421 Dey Street, Hamilton East, 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 Dey Street, formerly known as Kids to Five on Dey Street, is located in Hamilton East. The centre is licensed for 70 children including 20 who are up to two years old. At the time of this review there were 82 children on the roll, of whom 27 identified as Māori. The centre caters for increasing numbers of children from multicultural backgrounds. Children play and learn in three age-based play areas. All areas offer free-flow indoor and outdoor play as well as opportunities for children to visit other areas when they wish to do so.
Since the 2014 ERO review, the centre's staffing has remained stable. Many positive practices identified in the 2014 ERO report have been maintained and enhanced, and there has been a strong focus on addressing identified development areas. Teachers have engaged in internal and external professional development opportunities to improve assessment and bicultural practices. They have also increased their knowledge and understanding of teaching practices that engage boys in learning. Improvements to indoor and outdoor play areas have resulted in welcoming learning environments where children can readily learn through play.
The centre's philosophy values positive relationships with its community. There is also an emphasis on valuing what children already know and bring to their learning and play. The centre's well-established, family-like culture encourages parents/whānau to participate in the programme and to attend regular centre events and activities.
The centre is one of over 200 education and care services operated throughout New Zealand under the umbrella of BestStart Educare Limited (BestStart), formerly known as Kidicorp (NZ) Ltd.
Children benefit from high-quality sensitive, respectful and responsive relationships with and between teachers, parents and the community. Teachers value children's choices and readily tune into their play and working theories, developing their oral language skills and sustaining engagement. Many activities within the learning environment are co-constructed between children and adults. Intentional teaching promotes a suitable balance between child and teacher-led learning. Children’s routines and individual preferences are respected. They play and learn in a calm, settled atmosphere. Children are confident and competent learners.
Teachers plan collaboratively and effectively to extend individual children’s recognised interests to ensure that learning is meaningful and enjoyable. Kaupapa and te reo Māori, literacy, mathematics, science, music and creative skills are well integrated into the programme. Appropriate 'be school ready' practices are fostered at each age level. Transitions into the centre, between age-based play areas, and to school are sensitively managed according to the needs of individual children and their families. Maori children experience whanaungatanga and success.
Stimulating and attractively presented learning environments encourage children's thinking, wondering and creativity. Careful consideration of play activities, in consultation with children, results in maximised use of space and resources that continually increase the complexity of learning. Wall displays make learning visible and reinforce literacy and mathematics concepts. Well-chosen, natural, open-ended resources, are readily accessible in all play areas. Spacious well-designed outdoor areas maximise opportunities for physical challenge, construction, social play and exploration of the living world. The environment enhances children's sense of ownership and belonging at the centre.
High quality education and care for infants and toddlers is warm and nurturing. This reflects the centre’s recognition of the importance of attachment between adults and very young children. A high teacher to child ratio, and full-time, qualified teachers contribute to consistent care and understanding of children’s individual needs, rhythms and routines. Teachers maximise learning opportunities within flexible care routines, and maintain a calm, slow pace in which younger children have space and time to lead their learning. Parents have daily opportunities to communicate and discuss matters relating to their children. Infants and toddlers have many opportunities to become capable communicators and explorers.
High quality assessment practices reflect teachers' reflective and collaborative focus on this aspect of their professional practice. Children's portfolios deliberately include an innovative range of narratives that demonstrate the increasing complexity of their learning, and also capture individual personalities and memorable moments. Assessments, which increasingly include bicultural perspectives, are regularly analysed to assist teachers in understanding and strengthening children’s learning pathways. Sharing profile entries digitally with parents enhances the seamlessness of the home-centre partnership. Parents and whānau are able to immediately comment on children’s new learning and development. Children have easy access to their profiles so that they can revisit and discuss their learning experiences. These practices enhance their identity as successful learners.
The centre manager has established a culture in which all children are valued and affirmed, and staff are continually encouraged to develop their leadership capacity. A high level of relational trust is conducive to professional dialogue, negotiation, problem solving and critical reflection. Leaders are committed to a robust appraisal process that includes frequent discussions about progress in relation to personal goals. Teachers' inquiries focus on improving learning progress for groups of Māori and Pacific children along with others who have diverse needs. Leaders demonstrate high levels of professional knowledge and respond positively to constructive feedback. Self-review processes follow BestStart guidelines and result in continuous improvement in outcomes for children.
BestStart provides strong direction and guidance for centre leaders and staff. The business manager and professional services manager give helpful advice through regular formal and informal reviews of this centre. They effectively communicate and model commitment to developing and sustaining high quality practices. BestStart has a strong emphasis on employing qualified and professionally capable teachers and provides targeted professional development opportunities to improve teaching and leadership skills.
The centre recognises, and ERO agrees, that next steps are to continue to:
embed cultural values throughout planning, teaching, assessment and the environment
review how the aspirations of whānau, children's understanding of their learning, and teachers' professional knowledge contribute to programme planning.
Before the review, the staff and management of Topkids Dey Street 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 Dey Street will be in four years.
Lynda Pura-Watson
Deputy Chief Review Officer Waikato / Bay of Plenty
19 June 2017
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 |
Hamilton East |
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Ministry of Education profile number |
30288 |
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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 |
70 children, including up to 20 aged under 2 |
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Service roll |
82 |
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Gender composition |
Boys 51. Girls 31 |
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Ethnic composition |
Māori |
27 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:8 |
Better than minimum requirements |
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|
Review team on site |
April 2017 |
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Date of this report |
19 June 2017 |
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Most recent ERO report(s)
|
Education Review |
July 2014 |
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Education Review |
February 2011 |
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Education Review |
March 2008 |
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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:
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.
Kids to Five on Dey Street provides sessional and full-day education and care for children from birth to school age. There are three separate age-based areas. Infants and toddlers share an outdoor play space while older children have a separate area. The centre is located in Hamilton East and caters for children and families from diverse cultural backgrounds. It provides a full day service for 70 children, including up to 20 children under two years of age at any one time. At the time of this ERO review the roll of 79 included 30 children identified as Māori and children from many other cultural backgrounds. The teaching team has nine fully qualified teachers and one in training.
The centre continues to operate under the umbrella of Kidicorp Ltd. 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, along with professional, administrative and business support by well qualified and experienced personnel. These are underpinned by clear vision and values.
Since the 2011 ERO review there have been changes to the leadership structure. Responsibilities for overall centre management are now shared by two experienced centre leaders. Several new teachers have joined the teaching team. Centre leaders and teachers have continued to build on the good practice in self review, relationships and the learning environment which were areas for improvement identified in the 2011 ERO report. Leaders have also substantially improved teachers’ learning conversations with children, strengthened parent partnerships, and increased the use of computer technologies to enhance children’s learning. There have also been recent improvements and upgrades to equipment and centre environments.
Kidicorp Ltd and this service are committed to providing equitable opportunities for local families and increasing their access to early childhood education. They provide a participation vehicle for transport and work in close partnership with the Ministry of Education.
The centre philosophy gives priority to:
Children participate in an extensive curriculum that is founded on their identified interests. They are confident and capable learners who benefit from many opportunities to communicate their ideas and share creativity with their peers and caring and enthusiastic teachers. Priority is given to experiences that build children’s love and knowledge of literacy and number. The 'Be School Ready' approach enriches older children’s literacy and mathematical concepts and supports them to learn in meaningful ways. Children were observed by ERO to be:
Leaders and the teaching team have established a collegial and professional culture that is focused on promoting high quality practice and positive outcomes for children. This is evident through:
Agreed priorities for centre development are for teachers to
Parents are well informed about their children’s learning and development. Recent initiatives such as e-portfolios have led to more in-depth sharing by some families and teachers about children’s lives outside of the centre. Centre leaders are committed to extending these opportunities to a wider group of teachers and parents to benefit children. Parents interviewed by ERO during the review expressed appreciation for the warm, welcoming approach of teachers and their genuine enthusiasm for the care and education of their children.
Effective leadership is provided by experienced Kidicorp management personnel. The well-qualified and knowledgeable centre management team work in a collaborative and effective partnership with these Kidicorp leaders. Together they set clear direction for staff in the provision of high quality education and care. The centre works in positive partnership with external and specialist agencies. Children with special needs are included in all aspects of the programme.
Recent self review has led to increased flexibility with routines and the use of the environment to respond to children’s interests and needs. Children are benefitting from extensive opportunities to interact in mixed-age social groups. Transitions within the centre are well planned and contribute to children’s wellbeing and sense of belonging. Teachers recognise the importance of including the wider world in children’s learning and make good use of the local and wider environment through trips and adventures, both planned and spontaneous.
Before the review, the staff and management of Kids to Five on Dey Street 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.
When is ERO likely to review the service again?
The next ERO review of Kids to Five on Dey Street will be in three years.
Dale Bailey
National Manager Review Services Northern Region
17 July 2014
|
Location |
Hamilton |
||
|
Ministry of Education profile number |
30288 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
70 children, including up to 20 aged under 2 |
||
|
Service roll |
79 |
||
|
Gender composition |
Girls 51 Boys 28 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Indian Chinese Asian Pacific Other European Other |
30 23 7 5 4 3 3 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 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
May 2014 |
||
|
Date of this report |
17 July 2014 |
||
|
Most recent ERO report(s)
|
Education Review |
February 2011 |
|
|
Education Review |
March 2008 |
||
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.