BestStart Ponsonby

Education institution number:
20104
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
75
Telephone:
Address:

62-68 Vermont Street, Ponsonby, Auckland

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BestStart Ponsonby - 08/05/2020

1 Evaluation of BestStart Ponsonby

How well placed is BestStart Ponsonby to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

BestStart Ponsonby is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

BestStart Ponsonby provides all-day education and care for up to 68 children, including up to 36 children under the age of two years. The children mostly come from the local community.

Children are catered for in age-related groups in three buildings: The Babies Cottage (infants and toddlers), The Big House (approximately two to four-year olds) and The Workshop (the preschool group). Children in the Babies Cottage have a separate outdoor area. The older children share a large outdoor space.

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's philosophy reflects with Te Whāriki and a commitment to the principles of the Treaty of Waitangi.

The centre is led by an experienced manager with the support of an assistant manager. It employs a high percentage of qualified teachers and a cook.

The 2016 ERO report commented positively on the education and care provision for children, bicultural practices, and relationships with families. It identified areas for improvement that included building teachers' confidence to use te reo Māori and extending the learning of older children. Teachers have participated in professional learning and development to support their understanding of te reo Māori.

This review was part of a cluster of 10 reviews in the BestStart Upper North Island region.

The Review Findings

Children continue to benefit from positive and supportive relationships with their teachers. Interactions are respectful and promote children's sense of wellbeing and participation. Teachers' conversations with children support language development and encourage them to develop social competencies.

Teachers know children and their families well. Parents are encouraged to share their aspirations for their children so that teachers can consider these when planning for individual children.

Children under the age of two years are well cared for and supported to learn. The primary caregiver approach used in the Babies Cottage helps ensure a sense of belonging for the children and good communication with parents.

Learning environments are well organised and well resourced. The indoor areas provide discreet play areas that enable children to sustain their play and access equipment to support their play. The outdoor areas are spacious and encourage physical activity and exploration.

Teachers provide aspects of te ao Māori in the curriculum. They use some te reo Māori in their interactions with children and in the environment, and some routines reflect the bicultural heritage of Aotearoa New Zealand.

The cultures of the children at the centre are known by the staff and recognised through centre events and wall displays. Teachers encourage parents to contribute to children's electronic records of learning and share information about children's experiences outside the centre.

Assessment and planning processes are under review and development. Teachers are exploring how they can more effectively record what they know about children's learning, and how they plan for individuals.

The centre manager provides opportunities for staff to grow professionally. She encourages teachers to take leadership roles. Ongoing professional development ensures that their professional knowledge and curriculum knowledge is current and consistent across the centre. The appraisal system promotes teacher reflection and inquiry into their practice.

Good systems for internal evaluation guide and inform teaching and learning, which results in improved practices that promote positive outcomes for children. Professional learning and development is a focus for building teacher capabilities and has impacted positively on teaching practices. The service provides opportunities for leadership within the team.

National, regional and centre operations are guided by strategic and annual plans, and a shared vision which monitor quality and promote 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 emergent leadership within the team.

Key Next Steps

The key next steps are to continue strengthening:

  • strategic planning by clarifying strategic goals and more consistently monitoring progress towards the goals

  • self review by more consistently using evaluative questions

  • programme planning and assessment processes to make planning more explicit and show children's learning over time.

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.

Management Assurance on Legal Requirements

Before the review, the staff and management of BestStart Ponsonby 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.

Steve Tanner

Director Review and Improvement Services (Northern)

Northern Region - Te Tai Raki

8 May 2020

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

Ponsonby, Auckland

Ministry of Education profile number

20104

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

68 children, including up to 36 aged under 2 years

Service roll

77

Gender composition

Boys 41 Girls 36

Ethnic composition

Māori
NZ European/Pākehā
other ethnic groups

3
73
1

Percentage of qualified teachers

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 2020

Date of this report

8 May 2020

Most recent ERO report(s)

Education Review

June 2016

Education Review

May 2013

Education Review

March 2010

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

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.

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.

Edukids Ponsonby - 23/06/2016

1 Evaluation of Edukids Ponsonby

How well placed is Edukids Ponsonby 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

Edukids Ponsonby provides education and care for up to 68 children in three areas; The Babies Cottage for infants and toddlers, The Big House for children who are two to four years old, and The Workshop for children up to school age. Infants and toddlers have an outdoor play area, which is separate from that shared by the older children. In 2013, the three areas were relicensed and now operate as a single service.

The centre is part of the national BestStart Education and Care Centres organisation, which provides an overarching governance and management framework as well as personnel to support individual centres. A centre manager and head teacher provide leadership in the centre and are supported by the BestStart professional services and business managers. Most teachers are qualified and the centre also has an administrator and a cook.

In 2013 ERO reported that interactions between teachers and older children were positive and affirming. ERO noted that babies benefitted from a primary caregiving approach where babies have a specific teacher assigned to them. Since 2013, there has been some staff turnover. Experienced and newer teachers have continued to develop provisions for children's learning. They have made good progress with improving teachers' confidence to integrate te reo and tikanga Māori into the daily programme.

The Review Findings

The programme provided for infants and toddlers in The Babies Cottage is a special feature of the centre. Babies are settled and experience individualised routines that respect their preferences. Their wellbeing is supported by a relaxed, calm and nurturing setting. Toddlers have good access to outdoor spaces where their exploration and independence is fostered. Teachers use te reo Māori in meaningful ways throughout the day. Children’s social and language development is promoted through high quality interactions with teachers. The indoor environment is well equipped with resources that are accessible for young children.

Children in The Big House and The Workshop are warmly welcomed by teachers. They form good relationships with other children and enjoy working alongside each other. Teachers listen carefully to children and interact respectfully with them. Literacy and mathematical learning is integrated into children's play experiences. Technology is used increasingly as an additional tool to support children’s exploration and inquiry. Teachers are committed to increasing their knowledge of tikanga and use of te reo Māori in the programme.

Families' cultural backgrounds and languages are celebrated in programme displays. A focus on improving communication with families has strengthened trusting relationships between teachers and families. The service offers parent information evenings and teachers continue to explore ways to communicate well with whānau.

Teaching teams have made good progress developing programme planning and evaluation processes. Assessment of children’s learning is analysed well and shared regularly with families. Teachers encourage parents and children to share their thoughts and ideas about the learning programme.

In The Babies Cottage, learning records show children’s learning over time. Making more regular links between learning records could help teachers to also show progress over time for older children. In addition, teachers could support more complex learning by providing further opportunities for older children to plan for and extend their individual and shared interests.

Professional learning, including induction and mentoring programmes, have contributed to improved teacher practices. Leaders and teachers work collaboratively to evaluate the quality of routines, the learning environment and aspects of individual teaching practice. Appraisal systems celebrate teachers’ strengths and are used well by teachers to reflect on their progress against individual goals. The centre manager and BestStart personnel have a deliberate goal to grow teacher capability and leadership, to sustain centre practices and support ongoing improvement.

BestStart has useful systems for monitoring service operations. These include regular management meetings and an internal audit process (QEC), which is used to identify challenges and develop plans for improvement. The centre has a strategic plan that is linked to the BestStart vision and strategic plan, as well as the centre's philosophy statement, an annual management plan and QEC action plans for each area. The centre’s strategic plan is well monitored and updated in response to changing centre priorities.

Key Next Steps

Managers agree that next steps include:

  • continuing to support teachers to improve their competence and confidence in using te reo Māori

  • strengthening teaching strategies to extend older children's individual and shared interests and to support more complex and extended learning.

Management Assurance on Legal Requirements

Before the review, the staff and management of Edukids Ponsonby 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 Edukids Ponsonby will be in three years.

Graham Randell

Deputy Chief Review Officer Northern

23 June 2016

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

Ponsonby, Auckland

Ministry of Education profile number

20104

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

68 children, including up to 36 aged under 2

Service roll

80

Gender composition

Girls 45 Boys 35

Ethnic composition

Māori

Pākehā

French

Chinese

Cook Island Māori

6

66

4

3

1

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

May 2016

Date of this report

23 June 2016

Most recent ERO report(s)

 

Education Review

May 2013

Education Review

March 2010

Education Review

May 2007

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.