in activities that interest children. They manage care routines well for babies and toddlers. Teachers promote some good literacy and numeracy learning and engage children in play in the outdoors area. The outside space provides varied physical challenges for children of all ages.

Teachers plan learning programmes using the notice, recognise and respond approach. They create attractive portfolios that identify children’s learning and progress. Centre managers have implemented some good self review that identifies improvements needed in teaching practice and programme planning. Managers acknowledge that other self review is at the beginning stages.

Key Next Steps

Centre managers and ERO identified key next steps for managers and teachers that include:

  • providing more resources, equipment and activities that engage children and promote their learning throughout the environment
  • developing a curriculum and learning environment that is responsive to the varied cultures, languages and identities of children and their families
  • improving the transition to school programme for older children, including supporting more effective literacy and numeracy learning
  • extending the complexity of children’s learning experiences and play
  • providing documented reflections on their professional practice to improve outcomes for children.

Other next steps for centre managers include:

  • refining strategic planning so that it clearly reflects the centre’s vision for curriculum development and identifies how learning programmes will be implemented
  • strengthening self review in all areas of centre operations, including self review of progress towards meeting the centre’s strategic goals.

Management Assurance on Legal Requirements

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

Dale Bailey
National Manager Review Services
Northern Region

10 September 2014 

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

Manurewa, Auckland

Ministry of Education profile number

46011

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

82 children, including up to 12 aged under 2

Service roll

103

Gender composition

Girls       55%
Boys      45%

Ethnic composition

Māori
NZ European/Pākehā
Cook Island Māori
Samoan
Indian
Niue
South East Asian
Tongan
Fijian
Tokelau
Middle Eastern
other

42%
11%
  9%
  9%
  7%
  5%
  5%
  4%
  2%
  2%
  1%
  3%

Percentage of qualified teachers

0-49%       50-79%       80%+

Based on funding rates

50-79%

Reported ratios of staff to children

Under 2

1:3

Better than minimum requirements

Over 2

1:10

Meets minimum requirements

Review team on site

July 2014

Date of this report

10 September 2014

Most recent ERO report(s)

 

Previous ERO Reports as:
Topkids Weymouth Road Infant and Toddlers

Supplementary Review

July 2011

Education Review

May 2010

Previous ERO Reports as:
Topkids Weymouth Road Preschool

Education Review

March 2012

Education Review

February 2009

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.