BestStart Kaikohe

Education institution number:
11552
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
62
Telephone:
Address:

15-17 Park Road, Kaikohe

View on map

BestStart Kaikohe - 14/08/2018

1 Evaluation of BestStart Kaikohe

How well placed is BestStart Kaikohe 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

BestStart Kaikohe is licensed to provide full-day education and care for 50 children, including up to 16 aged under two years. Children are cared for in two age-related groups. Infants and toddlers have their own separate indoor and outdoor play spaces. After children turn two, as teachers and families recognise they are ready, they transition to the area for older children. Enrolled children are mainly from Māori and Pākehā cultural backgrounds.

The centre is led by a manager and two head teachers. The head teacher appointments have been made since the 2015 ERO report. Three other qualified teachers, and a teacher in training complete the newly established teaching team.

The philosophy of the service is strongly underpinned by a commitment to embrace bicultural and multicultural ways of working, and to strengthening teacher practice. Teachers and leaders value partnerships with parents, and aim to provide a programme that reflects the identity of each child.

The centre's past three ERO reports have acknowledged as strengths, the centre's commitment to biculturalism and partnerships with parents. The 2015 ERO report also highlighted sensitive and responsive teaching practices which supported children to engage in the programme and lead their own learning. These positive aspects have been maintained.

Agreed areas for ongoing development from the 2015 ERO report included strengthening self review, further developing teaching practice to support children's critical thinking, and an evaluation of the curriculum. There has been good progress in these areas.

The centre is one of the BestStart Education and Care Centres. The BestStart organisation provides an overarching governance and management framework as well as personnel to support the operation and curriculum development in individual centres.

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

The Review Findings

Teachers provide attractively presented, calm environments that support children's learning across a wide range of curriculum areas. Their sensitive and respectful interactions support children to develop a sense of wellbeing and belonging in the centre environment. Teachers use effective strategies to promote children's developing social competence.

Children settle quickly into their day. They engage meaningfully with the environment as they easily access resources and equipment for their play. Their enjoyment is evident as they choose to play imaginatively with friends, or explore on their own.

Teachers interact respectfully with infants and toddlers. They are responsive to children's individual temperaments, preferences and interests. Teachers engage well with whānau to learn more about each child. They allow these young children time and space to explore their own learning.

Partnerships with families are well established through ongoing conversations. Shared information is included in children's individual development plans. Transitions through the centre are child led with the support of teachers and whānau.

Te ao Māori is visible in the centre. The carved pou at the entrance to the building represent knowledge and learning, old and new, and connect the past to the present. Te reo Māori is extensively and meaningfully used in centre displays and documentation. Teachers and leaders are considering how to introduce more te reo Māori in their interactions with children.

Teachers know children well as learners. They plan programmes that are strongly linked to Te Whāriki, the early childhood curriculum, and inclusive of parent aspirations. The process could be strengthened through ongoing evaluation of outcomes for children as a result of teachers' planned responses. Programme planning is aligned to the centre's strategic plan.

Leaders clearly articulate their vision and goals for the direction of the centre. There is compelling evidence that reflective thinking leads to improved outcomes for children. The newly established teaching team is challenging earlier practices and trialling new ways of working. As a result, teachers are developing shared understandings of what a good quality programme looks like in their context.

Centre operations are guided by a strategic plan and a shared vision. These are linked to the recently developed strategic goals of the BestStart organisation. This good practice promotes teachers' recognition that they belong to a wider learning community and supports collaboration amongst teaching teams. Leaders and teachers regularly review progress towards centre's strategic and annual plans. They monitor the quality of the centre operations and promote ongoing improvement.

Key Next Steps

Centre leaders agree their key next steps include:

  • refining the centre philosophy as the team culture grows

  • continuing to develop programme planning processes, including ongoing, timely programme evaluation

  • establishing consistency in the quality of teachers' learning conversations with children, in order to provoke children's curiosity and develop their critical thinking.

Management Assurance on Legal Requirements

Before the review, the staff and management of BestStart Kaikohe 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 BestStart Kaikohe will be in three years.

Julie Foley

Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

14 August 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

Kaikohe, Northland

Ministry of Education profile number

11552

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, including up to 16 aged under 2

Service roll

58

Gender composition

Girls 29 Boys 29

Ethnic composition

Māori
Pākehā
Indian
other

38
15
4
1

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Under 2

1:5

Meets minimum requirements

Over 2

1:10

Meets minimum requirements

Review team on site

July 2018

Date of this report

14 August 2018

Most recent ERO report(s)

Education Review

February 2015

Education Review

June 2012

Education Review

March 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.

BestStart Kaikohe - 27/02/2015

1 Evaluation of ABC Kaikohe

How well placed is ABC Kaikohe 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

In June 2012, ABC Kaikohe was completely destroyed in a daytime fire. No children or adults were hurt. All resources and most centre documentation were destroyed. Centre staff continued to provide education and care for children in a local primary school’s facilities until a new centre was built on the existing ABC Kaikohe site. High levels of community support enabled centre staff and children to manage the effects of the incident.

The centre’s new purpose-built premises opened towards the end of 2013. Its planning and design clearly demonstrate the centre’s strong commitment to biculturalism. Two pou were designed and carved by two whānau members and stand proudly at the entrance to the centre. These pou depict the past, the present, the emphasis on care and education, and the centre and community vision of children as successful learners.

The centre is licensed for up to 50 children, including 16 infants and toddlers. It features three ageappropriate rooms called He Taonga, He Pounamu and Hei Tiki. Centre staff continue to care well for the 64 children on the roll, 41 of who are Māori.

The centre operates under the umbrella of Kidicorp Ltd. Professional and administrative direction is provided by a Kidicorp professional services manager who is also the business manager. The organisation provides frameworks, policies, and support and guidance to develop and monitor consistency of practice.

A head teacher has very recently been appointed to oversee teaching and learning. The job description and responsibilities for this role are still being defined. The appointment of a centre administrator has enabled the centre manager to better support staff and provide direction in professional practice. Staffing has remained relatively consistent.

Teachers have continued to build their teaching and assessment practices to benefit children. Recent professional development has provided valuable direction in planning and assessment. Teachers focus on children as learners and are well placed to work towards the strategic goals that they have recently identified as a team.

The Review Findings

ERO’s 2009 and 2012 reports acknowledge the centre’s strong commitment to biculturalism and working in partnership with families. These good practices continue to be strong features.

Teachers value Māori children’s identities as Māori, recognising this as the key to their success as Māori. Children demonstrate a clear sense of identity and belonging. Bicultural practices have been extended to develop children’s appreciation of other ethnicities. Centre leaders continue to investigate ways to further provide opportunities for parents and whānau to contribute their perspectives to the design of the centre’s curriculum.

Children under the age of two are well nurtured through consistent, one-on-one interactions with teachers that reinforce their sense of security and belonging. The calm, unhurried tone enables infants and toddlers to participate in the programme at their own pace and according to their own preferences. Teachers respond well to children’s ways of communicating. Transitions into and out of this room, and through the rest of the centre, are well managed.

Children over the age of two play well together and often design their own games and activities. Their interests form the basis of the curriculum. Teachers show good understanding of noticing, recognising and responding to children’s interests and focus on positive outcomes for them. Children’s portfolios show high levels of parent and family/whānau inclusion, as well as outlining continuity in children’s learning. Ongoing observations of children in everyday activities help to build a picture of what children know, understand, feel, are interested in and can do.

Strong, responsive and respectful relationships are formed with each family, supporting children’s sense of belonging. Leaders and teachers value parent and whānau involvement. Parents and whānau are invited and encouraged to take an active role in their children’s education. Centre staff are looking for further ways to enhance parents' understanding of teaching and learning.

The centre is well managed and led. The centre leader’s calm and respectful style has helped to build staff confidence and trust. There are good opportunities for teachers to take leadership roles. Teacher capacity in self review is continually being developed, with an emphasis on ongoing improvement. The strategic plan clearly identifies centre priorities and goals to achieve their vision for effective care and education for children.

Key Next Steps

ERO strongly affirms the centre’s direction to continue developing teachers’ shared understanding of effective self review. They could enhance self-review practices by using Te Whāriki, the New Zealand early childhood curriculum, as the foundation and framework to:

  • evaluate the extent to which teachers’ professional practice empowers children to be capable and confident learners
  • evaluate the quality of the curriculum and children’s learning in literacy, mathematics, science and the natural world, and technologies
  • further promote consistency in the quality of learning conversations that provoke children’s curiosity and develop their critical thinking and problems solving skills.

Centre leaders are keen to continue building teachers’ understanding of the newly introduced appraisal system as a tool to promote effective teaching and learning practices for ongoing improvement.

Management Assurance on Legal Requirements

Before the review, the staff and management of ABC Kaikohe 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 ABC Kaikohe will be in three years.

Dale Bailey

Deputy Chief Review Officer Northern

27 February 2015

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

Kaikohe, Northland

Ministry of Education profile number

11552

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, including up to 16 aged under 2

Service roll

64

Gender composition

Girls 33

Boys 31

Ethnic composition

Māori

Pākehā

other

41

17

6

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

1:5

Meets minimum requirements

 

Over 2

1:10

Meets minimum requirements

Review team on site

January 2015

Date of this report

27 February 2015

Most recent ERO report(s)

Education Review

June 2012

 

Education Review

March 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.