186 Ngatai Road, Otumoetai, Tauranga
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
BestStart Ngatai Road is very well placed to promote positive learning outcomes for children.
BestStart Ngatai Road is located in Otumōetai, a suburb of Tauranga. The centre provides all-day education and care for children from birth to school age, in two aged-based rooms. It is licensed for 50 children, including 14 up to the age of two years. At the time of this review, 64 were children enrolled and 18 identified as Māori. A range of other ethnicities are represented.
Since the February 2016 ERO evaluation, the centre has changed its name from Topkids Ngatai Rd to BestStart Ngatai Road. There is a new centre manager, one new head teacher and some new staff. The outdoor environment for children up to two years has been redeveloped.
The collaboratively developed centre philosophy reflects local Māori history and the community. There is a focus on developing children’s skills and strategies to become lifelong learners. The development of a solid foundation of knowledge, effective communication and positive relationships with the wider community are also valued.
The service is operated by BestStart, a charitable organisation owned by the Wright Family Foundation. Since the last ERO review of this centre a new chief executive officer has been appointed. Regional and local professional service and business managers oversee the central North Island BestStart centres. Their vision is to work in partnership with families, whānau, teachers and communities to enable children to achieve their learning potential.
The centre is a member of the Otumōetai Kāhui Ako.
This review was part of a cluster of 15 reviews in the BestStart organisation.
Children benefit from a wide range of effective teaching and learning strategies that enables them to engage and learn. Respectful and responsive interactions are evident centre wide. Children's conversation is encouraged and often related to authentic contexts. Their oral language, literacy and numeracy skill development are very well supported. Routines are flexible and respectful to individual needs.
Children up to the age of two years have a calm and unhurried environment. Easy access to a well-resourced indoor and outdoor areas encourages their exploration. Positive and active relationships with whānau and the community are a priority and actively fostered. These ensure transitions in to, through and on to school are well-supported.
Children are actively engaged in a curriculum that is responsive to their needs and interests. They set their own goals and contribute to their own development through these challenges.
The well-resourced learning environments reflect the languages, cultures and identities of Māori, Pacific and other children's ethnicities. The understanding of local Māori history has encouraged a strong sense of connectedness and belonging for both children and whānau. Teachers now need to further incorporate this knowledge into the centre's curriculum and strengthen the meaningful delivery of te reo Māori.
Individualised planning strongly reflects children’s needs and progress in a range of contexts. Assessment incorporates multiple perspectives including those of children and whānau. The records of progress share the positive learning outcomes for children. Children with additional needs are individually planned for in the inclusive environment.
Leadership successfully promotes a shared commitment to the aligned philosophy, vision and goals of the centre. Leaders are highly reflective and thoughtful about learning opportunities to further meet the needs of each child. They are developing a collaborative approach that is creating a positive team environment. Reciprocal and meaningful links with Ngāi Te Rangi iwi to support success for Māori learners have been established. Teachers are extending their knowledge of effective teaching and learning for children of Pacific heritage.
Strong systems and processes guide centre operation. Internal evaluation is improvement focused and includes ongoing consultation with families and whānau. For BestStart Ngatai Road, in the monitoring and evaluating phases of internal evaluation, continued explicit focus on effectiveness in terms of children's learning and development, should further enhance quality outcomes. Self-review is well established at centre level and the culture of improvement is building teacher professional practice to support all learners.
There is clear alignment between regional strategic direction and centre annual plans. The appraisal process assists teachers to inquire into and strengthen their practice. This process is supported by regular and ongoing coaching and mentoring. Several initiatives to remove barriers to education and support children's wellness, promotes equity in learning opportunities. The organisation's philosophy, vision and goals promote positive learning outcomes for all children.
Centre staff should:
continue to strengthen teacher confidence in the daily use of te reo Māori to support the established tikanga practices
embed local knowledge and histories into the centre-based curriculum.
Before the review, the staff and management of BestStart Ngatai Road 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.
Phil Cowie
Director Review and Improvement Services
Central Region
12 November 2019
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 |
Tauranga |
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Ministry of Education profile number |
45038 |
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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 |
50 children, including up to 14 aged under 2 |
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Service roll |
64 |
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Gender composition |
Male 33, Female 31 |
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Ethnic composition |
Māori NZ European/Pākehā Pacific Other ethnic groups |
18 33 5 8 |
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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 |
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Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
August 2019 |
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Date of this report |
12 November 2019 |
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Most recent ERO report(s) |
Education Review |
February 2016 |
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Education Review |
March 2013 |
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Education Review |
March 2010 |
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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:
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.
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.
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.
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Top Kids Ngatai Road is an all-day care and education centre located in the suburb of Otumoetai, Tauranga and caters for babies, toddlers and preschool children. The centre is licensed for 60 children including 15 under the age of two, and has a current roll of 65 children of whom 12 identify as Māori. Considerable building upgrades have enhanced the learning environment.
Since the 2013 ERO review a new centre manager has been appointed and there has been significant staff changes. These appointments have been well managed by the Professional Service Manager and Business Manager. The centre was formally governed by the Kidicorp organisation, which, since March 2015, has become BestStart and is owned by the Wright Family Foundation.
The centre has developed a new vision statement and philosophy that focuses on supporting the learning and development of babies, toddlers and young children within a safe, nurturing and respectful environment. Staff are working hard to address the area for review and development identified in the 2013 ERO report related to strengthening the use and understanding of te reo and tikanga Māori.
Policies and procedures are in place to assist with the provision for a safe physical and emotional learning environment for children and staff. The service enjoys positive community support.
The welcoming atmosphere and arrangement of activities and equipment reflect an environment that values children and their families. Teachers work effectively together in the interest of children and have established a constructive climate where children problem solve, take risks and experience success. Children choose their own play and learning, and are engaged in play for prolonged periods. They confidently share their ideas with teachers and other children.
Teachers are responsive to children’s interests. They skilfully ask questions that encourage children to extend their thinking and model language structures and content. Positive and reciprocal relationships at all levels are contributing to a calm and settled centre atmosphere where children are developing a strong sense of belonging.
Programmes include informal integration of literacy and mathematics learning in the context of play, the development of group skills such as taking turns, listening and sharing. Flexible routines are being developed to promote children’s independence and responsibility. Te reo and tikanga Māori practices are evident in the learning environment. Staff continue to strengthen the use of te reo Māori so that it becomes a natural part of the daily programme.
Babies are well nurtured and cared for in attractive, spacious and comfortable environments. A strong emphasis on establishing warm relationships with key teachers and other staff provides a sense of security and belonging. Teachers promote opportunities for babies and toddlers to explore the natural world, outdoor equipment and resources that stimulate curiosity and problem solving.
The centre manager and second in charge are encouraging a culture of reflective practices and participate in centre self-review practices. They are clarifying teacher’s roles and responsibilities and developing a collaborative team approach to teaching, planning and aspects of centre operations. A clear, shared philosophy based on identified need and community aspirations is providing individualised programmes focused on children’s strengths and interests.
An effective and committed professional service manager and business manager work collaboratively with the knowledgeable centre manager to share an agreed framework for centre governance and direction for the service. They provide support and consistency through a period of significant staff changes.
Parents spoken to during this review expressed confidence that their children’s diverse needs were being catered for. They feel well informed through regular e-portfolios, newsletters and informal conversations with staff.
An appropriate range of regularly reviewed policies and practices contribute to the provision of an emotionally and physically safe environment for children and staff.
ERO and management agree that the next areas for review and development are to:
ERO recommends that BestStart and centre management provide staff with access to professional development for the areas identified under key next steps.
Before the review, the staff and management of Topkids Ngatai Rd 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.
The next ERO review of Topkids Ngatai Rd will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
25 February 2016
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 |
Tauranga |
||
|
Ministry of Education profile number |
45038 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
60 children, including up to 15 aged under 2 |
||
|
Service roll |
65 |
||
|
Gender composition |
Boys 37 Girls 28 |
||
|
Ethnic composition |
Māori Pākehā Other |
12 46 7 |
|
|
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 |
January 2016 |
||
|
Date of this report |
25 February 2016 |
||
|
Most recent ERO report(s) |
Education Review |
March 2013 |
|
|
Education Review |
March 2010 |
||
|
Education Review |
February 2007 |
||
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.
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.