40 Paramount Drive, Henderson, Auckland
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Bright Sparks Childcare Henderson - 24/03/2020
1 Evaluation of Bright Sparks Childcare Henderson
How well placed is Bright Sparks Childcare Henderson to promote positive learning outcomes for children?
Not well placed |
Requires further development |
Well placed |
Very well placed |
Bright Sparks Childcare Henderson is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Background
Bright Sparks Childcare Henderson is licensed to provide education and care for up to 120 children, including up to 30 children under two years of age. It is one of three centres in the Auckland area that are privately owned by Bright Sparks Childcare Limited. The centres share the same philosophy, which is based on three pillars: Te Whāriki, the early childhood curriculum, Reggio Emilia approaches, and Christian values.
The centre operates from a purpose-built facility located in the Lincoln Road business area. It serves a culturally diverse community. Teachers reflect the cultural diversity of the children who attend. The centre provides for children in two developmental, age-related areas. Each area has easy access to outdoor learning environments that provide for mixed-age play.
The centre is led by a manager and two head teachers. These were new appointments at the time of the last ERO review. Most teaching staff are registered teachers who have been employed in the centre for some time. Three provisionally registered teachers have been appointed since the last ERO review.
The 2016 ERO review identified many positive features that continue to be evident. The report recommended building leadership capabilities, strengthening planning, assessment and evaluation processes, and including parents and children in evaluation processes. There has been positive progress in these areas.
The centre is a member of the Te Atatu Community of Learning | Kāhui Ako.
The Review Findings
Children are welcomed into an affirming learning environment. Their emotional wellbeing is nurtured. They settle well into the programme and have good opportunities to connect with the local environment.
Children know their routines, play well alongside each other, are cooperative and collaborative, and show a willingness to participate in, and learn through play. Teachers make good use of the attractive, spacious rooms to promote a range of areas of play. The resources available give children access to a variety of learning opportunities. Children are confident to move to new activities and in approaching adults.
Care of children under two years of age is responsive and teachers' interactions are respectful. They develop close relationships with parents and take time to settle new children into the centre. Infants have access to a well-resourced play area. Toddlers should also have access to a well-resourced age-appropriate area.
Teachers continue to develop and refine ways to assess children’s learning, and plan and evaluate the programme. The introduction of an electronic recording and communication tool has increased opportunities for ongoing parent/centre sharing and partnerships. Teachers display written portfolios of children’s activities, progress and development for children to read and enjoy. Teachers are focusing on how they analyse observations of children, and of how they use this analysis to inform programme planning. This process is helping teachers increase how well the programme responds to children’s current interests and developmental needs.
Leaders and teachers show commitment to developing bicultural practice. Te ao Māori is included in the programme and environment. Teachers use te reo Māori in meaningful ways as part of the learning programme. Children are valued and affirmed for who they are and their cultural heritages.
Leadership professional learning is supporting leaders to adapt to their new roles. The new teaching team is building its collective capability.
Centre operations are guided by a strategic plan and a recently reviewed philosophy. The centre manager continues to revisit with staff the strategic goals and annual plans to promote ongoing improvement. To strengthen this process the manager could monitor progress and evaluate how well the goals have been met. The manager is working with the other Bright Sparks centre managers to rationalise policies and procedures. Consultation with staff, whānau and the community is included in this process.
Key Next Steps
The key next steps to build on developing good practices are for:
-
leaders and teachers, as a new teaching team, to revisit Te Whāriki and focus on its implementation
-
teachers to continue focusing on how to extend children's play-based learning
-
leaders to include evaluation of progress toward achieving the centre's strategic and annual goals.
Management Assurance on Legal Requirements
Before the review, the staff and management of Bright Sparks Childcare Henderson 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
24 March 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 |
Henderson, Auckland |
||
Ministry of Education profile number |
25367 |
||
Licence type |
Education & Care Service |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
120 children, including up to 30 aged under 2 years |
||
Service roll |
60 |
||
Gender composition |
Boys 33 Girls 27 |
||
Ethnic composition |
Māori |
6 |
|
Percentage of qualified teachers |
80% + |
||
Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
Over 2 |
1:7 |
Better than minimum requirements |
|
Review team on site |
January 2020 |
||
Date of this report |
24 March 2020 |
||
Most recent ERO report(s) |
Education Review |
December 2016 |
|
Education Review |
August 2013 |
||
Education Review |
February 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.
Bright Sparks Childcare Henderson - 22/12/2016
1 Evaluation of Bright Sparks Childcare Henderson
How well placed is Bright Sparks Childcare Henderson 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
Bright Sparks Childcare Henderson is a large early childhood centre that provides education and care for up to 120 children. It is one of three centres in the Auckland area that are privately owned by Bright Sparks Childcare Limited. The centres share the same philosophy, which is based on three pillars: Te Whāriki, the early childhood curriculum, Reggio Emilia approaches and Christian values.
The centre provides for children in developmental and age-related groupings in two separate areas for children from birth to three years of age, and for those from three to five years of age. The owner/manager ensures high teacher to child ratios are maintained. The centre serves a culturally diverse community. Teachers reflect the cultural diversity of children who attend.
Since the 2013 ERO review there have been some staff changes. A new leadership team has been appointed. The majority of teaching staff are registered teachers and have been employed in the centre for some time.
The Review Findings
Children are settled and engaged in an inclusive programme. They move freely around attractive learning environments and participate well in personal and centre-wide routines. Many are developing self-help skills and take responsibility for themselves and participate especially well in tidying the environment after mealtimes.
The programme continues to be linked to a number of community initiatives such as creative dance and movement, swimming, cycling, and healthy living. Professional development has been focused on exploring ways to strengthen the curriculum, understanding infant and toddler care and development, and becoming more knowledgeable about children's diverse cultural backgrounds.
Children's experiences in the centre are mostly based on activities and centre routines. A stronger focus on noticing and responding to children's own interests would help teachers to increase the complexity of children's learning.
Centre environments are uncluttered and provide lots of space for children to play, both indoors and outdoors. Teachers could strengthen opportunities for learning by enriching environments with equipment and resources that could support more complicated learning during play.
Teachers are welcoming, friendly and generally supportive of children. Good relationships have been developed between teachers, children and parents. Children's cultures are celebrated in the programme.
Teachers have had a recent focus on developing their understanding of bicultural practices. The local kaumātua, whānau members, and staff willingly contribute their knowledge of karakia, waiata, te reo and tikanga Māori. The centre now proudly uses, and teachers strongly identify with, a whakataukī (traditional proverb) that was shared with them.
Parents are encouraged to reflect on their children's general development and share this with teachers. Teachers have begun to use whānau feedback about children to encourage their participation in the programme.
Teachers are committed to working in partnership with parents of children with special learning needs. These children are fully integrated into the programme, and do well with additional specialist help and support.
Key Next Steps
Further improvements could be made to centre practices by:
-
engaging professional development support for all staff to strengthen the planning, assessment and evaluation of children's learning
-
basing teaching practices more closely on the
-
Licensing Criteria for Early Childhood Education and Care Services 2008
-
evaluating the effectiveness of the centre's philosophy in practice
-
building the professional knowledge and capability of the centre leaders in their roles
-
including parents and children in centre decision-making and evaluation processes.
Managers have developed useful teacher appraisal systems.
Management Assurance on Legal Requirements
Before the review, the staff and management of Bright Sparks Childcare Henderson 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 Bright Sparks Childcare Henderson will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
22 December 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 |
Henderson, Auckland |
||
Ministry of Education profile number |
25367 |
||
Licence type |
Education & Care Service |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
120 children, including up to 30 aged under 2 |
||
Service roll |
101 |
||
Gender composition |
Boys 52 Girls 49 |
||
Ethnic composition |
Māori Pākehā Indian Chinese South East Asian Samoan African Niue Cook Island Māori Tongan Fijian other Asian other European |
14 25 13 10 9 6 4 4 2 2 1 7 4 |
|
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 |
1:9 |
Better than minimum requirements |
|
Review team on site |
November 2016 |
||
Date of this report |
22 December 2016 |
||
Most recent ERO report(s)
|
Education Review |
August 2013 |
|
Education Review |
February 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 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.