13-17 Virginia Avenue, Eden Terrace, Auckland
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
BestStart Newton is very well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
BestStart Newton has five rooms, each with access to an outdoor area. The centre is licensed for 136 children, including up to 40 children under two years of age. Downstairs are three rooms for babies (three months to two years), toddlers (two to three years), and older toddlers (approximately three and-a-half years). Upstairs are two preschool rooms (three-and-a-half to five years).
The centre is part of the BestStart charitable trust. The organisation has re-branded all its early learning services. BestStart provides an overarching governance and management framework to support operations and curriculum delivery in individual centres. Business Managers (BM) and Professional Services Managers (PSM) facilitate staff professional development and provide strategic guidance.
The curriculum is underpinned by the principles of Te Whāriki, the early childhood curriculum, bicultural practices and partnerships with parents/whānau. The centre philosophy emphasises the concepts of whanaungatanga, manaakitanga, hiranga, and aroha, in keeping with the centre's recognition of Te Tiriti o Waitangi.
The children and staff are from diverse cultural backgrounds. Many of the children are from families that are new to New Zealand. More than half of the children identify as Indian. There are several Māori and Pacific children attending the centre.
The centre is managed by an experienced manager who was appointed in 2019. She is supported by a curriculum leader who works with all teachers. Each room has a head teacher. The centre employs two van drivers, a cook and an administrator. The van drivers transport some children between their homes and the centre.
The centre has a positive history of ERO reporting. The 2015 ERO report commented very positively on many aspects of centre operations including the education and care of children, engagement with parents, centre management and building of the capacity and capability of staff. The report confirmed that the centre's focus on strengthening bicultural practice and the support that it offered Māori and Pacific children was appropriate.
This review was part of a cluster of 10 reviews in the BestStart Upper North Island region.
Children benefit from high quality education and care. Their relationships with their teachers are very affirming and interactions support their wellbeing and learning. Children can make decisions about their play from a wide range of activities and resources on offer.
Teachers work with parents to design a curriculum that is relevant to the children and their parents' aspirations. They communicate electronically and face-to-face with parents, sharing information about their child. Teachers help parents to understand the New Zealand curriculum approach to early learning through discussions and wall displays.
Children's cultures are acknowledged and supported in the centre's environment and through curriculum activities. Teachers speak some of the children's home languages and cultural events are celebrated.
Māori and Pacific children are very well supported in their cultural identity. The staff have successfully strengthened the bicultural approach to the curriculum. All children have opportunities to experience aspects of te ao Māori. Teachers use te reo Māori within the programme. They continue to build their capability in the language, to understand tikanga and to know about the local area from a Māori perspective.
Children under the age of two years receive high quality care and education in a richly resourced, calm and unhurried environment. Interactions promote children's oral language development. The centre's primary caregiving approach gives parents a key person to communicate with and supports the child's transition to the centre. The home routines of young children are followed at the centre.
Further developing programme planning and the assessment of children's learning continues to be a focus. Teachers are now using electronic means of sharing their assessment and planning with parents. They are using Te Whāriki, the early childhood curriculum, Tātaiako: Cultural Competencies for Teachers of Māori Learners, and Tapasā: Cultural Competencies Framework for Teachers of Pacific Learners to guide their practice.
The centre is very well managed and led. Effective evaluation processes and strategic planning promote ongoing improvement. Teachers are supported to build their professional capability effective performance appraisals and relevant professional development. Very good systems for internal evaluation guide and inform teaching and learning which results in improved practices that promote positive outcomes for children.
National, regional and centre operations are guided by strategic and annual plans, and a shared vision which monitor quality and promotes ongoing improvement. These are linked to BestStart strategic goals, which promote a sense of belonging to a wider learning community and support more widespread collaboration amongst teaching teams. Professional learning and development have a focus for building capabilities and has impacted positively on teaching practices. The service provides opportunities for leadership within the team.
Centre mangers have identified areas for further development. These include:
strengthening planning and assessment by being specific about actions that teachers might take to support children's learning
building the leadership skills of all teachers
increasing teachers' bicultural knowledge.
Centre managers have already established indicators of success and plans of action to build on their current practice in these areas. ERO agrees that a focus on these areas is appropriate.
Agreed next steps for the organisation are to continue to strengthen:
bicultural understanding and practice
risk analysis management systems, processes and procedures for excursions
appraisal processes to support teachers’ continuum of professional knowledge and practice.
Before the review, the staff and management of BestStart Newton 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:
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.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki
8 May 2020
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 |
Eden Terrace, Auckland |
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Ministry of Education profile number |
10030 |
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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 |
136 children, including up to 40 aged under 2 years |
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Service roll |
178 |
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Gender composition |
Girls 71% Boys 29% |
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Ethnic composition |
Māori |
4% |
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Percentage of qualified teachers |
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 |
January 2020 |
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Date of this report |
8 May 2020 |
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Most recent ERO report(s) |
Education Review |
March 2015 |
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Education Review |
March 2012 |
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Education Review |
March 2011 |
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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:
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.
The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:
Very well placed
Well placed
Requires further development
Not well placed
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.
Topkids Virginia Avenue early childhood complex in Mt Eden provides high quality care and education for children from three months to five years of age. It provides sessional and full day programmes. The complex is licensed for up to 136 children, including 40 under two years of age. Children and teachers come from a very diverse range of ethnic backgrounds. The largest cultural groups are Indian, NZ European/Pākehā, Asian and Māori.
The complex consists of five centres that provide age-appropriate play and learning spaces and programmes. Programmes and practices strongly reflect Te Whāriki, the early childhood curriculum. These are well aligned with the Kidicorp Ltd vision for effective early childhood care and education. High value is placed on equitable outcomes for all children and their families.
The recently appointed complex manager has built on the strong foundations of collaboration and team work established by the previous manager. The leadership team of complex manager, assistant manager and head teachers work well together. Their aim is to enhance teaching and learning experiences for the children in their care. Teachers demonstrate a professional and nurturing approach towards children and their families/whānau. Staffing remains relatively stable and the emphasis continues to be on enhancing professional practice.
The complex operates under the umbrella of Kidicorp Ltd. Professional and administrative direction is provided by a Kidicorp professional services manager and a business manager. The organisation provides frameworks, policies, support and guidance to develop and monitor consistency of practice. Provision is well implemented and regularly reviewed.
The positive features acknowledged in ERO’s 2012 report continue to be evident. Centre leaders responded positively to the priorities for development noted in that report. As a result, they have deepened bicultural practices and built capacity for effective self review. Significant renovations and improvements have improved the indoor and outdoor areas, and resources. This helps teachers cater for the wide range of children’s interests, abilities and learning styles.
Interactions between teachers and children are underpinned by high levels of care and respect. Partnerships between teachers and children and their families are based on genuine acceptance, respect and a willingness to listen. Children of all ages engage confidently and independently with teachers. Their talk is encouraged, accepted and respected. They respond well to teachers’ high expectations of them as competent, confident learners. They have fun in the well resourced, attractive environment.
Children’s sense of identity, well being and belonging are nurtured through teachers’ culturally responsive practices. Teachers are deepening their understanding of Māori language, culture and identity. Bicultural awareness and appreciation are evident in this service. Children’s diverse cultures are well reflected in the environment. There is a strong programme of inclusion and support. This enables children who have additional learning needs to play and learn with, and alongside, their peers. Generous support is provided to enable children to attend Topkids Virginia Avenue.
Infants and toddlers benefit from consistent care giving. Teachers respond sensitively to each child’s changing needs and preferences. Their developmental needs and interests are a central focus for their individual programmes. Teachers maintain a calm, slow pace. Younger children have space and the time to lead their learning.
The curriculum is based on children’s emerging interests and dispositions. Teachers look at ways to extend each child’s learning within the context of their interests. Teachers are becoming more skilled at assessment practices that blend literacy, maths and science with children’s interests. Learning stories are informative and are a good record of children’s involvement in the programme and activities. The teaching team plans collaboratively. This planning is clearly displayed for parents and children. It provides a strong stimulus for children to revisit their learning. Teachers and parents consult regularly and well. This provides teachers and leaders with valuable information to improve the quality of children’s care and education.
The learning environment is inviting and encourages children’s exploration. It is regularly reviewed so that it clearly reflects and responds to children’s emerging interests. The environment offers good opportunities for children to develop their play independently or in groups. It includes a wide variety of natural material and cultural artefacts that reflect the cultural backgrounds of children and their families/whānau.
The service actively seeks and uses parent input. Digital records of children’s learning have recently been introduced. This enables the service to immediately share with parents, poignant moments of children’s development and learning. This is proving to be an effective way of including parents and their wider families/whānau in their children’s learning. Leaders are keen to extend this approach and to increase parents’ knowledge about the significance of early childhood education as the foundation for children’s future learning.
Self review is very well used to improve children’s transition into and within the service and to school. Children’s sense of belonging, security and familiarity are nurtured well to build their confidence and well being. Children’s transitions are handled responsively and are timed and paced appropriately for each child and their family.
A strong focus on continual improvement is evident. Self review is well used to improve all aspects of service practices, management and organisation. The collaborative and inclusive approach to self review is strength. A good example of this is the current review of each centre philosophy, and the overarching complex philosophy. This approach develops shared teacher understanding and collective responsibility for improving outcomes for children.
The centre is well led and managed. Complex leaders and centre teachers have a good understanding of the dual purposes of self review for accountability and improvement. The service’s strategic direction has clearly defined priorities and goals for high quality care and educational outcomes for all children. Promoting and monitoring children’s physical and emotional health and safety, is underpinned by strong systems, policies and practices. These are well understood by staff.
The teacher appraisal process has been recently reviewed and refined. It is being well used to identify appropriate and individualised professional development for teachers, and for the complex as a whole. The process encourages teachers’ critical reflective practice to improve outcomes for children. Developing teachers’ shared understanding of each of the registered teacher criteria continues to be a focus for professional development and discussions.
Service leaders’ priority to deepen their understanding and appreciation of effective bicultural practices is important and worthwhile. Developing a more in-depth understanding of biculturalism could enhance the quality of self review and potentially become a driving force for improvement and benefit children in the centre.
Leaders agree that the Ministry of Education documents of Ka Hikitia, Tātaiako and the Pasifika Education Plan could be used to build their knowledge and professional practice. Making the complex’s commitment to bicultural practices, and to success for Pacific children explicit in documentation, practices and self-review processes would be valuable next steps.
Before the review, the staff and management of Topkids Virginia Avenue 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 Virginia Avenue will be in four years.
Dale Bailey
Deputy Chief Review Officer Northern
6 March 2015
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 |
Eden Terrace, Auckland |
||
|
Ministry of Education profile number |
10300 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
136 children, including up to 40 aged under 2 |
||
|
Service roll |
169 |
||
|
Gender composition |
Boys 54% Girls 46% |
||
|
Ethnic composition |
Māori Pākehā Indian Chinese Middle Eastern Niue Tongan African Cook Island Māori Fijian Samoan South East Asian other Asian other European other Pacific other |
10% 25% 30% 2% 2% 2% 2% 1% 1% 1% 1% 1% 11% 2% 1% 8% |
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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 2015 |
||
|
Date of this report |
6 March 2015 |
||
|
Most recent ERO report(s) |
Education Review |
March 2012 |
|
|
Education Review |
March 2011 |
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.
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.