9 Motutaiko Street, Taupo
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
BestStart Motutaiko Street is very well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
BestStart Motutaiko Street is located in Taupō and is licensed to provide all-day education and care for 61 children including up to 16 aged under two years. The centre operates two aged-based rooms with a separate outdoor space. The teaching team consists of qualified, in-training and unqualified teachers. At the time of this ERO evaluation 88 children are enrolled, including 29 of Māori descent and several children from a range of ethnic groups.
The service is operated by BestStart, a charitable organisation owned by the Wright Family Foundation. Since the 2015 ERO review 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 service has a positive reporting history with ERO.
This review was part of a cluster of 15 reviews in the BestStart organisation.
Children enjoy reciprocal and responsive interactions with teachers. Relationships between families and teachers are affirming, respectful and highly valued. Parents contribute and participate in the centre programme on a regular basis. There are many opportunities for children to develop skills in literacy, mathematics, science, oral language and social competencies. Parents' views and aspirations for their children are responded to. Learning portfolios reflect children’s engagement in the life of the centre and are available in both hard copy and digital form. The documentation of children's assessment planning and evaluation needs strengthening. The centre's philosophy is strongly evident in teaching practice. Children learn in meaningful contexts.
The curriculum is highly inclusive and responsive. Children with additional learning and behavioural needs are well identified and supported through ongoing individualised planning and external support. Children up to the age of two benefit from individualised routines and form secure attachments with familiar caring adults. The language, culture and identity of Māori and other groups are highly visible and prioritised in planning. Children experience a sense of belonging and connection to their cultural heritage. A personalised approach to transitions into and out of the service contributes to success for children. Children have extensive opportunities to lead their own learning, exercise choice and problem solve.
Leaders base relationships on respect, trust and reciprocity. Emergent leadership amongst teachers is encouraged. There are opportunities for regular professional learning and development with ongoing mentoring and support for teachers. Leaders have developed clear guidelines and high expectations for teaching practice and effective curriculum delivery.
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 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.
Continue to strengthen the documentation of assessment, planning and evaluation of children's learning.
This should include strengthening:
Before the review, the staff and management of BestStart Motutaiko 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.
Phil Cowie
Director Review and Improvement Services
Central Region
19 December 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.
|
Location |
Taupō |
||
|
Ministry of Education profile number |
45185 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
61 children, including up to 16 aged under 2 |
||
|
Service roll |
88 |
||
|
Gender composition |
Male 50 Female 38 |
||
|
Ethnic composition |
Māori |
29 |
|
|
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 |
October 2018 |
||
|
Date of this report |
19 December 2019 |
||
|
Most recent ERO report(s) |
Education Review |
October 2015 |
|
|
Education Review |
March 2012 |
||
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Topkids Motutaiko is a purpose-built early childhood education and care service that opened in 2009, catering for children from three months to five years. It is located in central Taupō and the centre’s name originates from the island in the centre of Lake Taupō. At the time of this ERO review 78 children were enrolled, 38 of Māori descent, many of whom have whakapapa links to Ngāti Tūwharetoa.
The centre operates under the umbrella of BestStart Educare Limited (formerly Kidicorp Limited), which provides policy guidelines, strategic direction, financial and business management. Professional guidance and development for staff is provided by the BestStart area manager, who is highly effective in enhancing centre leadership and growing teachers’ capability to implement ‘best practice’. She also supports implementation of BestStart goals. These goals cover staffing, finances, curriculum, resource and premises, communication and consultation with parents and whānau.
The centre philosophy prioritises the value of relationships with children, parents, whānau and the local community. In addition, the goal is for children to become life-long learners. With this in mind, teachers aim to treat all children with aroha and focus on supporting foundation skills for full participation in the modern world.
ERO’s 2012 report identified next steps in relation to management roles, programme planning and aspects of the learning environment. The centre’s response to these areas has been significant and positive.
Children benefit from a thoughtfully designed and well-implemented curriculum that effectively responds to their individual strengths, interests, languages, cultures and identities.
Through the centre’s holistic ‘be school ready’ approach, the teaching team demonstrates considerable expertise in fostering foundation skills for children's’ future learning. These include:
Teachers make meaningful links with the community. They acknowledge Māori as tangata whenua and celebrate cultural diversity. As a result, children and families feel a strong sense of belonging and willingly contribute to the learning community.
Teachers implement highly effective practices for noticing, recognising and responding to children’s interests, learning, and parents’ aspirations. Written and digital portfolios are highly valued and clearly record the learning journey for each child. Through reciprocal partnerships with parents, teachers are well informed and plan and evaluate collaboratively to enhance learning outcomes for all children.
Highly respectful and responsive teaching and primary care practices contribute to the calm and nurturing centre environment where children’s wellbeing and belonging are promoted. Teachers understand the importance of babies and toddlers developing secure attachments with key adults, and work closely with families to align home and centre routines and practices. They trust all children as being capable learners and decision makers, implementing highly skilled teaching strategies to model and foster positive social skills and interactions.
Teachers are knowledgeable and reflective practitioners. They engage in focused professional learning and development that informs teaching approaches and curriculum development. Teachers work closely with children, supporting them to add complexity to play through thoughtful questioning, commenting and coaching. These interactions support children to sustain interests and engage in purposeful and meaningful learning and exploration.
Another positive feature of centre practice is support for children’s oral language development. Teachers have clear and shared expectations about appropriate levels of oral language. They work effectively with specialist services and parents to identify individual needs and support positive learning outcomes for children.
Highly effective leadership is contributing to focused self review and reflective practice. The area and centre managers collaborate with the teaching team to enhance practice and outcomes for children and families.
Centre leaders have identified and ERO agrees with the need to strengthen:
relationships and information sharing with local schools to bridge gaps in understanding of Te Whāriki and The New Zealand Curriculum in order to promote continuity of learning and positive transitions to school for children and families
the current model for growing teachers’ leadership opportunities within the team. This should more fully realise individuals’ potential to enhance positive outcomes for children.
Before the review, the staff and management of Topkids Motutaiko 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 Motutaiko will be in four years.
Graham Randell Deputy Chief Review Officer Northern
20 October 2015
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 |
Taupō |
||
|
Ministry of Education profile number |
45185 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
61 children, including up to 16 aged under 2 |
||
|
Service roll |
78 |
||
|
Gender composition |
Girls 42 Boys 36 |
||
|
Ethnic composition |
Māori Pākehā South East Asian Asian Other |
38 32 4 2 2 |
|
|
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 2015 |
||
|
Date of this report |
20 October 2015 |
||
|
Most recent ERO report(s) |
Education Review |
March 2012 |
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.