6 Maui Street, Pukete, Hamilton
View on mapBestStart Maui Street
BestStart Maui Street - 23/09/2019
1 Evaluation of BestStart Maui Street
How well placed is BestStart Maui Street to promote positive learning outcomes for children?
Not well placed |
Requires further development |
Well placed |
Very well placed |
BestStart Maui Street is very well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Background
BestStart Maui Street is situated in the northern Hamilton suburb of Te Rapa. It is licensed for 100 children including 24 up to the age of two years. At the time of this evaluation 68 children were enrolled, including 11 who identify as Maōri and a number from range of other ethnic groups. The centre provides all-day education and care in three aged-based rooms.
The service is operated by BestStart, a charitable organisation owned by the Wright Family Foundation Since the May 2016 ERO report a new chief executive officer has been appointed. Regional and local professional service and business managers oversee the Central North Island BestStart centres. The organisation’s vision is to work in partnership with families, whānau, teachers and communities to enable children to achieve their learning potential.
Since the previous ERO report the centre has had a name change from Kids to Five Maui St to BestStart Maui Street. The centre operates under the Central North Island Waikato regional management team within BestStart. The centre manager is supported by an assistant manager and head teacher. The teaching team reflects the cultural diversity of the community and consists of qualified, in-training and unqualified teachers.
Through their philosophy teachers place priority on recognising the unique qualities and interests of each individual child. They aim to work in partnership with families to support learning. Teachers recognise the bicultural heritage of New Zealand and are inclusive of all cultures.
The centre has responded positively to address next steps in the last ERO review about assessment and planning of learning and appraisal to build teacher capability to add complexity of learning.
This review was part of a cluster of 15 reviews in the BestStart organisation.
The Review Findings
Children's cultures are strongly affirmed and celebrated. The knowledge and skills that children and their families share enriches the multi-cultural curriculum. Māori and Pacific learners are supported to achieve success. Assessment for all learners' weaves through Māori values. Professional support for teachers, through a bicultural committee, builds knowledge throughout the team. Leaders and teachers need to continue to develop confidence and skills to further embed te reo Māori and to include local Māori history in the localised curriculum. Children and their families develop a strong sense of belonging at the centre.
Children’s interests and parent aspirations strongly inform curriculum planning. Each child has an individual goal developed in consultation with parents and whānau. These goals are intentionally planned for and reviewed regularly, showing progression of learning over time. Teachers' professional development and internal evaluation has strengthened the philosophy, curriculum and agreed priorities for learning to reflect the New Zealand early childhood curriculum Te Whāriki. Mathematics and science are well integrated within the curriculum. A review of literacy resources should be considered to further strengthen positive learning outcomes, particularly for older children. Children are viewed as capable and confident learners.
Highly responsive teaching practices promote positive learning outcomes for children. Teachers actively engage and participate in children's play and learning. Oral language development is well supported. Positive guidance strategies support social competence. Informative, vibrant wall displays reflects learning and the cultural diversity of the centre. Children explore in spacious and well-resourced areas, benefitting from unhurried routines. A review of the environment has resulted in better use of natural and sustainable resources. ERO observed children who were settled and engaged in play and learning.
Children up to the age of two years have their care needs well met. Respectful, warm relationships and individualised routines support these youngest learners. Transitions into and within the centre are considered. Leaders have established links with the local Kāhui Ako, strengthening pathways to school. Children with additional learning needs are supported by inclusive teaching practices, partnerships with families and working with external agencies when required.
Leaders have established a positive and collaborative team culture. They are establishing a vision for shared leadership. Ongoing professional development, mentoring and coaching supports emerging leaders and builds the capability of teachers. Communication between the team and parents is highly effective.
Strong systems and processes guide centre operation. Internal evaluation is improvement focused and includes ongoing consultation with families and whānau. There is clear alignment between the regional strategic direction and centre annual plans. The appraisal process supports teachers to inquire into strengthening their practice, supported by regular and ongoing coaching and mentoring. Several initiatives to remove barriers to education and support wellness for children promotes equity for all learners. The organisations philosophy, vision and goals promote positive learning outcomes for all children.
Key Next Steps
The key next step for BestStart Maui Street is to continue to make stronger connections with the local community, including learning about the rich local Māori history in the area, to strengthen the local curriculum.
Management Assurance on Legal Requirements
Before the review, the staff and management of BestStart Maui 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:
- 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.
Phil Cowie
Director Review and Improvement Services Central
Central Region
23 September 2019
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 |
Hamilton |
||
Ministry of Education profile number |
30325 |
||
Licence type |
Education & Care Service |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
100 children, including up to 24 aged under 2 |
||
Service roll |
68 |
||
Gender composition |
Male 37 Female 31 |
||
Ethnic composition |
Māori |
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 |
July 2019 |
||
Date of this report |
23 September 2019 |
||
Most recent ERO report(s) |
Education Review |
May 2016 |
|
Education Review |
March 2013 |
||
Education Review |
April 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.
Kids to Five Maui St - 27/05/2016
1 Evaluation of Kids to Five Maui St
How well placed is Kids to Five Maui St 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
Children in Kids to Five Maui St centre have a strong sense of belonging in a settled learning environment. They enjoy learning through play and build positive relationships with each other and their teachers. Parents and children are warmly welcomed into the centre, teachers talk with parents/whānau to ensure their children's needs are met.
Kids to Five Maui St is owned and operated by BestStart Educare. The centre is located in the northern Hamilton suburb of Te Rapa and caters for children from three months to school age. The centre is a purpose built facility that is designed to meet the needs of all children.
BestStart philosophy and vision is focused on 'Working in partnership with parents/whānau to make a positive difference in the life of children'. The values of 'commitment, respect, enthusiasm, diversity, trust and integrity' underpin the culture of the centre. BestStart Educare provides clear policy, guidelines, strategic direction, financial and business management.
A wide range of national and local professional learning and development opportunities are available for all staff. The centre is supported by an area manager, who works collaboratively with the centre manager and teachers to enhance centre leadership and teacher capability.
Kids to Five on Maui St has a positive reporting history with ERO.
The Review Findings
Children have many opportunities to explore resources in a meaningful and purposeful environment. Their learning preferences, interests, needs and abilities are noticed, recognised and responded to by teachers. Both individual and group learning opportunities contribute to children's learning and social development. Children experience a range of literacy, mathematics and science activities in a well-integrated learning programme. They are encouraged by teachers to build on their prior knowledge and extend their skills.
Babies are well catered for in the nursery area. They have well-embedded routines that reflect their home environment. There is a designated area for very young babies who are cared for by primary caregivers. Teachers nurture babies wellbeing, encourage language development and effectively respond to their needs. Frequent conversations with parents about how babies move into the Tweenie (toddler) area provide teachers with vital information on how they can support babies in the transition process.
Toddlers are highly engaged in an environment that provides activities that stimulate and challenge them. They have easy access to both inside and outside resources. Toddlers are free to safely use equipment. This extends and supports their understandings, about the world around them. Teachers model new language for toddlers and give them time to respond. They recognise toddlers’ readiness to move into the Kindy area and smoothly facilitate this process.
Young children in the Kindy area are engaged in an environment that provides a range of resources, which stimulates their interests. They explore and experiment with equipment, use language and enjoy many opportunities to interact with each other and their teachers. Children have easy access to both inside and outside areas. They have opportunities to lead their own learning, develop friendships and choose when to move into different areas of play. Parents are well informed and are supported as their children transition to primary school or their next stage of learning.
Teachers have a very good understanding of children’s developmental needs and deliberately plan to build and extend their emotional, physical and intellectual growth. They work alongside children and encourage them to explore different ways of learning.
Term evaluation reports based on learning stories recognise the way children learn. These stories are shared with parents in children’s 'Story Park' a web-based portfolio. Most parents are well informed about their child's progress through their 'Story Park' portal. Other parents use portfolios to keep informed about how their child is progressing.
The 'Quality Education and Care Evaluation' review for teachers implemented by the area manager provides a strong critique that guides the centre's progress and development. Areas of good practice are affirmed and areas for review and development are identified. The centre manager and teachers have developed an action plan to improve educational outcomes for all children and are working to address the areas identified for review, development and implementation.
Key Next Steps
It is important for centre leaders and teachers to consider the following areas for review, development and implementation:
-
The 'Quality Education and Care Evaluation' review identifies the need to build on current teacher knowledge and practice about appraisal. Teachers and appraisers need to reflect on their current practice in relation to the way children learn and consider possible alternatives and solutions, which extend and challenge children's learning.
-
The purpose of the traditional written portfolios and how teachers and children work together to document learning stories and evaluate progress over time need to be reviewed. In addition consideration should be given to how teachers collectively gather ongoing information about a child's learning. This information should contribute to teacher practice and improve evaluation of children's progress and next learning steps.
Management Assurance on Legal Requirements
Before the review, the staff and management of Kids to Five Maui St 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 Kids to Five Maui St will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
27 May 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 |
Hamilton |
||
Ministry of Education profile number |
30325 |
||
Licence type |
Education & Care Service |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
100 children, including up to 50 aged under 2 |
||
Service roll |
115 |
||
Gender composition |
Boys 60 Girls 55 |
||
Ethnic composition |
Māori Pākehā Other |
12 88 15 |
|
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 |
March 2016 |
||
Date of this report |
27 May 2016 |
||
Most recent ERO report(s)
|
Education Review |
March 2013 |
|
Education Review |
April 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.