BestStart Bader Street

Education institution number:
46037
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
58
Telephone:
Address:

8-10 Bader Street, Melville, Hamilton

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BestStart Bader Street - 31/10/2019

1 Evaluation of BestStart Bader Street

How well placed is BestStart Bader Street to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Beststart Bader 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 Bader Street is located in Hamilton and is licensed to provide all-day education and care for 65 children up to school age. The centre operates three aged-based rooms with a separate outdoor space. At the time of this ERO evaluation 82 children were enrolled, including 39 of Māori descent and children from a diverse range of ethnic backgrounds.

Since the last ERO review in 2014, the centre has changed its name from Kids to Five on Bader Street to BestStart Bader Street. The teaching team consists of qualified, in-training and unqualified teachers. Teachers' diversity of cultural backgrounds reflects that of children and families in the centre.

Through their vision and philosophy BestStart Bader Street teachers aim to develop meaningful connections with children and whānau under the four Māori values of: ako, whanaungatanga, mana whenua and manaakitanga.

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 service has a positive reporting history with ERO.

This review was part of a cluster of 15 reviews in the BestStart organisation.

The Review Findings

Children benefit from 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 development 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. Children with additional learning and behavioural needs are well supported through ongoing individualised planning and external support. The centre's philosophy is strongly evident in teaching practice. Children enjoy learning in meaningful contexts.

The curriculum is highly inclusive and responsive to the strengths and interests of children. Families are welcomed by teachers into a peaceful, family-like environment. Opportunities for children and families are provided to be included in regular excursions out of the centre. Tikanga Māori is respectfully implemented through karakia kai, sharing waiata and learning about Papatūānuku. The languages, cultures and identities of Pacific and other ethnic groups are prioritised in planning. Children up to the age of two years benefit from individualised routines and form secure attachments with familiar caring adults. A personalised approach to transitions into and out of the centre, contributes to success for children. Children are empowered to take increasing responsibility for themselves, others and the environment.

Shared leadership effectively builds a collaborative team culture. Leaders empower teachers to share their areas of expertise. Teachers are well supported by the professional service manager and the new centre manager. Leaders supports new teachers in the organisation and the centre through robust induction processes. Teachers' targeted professional development promotes improved practice and contributes to positive outcomes for children. Leadership is committed to providing inclusive and equitable services for children.

Strong systems and processes guide centre operations. 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 organisation's philosophy, vision and goals promote positive learning outcomes for all children.

Key Next Steps

The key next step for leaders and teachers is to strengthen the assessment, planning and evaluation of children's learning. This should include:

  • documenting more clearly how children’s individual goals are intentionally planned for and how these link to group planning

  • group plans to consistently identify the goals for individual children including intentional teaching strategies, and to be evaluated against learning outcomes for children.

Management Assurance on Legal Requirements

Before the review, the staff and management of BestStart Bader 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

31 October 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

46037

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

65 children, including up to 15 aged under 2

Service roll

82

Gender composition

Male 48 Female 34

Ethnic composition

Māori
NZ European/Pākehā
Indian
Pacific
Other

39
24
8
8
3

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 2019

Date of this report

31 October 2019

Most recent ERO report(s)

Education Review

October 2014

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.

BestStart Bader Street - 24/10/2014

1 Evaluation of Kids to Five on Bader Street

How well placed is Kids to Five on Bader Street 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

Kids to Five on Bader Street is a newly established early childhood service located in the suburb of Melville in Hamilton. The service opened in October 2012 and provides education and care for children from 3 months to school age. There are three adjacent, age-based rooms with ready access to separate and spacious outdoor play areas.

The centre is licensed for 65 children, including 15 children aged under two years. At the time of the ERO review there were 88 on the roll including 34 who identified as Māori, many from other ethnic backgrounds and 15 children under two years of age. The centre has achieved a Healthy Heart award providing healthy meals. The teaching team has seven fully qualified teachers, two of whom have recently joined the centre. Parents are offered flexible choices for the care and learning of their children, including all-day and sessional options.

The centre operates 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, professional, administrative and business support by well-qualified and experienced personnel. These processes are underpinned by clear vision and values. The professional and business managers have key roles in ensuring that the Kids to Five on Bader Street philosophy and vision are realised.

Centre leaders make highly effective use of self review to continually develop and improve the centre. They demonstrate a strong commitment to maintaining positive parent partnerships and providing a programme based on children’s interests and strengths. This has contributed to the establishment of a high-quality service in a relatively short period of time. Kidicorp Ltd. and this service are committed to providing equitable opportunities for local families and increasing their access to early childhood education. They have access to a participation vehicle for transport and work in close partnership with the Ministry of Education.

The centre philosophy aims to ensure:

  • children learn through positive, meaningful and reciprocal relationships
  • a safe and inclusive environment for children and whānau
  • honouring of the Treaty of Waitangi and showing respect for all cultures.

These aspects were highly evident during the ERO review, particularly in the positive partnerships established with Māori whānau, the recognition of many cultures in the programme and centre displays, and the settled environment where children were confident learners.

This is the first ERO report for this centre.

The Review Findings

The centre manager and teachers have established a professional team who work collegially to provide a high-quality education and care for children and their families. Strong leadership has resulted in open and transparent communication systems and processes. The centre manager has placed priority on building, motivating and sustaining positive and meaningful relationships with staff, children and their families, and the wider community. Particular strengths of her leadership include:

  • fostering emergent leadership of teachers through sharing leadership responsibilities
  • modelling reflective practice
  • setting high expectations for all aspects of centre management and operations.

Children are welcomed into thoughtfully-designed and well-presented environments. There are many opportunities for children to explore, experiment and experience challenge. They are able to choose from plentiful, high-quality and easily accessible materials and equipment. Many of these resources promote learning about natural science and the environment. Children and teachers make appropriate use of computer technology to extend and revisit learning, including access to games to enhance early mathematics and literacy learning experiences. Literacy and mathematics are well integrated into appropriate learning experiences in each room through the ‘Be School Ready’ approach. This is contributing to children’s confidence and capability as they transition to school. Transitions are well planned as children move through the age-based rooms, resulting in a calm and settled environment.

Children under two years are confident and settled. They receive individual time with teachers during care routines and throughout the day. The head teacher models inclusive and responsive practice for infants and very young children.

A feature of the centre is the visibility and value placed on recognising the many cultures of teachers, children and families. Teachers share their knowledge of their own languages and cultures. For some families with English as a second language this provides welcoming and important support as they transition into the service. The centre programme for children and their families is enriched by regular celebrations, family nights, trips and excursions into the local and wider community.

Parent aspirations and children's identified strengths and interests are valued and documented as an important part of planning the programme. Centre displays and individual portfolios show current learning and children’s development and progress. E-portfolios enable teachers, parents and the extended family to contribute richly to children’s learning.

ERO and centre leaders agree that useful next steps to strengthen the programme are to review:

  • the audience and purpose of centre displays
  • children's’ portfolios to more strongly reflect their individual cultural heritage
  • the provision of equipment that enables children to design and build their own spaces for adventure and dramatic play.

Teachers are collegial and reflective practitioners. They participate enthusiastically in ongoing and centre-wide professional development and sharing best practice in the centre and the wider community. Teachers consistently use high-quality strategies that promote children as confident and capable learners. ERO observed:

  • responsive, nurturing and affectionate interactions
  • learning conversations that extend children’s thinking and problem solving skills
  • consistent use of positive guidance strategies that promote children’s social and self management skills
  • teachers sharing their love of learning as they respond to children’s interests.

A member of staff is building the understanding of teachers by sharing her skills and knowledge of Māori language and culture. This support should continue to develop teachers’ confidence and competence in:

  • using te reo Māori in conversations with children
  • integrating local history and places of significance to Māori meaningfully into the programme.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kids to Five on Bader 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Kids to Five on Bader Street will be in four years.

Dale Bailey

National Manager Review Services

Northern Region

24 October 2014

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

46037

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

65 children, including up to 15 aged under 2

Service roll

88

Gender composition

Boys 49 Girls 39

Ethnic composition

Māori

NZ European/Pākehā

South East Asian

Indian

Pacific

Other

34

30

9

6

5

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

September 2014

Date of this report

24 October 2014

Most recent ERO report(s)

No previous ERO reports

 

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.