Kidz Kindy Gisborne

ERO’s Judgement

At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.

Background

BestStart Lytton, previously TopKids Lytton, is owned and managed by Best Start Educare Limited. Day-to-day operation is the responsibility of the centre manager and three head teachers. There have been significant staffing changes since the March 2016 ERO report. The service moved from a provisional to a full licence in May 2019.

Summary of Review Findings

The service provides children with a range of experiences to enhance and extend their learning and development. Children are given opportunities to develop knowledge and understanding of the cultural heritages of both parties to the Treaty of Waitangi.

Parents share information about their child’s learning but are yet to be involved in review of service’s operational documents. Since the onsite visit, the service has provided ERO with evidence that this has been addressed.

Aspects of governance, management and administration and premises and facilities require strengthening to maintain all legislative requirements.

Actions for Compliance

ERO found areas of non-compliance in the service relating to:

• securing heavy furniture that could fall or topple and cause serious injury
• a written emergency plan
• providing parents with opportunities to contribute to the development and review of the service’s operational documents.

[Licensing Criteria for Early Childhood Education and Care Centres 2008, HS6, HS7, GMA4]

Since the onsite visit the service has provided ERO with evidence that shows it has secured the fridge in the infants and toddlers room and provided a written emergency plan to address the two non-compliances (HS6, HS7).

Steps have been taken to provide parents with opportunities to contribute to the development and review of the service’s operational documents (GMA4).

Next ERO Review

The next ERO review is likely to be an Education Review.

Darcy Te Hau (Acting)

Director Review and Improvement Services (Central)

Central Region | Te Tai Pūtahi Nui

20 February 2020

Information About the Service

General Information about Assurance Reviews

All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.

Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.

ERO undertakes an Assurance Review process in any centre-based service:

• having its first ERO review – including if it is part of a governing organisation
• previously identified as ‘not well placed’ or ‘requiring further development’
• that has moved from a provisional to a full licence
• that have been re-licenced due to a change of ownership
• where an Assurance Review process is determined to be appropriate.

Management Assurance on Legal Requirements

All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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.

As part of an Assurance Review ERO assesses whether the regulated standards are being met. In particular, ERO looks at a 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 certification; ratios)
• evacuation procedures and practices for fire and earthquake.

As part of an Assurance Review ERO also gathers and records evidence through:

• discussions with those involved in the service
• consideration of relevant documentation, including the implementation of health and safety systems
• observations of the environment/premises, curriculum implementation and teaching practice.

1 Evaluation of Topkids Lytton

Topkids Lytton How well placed isto promote positive learning outcomes for children?

Topkids Lytton is well placed to promote positive learning outcomes for children. 

ERO's findings that support this overall judgement are summarised below.

Background

Topkids, established in 2009, is owned by BestStart Educare Ltd. It is located in Te Hapara, Gisborne and caters for children aged from three months to school age. The centre is licensed for 120 children, including 20 up to two years of age.

Those children enrolled reflect the multicultural nature of the centre. Almost 50% identify as Māori.

The centre has three separate areas. Pikopiko caters for children up to two years of age, and Tākaro and Ākonga have children from two years to school age.

The service uses equity funding to partially fund a van service to transport children from across Gisborne who might not otherwise attend the centre.

Since the February 2013 ERO report, a new manager and team members have been appointed. The centre has addressed all areas for development identified in the previous report.

The Review Findings

The centre's philosophy is evident in practice. Foremost is the intent to have a child-focused curriculum. Teachers work well together. They know the strengths and interests of each child and well considered planning leads to learning programmes that are responsive to individual and group interests.

Children’s sense of belonging in the centre is promoted. Children respond with confidence to the respectful, familiar and unhurried routines. Teachers and children interact positively.

The indoor and outdoor areas are stimulating and well organised to make the most of space and ensure that a planned range of resources is readily accessible to children. Easy flow between indoor and outdoor spaces and the flexible arrangement of equipment and resources facilitate choice and promote self-management.

Children have good opportunities to make choices. Their independence is encouraged and self-help skills are fostered. The philosophy recognises natural resources are an important part of the environment for children's learning. Centre teams should further build on the availability of current natural resources, deepening opportunities for children.

Literacy, numeracy and science experiences are integrated into discussions and activities. Teachers provide a variety of opportunities for reading, writing, construction, exploration and dramatic play. A range of books is available and used well.

Teachers record children’s progress and learning in well-presented portfolios and displays. There is some variability in the way teachers do this. Generally they provide parents and whānau with useful information about their child's activities. Leaders agree the next steps are to document future learning strategies. The portfolios are accessible online for parents and whānau. This strategy has resulted in greater communication. To ensure all whānau and children have access to the portfolios, hard copies are available.

Children up to the age of two years are very well supported in a respectful, calm, well-resourced environment. The primary caregiver approach facilitates individual attention.

The centre is well placed to enhance transitions between rooms, with the proposed restructure to establish three age-related groups. Since ERO's previous review there is increased support for parents and their children when transitioning to school.

The majority of children are Māori and Pākehā. Both cultures are celebrated and teachers foster a sense of belonging. The centre's curriculum includes artefacts and opportunities to learn and use te reo Māori through social interaction. Activities, stories, symbols, arts, crafts and events have connections with Māori children’s lives.

A range of ethnic groups are enrolled in the centre, including Pacific and Asian children. Centre staff recognise the importance of good quality provision for the relatively large number of Tongan children and their families and they are introducing strategies to further increase their sense of belonging.

Leaders and teachers value their relationship with parents. There are good communication channels and many opportunities for consultation and whānau participation. Links are made with parents of children who travel in the centre vans. This may include social support and conversations about their child's education.

Physical activity is planned. Children regularly visit the local park and gymnasium for exercise and to practise skills. The centre is well supported by external agencies to promote physical wellbeing. The healthy heart programme has been introduced and a centre garden is a focus for education and promotion of positive attitudes to food and nutrition.

The centre is improvement focused. Internal evaluation follows the BestStart model and has resulted in change or affirmation of practice. The next step is to evaluate the impact, over time, of changes resulting from self review.

Managers and teachers are well supported by BestStart. Policies, procedures, strategic planning and oversight of record keeping provide a sustainable structure and promote practices to support children's wellbeing.

Management Assurance on Legal Requirements

Before the review, the staff and management of Topkids Lytton 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 Topkids Lytton will be in three years.

Joyce Gebbie
Deputy Chief Review Officer Central

23 March 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

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.