37 Sunshine Avenue, Te Rapa, Hamilton
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
TopKids Te Rapa is an education and care service owned and operated by BestStart, a private company. It is licensed for 92 children, including 25 up to the age of two years. There are currently 99 children on the roll, 30 of whom are Māori. There is also a significant number of children from other ethnic backgrounds, including Pākehā, Pacific and Indian. The centre offers a full-day service and is open from 7.30am until 6.00pm each weekday. It operates four age-specific rooms, one for infants and toddlers, two for those aged between two to four years and an area for older children.
The management team consisting of a centre manager and two head teachers has recently been appointed. The centre benefits substantially from the comprehensive professional and operational support at governance and management level, provided by the parent company. Over 80% of teachers are qualified early childhood practitioners. The centre philosophy emphasises children learning through play, kaitiakitanga - caring for the environment, whanauangatanga - celebrating the cultural backgrounds of every family in the centre, and manaakitanga - building upon each person's strengths.
The centre has responded well to the recommendations for review and development in the 2014 ERO report.
Children benefit from a personalised, inclusive and responsive curriculum which is well-aligned to the early childhood curriculum, Te Whāriki. An emphasis on open-ended and natural play resources promotes children's oral language development and thinking skills. Children are highly engaged in learning through play and have fun following their own interests. Well-balanced, teacher-directed programming adds complexity and depth to learning. Children's sense of belonging is enhanced by the way teachers affirm and celebrate their diverse ethnic and cultural backgrounds. Many teachers use te reo Māori consistently in their interactions with children. Te ao Māori is well-integrated through many areas of the curriculum. Children's rights are respected and they are involved in decisions which affect them. Their understanding of their role as kaitiaki of the environment is developed through their involvement in gardening and recycling programmes.
Children up to the age of two are settled and happy. They benefit from the responsive physical and emotional care of their teachers. Their room is located in a more secluded area of the centre which minimises disruption. A calm and settled atmosphere allows infants and toddlers to explore safely and securely. Regular, responsive communication between teachers and parents ensures children's routines are consistent with those of home. Children are able to learn, play and explore in extensive inside and outdoor play spaces.
Centre leaders and teachers also provide practical support that enables equitable access to the centre for all families. Teachers work with outside agencies who provide advice and guidance about how best to support children with additional needs. Transition processes are well thought-out and considerate of both children and their whānau.
Planning and assessment is individualised for each child. This system promotes a focused and intentional approach to children's learning and progress, and supports authentic relationships with parents as partners in their child's development. Parents spoken to by ERO appreciate the sharing of children's assessment portfolios via an online portal. This portal allows children and the wider whānau to more easily follow progress and to contribute a home perspective. Teachers also maintain paper copies of learning stories which provide a literacy resource for children and as an opportunity for them to revisit prior learning.
Children and whānau are benefitting from efficient centre operations and effective teacher practice, aligned with the centre philosophy. Warm, respectful relationships between teachers, children and whānau promote high levels of trust and a strong sense of belonging. Teachers use a range of intentional teaching strategies informed by learning goals developed for each child. These individual goals have been co-constructed with parents through regular interviews. Teachers ensure children have learning opportunities across a variety of areas of play. Teachers systematically evaluate their teaching practices and the impact of these on outcomes for children.
Strategic and long term review follows a robust process which results in improved outcomes for children. Leaders have worked hard to develop a positive, collaborative and supportive team culture. There is a shared sense of purpose and enthusiasm. They have high expectations for teachers. A robust, company-wide teacher appraisal process is well-supported by centre leaders. It is increasingly based on teachers inquiring into their own practice. This promotes focused and sustained improvement in teacher practice. A collaborative approach to teacher performance management contributes to improved outcomes for children.
Professional managers, centre leaders and ERO agree that the key next steps are to:
Before the review, the staff and management of TopKids Te Rapa 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.
The next ERO review of TopKids Te Rapa will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
Te Tai Miringa - Waikato / Bay of Plenty Region
25 October 2017
|
Location |
Hamilton |
||
|
Ministry of Education profile number |
30055 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
92 children, including up to 25 aged under 2 |
||
|
Service roll |
99 |
||
|
Gender composition |
Boys 58 Girls 41 |
||
|
Ethnic composition |
Māori |
30 |
|
|
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 |
August 2017 |
||
|
Date of this report |
25 October 2017 |
||
|
Most recent ERO report(s) |
Education Review |
August 2014 |
|
|
Education Review |
April 2008 |
||
|
Education Review |
March 2005 |
||
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.
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:
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
ABC Te Rapa offers education and care for children from birth to school age. The centre is purpose built and located in the Hamilton industrial suburb of Te Rapa. It provides an all-day and sessional service and is licensed for 92 children, including up to 25 under two. There are currently 100 children on the centre's roll and 29 are identified as of Māori descent. There are other children from different cultural backgrounds.
Since the 2011 ERO review, the two licences have been merged into one. Most of the physical barriers between the different age groups of children have been removed. Parents and whānau appreciate the changes and children of all ages are now able to play with their brothers and sisters.
The centre is part of Kidicorp (Ltd), which provides administrative and professional support. A centre manager supervises and takes responsibility for day-to-day centre operations. He is currently in an acting role and is supported by a professional service manager, business manager and head teachers. Head teachers have overall responsibility for care routines and programme implementation in the different age groups and rooms.
At the time of this ERO review, Kidicorp was in the process of appointing a head teacher for the babies and toddlers area. The centre has undergone several staff changes and has continued to prioritise areas for development. These include strengthening partnerships with parents and a review of the ways children learn and how teachers can support their interests over time. Over 80 percent of the staff are qualified early childhood teachers.
The concept of ‘whānau’ (building relationships and bringing the family together) stated in the centre's philosophy, is well embraced and has a significant influence on the centre culture. Teachers demonstrate cultural sensitivity, and work to include all parents and whānau as contributing members of the centre community. Children’s identity is valued and respectful, and trusting relationships are a feature of the centre.
Centre leaders have responded positively to suggestions for ongoing improvement made in the 2011 ERO report. These areas focused on strengthening centre philosophy, programme planning, the inclusion of parents as learning partners, and improving the quality of teaching.
This review was part of a group of six education and care service reviews in the Kidicorp (Ltd) umbrella organisation in Hamilton. ABC Te Rapa has a positive ERO reporting history.
Young children have many opportunities for learning about literacy and mathematics, through play throughout the day. The ready for school programme has identified appropriate skills and ways of learning children are likely to benefit from as they transition to school. These skills are developed within meaningful and responsive play contexts.
Free choice contributes to high levels of confidence and involvement by young children as they play and interact with each other and adults. Deliberate acts of teaching based on the way a child learns and their emerging interests contribute to a child’s growth and development overtime. Young children are encouraged by teachers to explore and think about what they are doing. They enthusiastically join together in groups and spend time on independent play.
Frequent conversations with parents and whānau provide teachers with vital information about the preferences and needs of their babies and toddlers. Relationships with toddlers are positive and respectful. Teachers respond well to the verbal and non-verbal cues of babies and toddlers. In both rooms they approached adults confidently and made their requests known. Teachers respectfully talk babies through their care routines such as nappy changing, kai times and washing hands. They support their language though the use of songs and stories and guide their early efforts at exploration.
The aspirations and expectations that parents and whānau have for their children are sought by the centre through regular surveys and daily conversations between parents and teachers. The centre manager with support of the professional services manager has introduced a new approach to assist teachers’ understanding of the way babies, toddlers and young children learn. This is shared with parents and they are significant partners in the process. It helps adults know how they can effectively extend the child’s learning journey.
Teachers effectively notice, recognise and respond to how babies, toddlers and young children learn. Teachers plan appropriate activities that foster children’s emerging interests. The child’s development is monitored and documented in charts and portfolios. Parents are an integral part of this process as they also comment and share what is happening at home. This process of planning and monitoring children’s learning overtime is allowing teachers to extend this learning across a range of activities.
The professional services manager is focused on promoting effective leadership throughout the centre. She provides high-quality support and guidance for the centre manager and staff. The centre manager is highly skilled, and has a good understanding of the way children learn and how to foster their growth and development through deliberate acts of teaching. He is well supported by staff and promotes a collaborative team approach to leadership, which is soundly based on mutual respect and trust. Teachers are encouraged to manage their own professional learning and development and to reflect on the outcomes of their practice. New self-review systems are now effectively guiding areas of review and development in the centre.
The Hamilton regional office of Kidicorp (Ltd) was established in 2012 and provides strong and effective governance, leadership and management support. This includes well-developed and rigorous self review and quality assurance processes, professional, administrative and business support by well qualified and experienced personnel.
The Kidicorp organisation and centre manager agree that the room environment for two to three year old children is a small space and lacks appropriate resources and equipment for these children to be challenged. In addition teachers in this area do not consistently model or foster good communication skills.
It is urgent that these children are provided with opportunities and conditions especially in relation to the centre's philosophy and Kidicorp guidelines.
The Kidicorp organisation has drawn up an action plan to review and implement positive changes for the environment space and education for two to three year old toddlers and young children.
Before the review, the staff and management of ABC Te Rapa 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.
The next ERO review of ABC Te Rapa will be in three years.
Dale Bailey
National Manager Review Services Northern Region
25 August 2014
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 |
Te Rapa, Hamilton |
||
|
Ministry of Education profile number |
30055 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
92 children, including up to 25 aged under 2 |
||
|
Service roll |
100 |
||
|
Gender composition |
Girls 47 Boys 53 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Chinese Indian Tongan Other |
29 52 3 3 2 11 |
|
|
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 |
June 2014 |
||
|
Date of this report |
25 August 2014 |
||
|
Most recent ERO report(s) |
Education Review |
March 2011 |
|
|
Education Review |
April 2008 |
||
|
Education Review |
March 2005 |
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:
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.