2 Hampton Place, Te Rapa, Hamilton
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
First Steps Vardon is located in the Hamilton suburb of Te Rapa. The centre occupies a renovated house for babies and toddlers and a converted church for children between two years and five years of age. The centre provides both all-day and sessional services for up to 16 babies and toddlers and 50 children over two years. Children from a variety of cultural backgrounds, including Māori and Pacific children attend the centre.
The centre operates under the umbrella of BestStart Educare Ltd, which provides overall strategic direction and comprehensive systems to manage centre operations. The centre is focused on increasing the access of local parents and whānau to early childhood education. It's philosophy promotes respect for the values, culture and beliefs of all children, and recognises the importance of strong partnerships with parents and whānau.
Since the ERO review in 2013 the centre has responded positively to the areas identified for development. There have been some changes to staffing, and a centre manager and assistant manager have been promoted. There are a number of new teachers, and some teachers have different cultural backgrounds and expertise, which provide a richness to the programme.
BestStart employs business managers and professional service managers to monitor compliance with regulatory requirements, and establish and monitor quality early childhood education practices at each centre. These managers work alongside centre managers and head teachers to support their leadership, provide professional guidance, and mentor teachers as part of the appraisal and teacher registration process. BestStart has a strong emphasis on employing qualified and professionally capable teachers and providing professional development opportunities to grow their teaching and leadership skills.
Babies and toddlers benefit from a home-like atmosphere that is calm and spacious. Well-organised indoor and outdoor play areas provide access to moveable equipment, gardening opportunities, sensory exploration and age-specific furniture. Key teachers work with parents and whānau to create a settled drop-off, pick-up transition times for these very young children.
The importance of attachment is recognised and contributes to the care and wellbeing of babies and toddlers. Teachers understand the individual rhythms and preferences of babies and toddlers and politely invite them to participate in necessary and familiar routines. These nurturing teacher-child relationships are supported by strong teacher-parent partnerships.
Children over two are able to explore a wide range of activities, and accessible resources and equipment that promote creativity in play. They have opportunities to integrate resources across areas of play. A welcoming and inclusive atmosphere provides children from a range of backgrounds to play together, using books, dress-ups festivals, digital resources that are designed to make links with their culture.
Teachers plan collaboratively to extend children’s recognised interests. There is a good balance of teacher and child-initiated learning through play. Routines are well managed and provide predictability for all children throughout the day. Teachers extend children’s play and co-construct activities that add complexities to their learning. Social play provides opportunities for children to develop leadership and team skills. Respectful interactions between children and teachers nurture sense of belonging, which contributes to children feeling confident to take on challenges and take manageable risks.
Parents are often present in the centre and have many opportunities to participate in play and learning with their children. They share their aspirations for their children with teachers who gain a deep understanding of children’s home interests and experiences. Teachers share observations with parents through digital technologies and in portfolios. Parents are invited to attend evenings about their child’s development. These practices build strong relationships among the centre staff, parents, extended whānau and children.
Māori children and whānau appreciate their language and culture being valued and shared through daily karakia, waiata and other tikanga Māori practices. Children with diverse cultural needs are included, encouraged and affirmed. Teachers work collaboratively to implement a te reo Māori programme for children. This approach is building teacher capability in the use or te reo and tikanga Māori, and contributes to Māori children's identity and sense of belonging.
The centre manager has identified that it is important to maintain partnerships with whānau, particularly through digital portfolios. She is well supported by staff and promotes a collaborative team approach to leadership, which is soundly based on mutual respect and trust. Teachers are encouraged to manage their own professional learning and development, and to reflect on the outcomes of their practice.
Well-developed and rigorous quality assurance processes, professional, administrative and business support are facilitated by well-qualified and experienced personnel. Robust self-review systems guide review and strategic development in the centre. Teachers are well supported and frequently reflect on their practice to provide positive learning through play opportunities for children.
It would be appropriate for centre managers and teachers to review assessment, planning and evaluation. Consideration should be given to the purpose of portfolios and how they play a complementary role with the digital edition to keep parents informed about their child's progress and learning. The following are likely to enhance children's understanding of their learning:
Children adding their own pictures and drawings to portfolios.
Continue to build teaching practices that promote children's learning and readiness for school.
The importance of recognising and recording children's cultural identity and sense of belonging in portfolios.
Before the review, the staff and management of First Steps Vardon 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.
The next ERO review of First Steps Vardon will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
1 March 2017
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 |
Hamilton |
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Ministry of Education profile number |
46087 |
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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 16 aged under 2 |
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Service roll |
66 |
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Gender composition |
Girls 34 Boys 32 |
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Ethnic composition |
Māori Pākehā Filipino African Samoan Chinese Indian |
15 32 7 4 4 2 2 |
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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 |
1:5 |
Meets minimum requirements |
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Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
December 2016 |
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Date of this report |
1 March 2017 |
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Most recent ERO report(s)
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Education Review |
February 2014 |
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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 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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Kids to Five Vardon has been owned by Kidicorp Ltd. since March 2013. It is located in Te Rapa, Hamilton in facilities that have recently been extensively renovated. This service was licensed in September 2013 to cater for up to 50 children, including eight children under the age of two years. The centre is intending to become a service for children over the age of two years. In preparation for this, the areas for under-two and over-two year old children have been merged into one mixed-age service. There are 37 children enrolled of whom 10 are identified as Māori. The centre operates under the ownership and management of Kidicorp Ltd, a national early childhood education and care provider.
The centre manager took up his responsibilities in July 2013. The head teacher and the majority of staff at the centre have remained the same through two recent changes of ownership. Kidicorp Ltd. provides sound advice and support for professional services, financial management, and quality assurance processes through qualified personnel, who make frequent visits to the centre. In keeping with Kidicorp policy the service maintains a higher than expected number of qualified and in-training teachers to work with children.
The philosophy has been developed through an inclusive consultation process. It expresses the intention to work in collaboration with families to benefit children, uphold Treaty of Waitangi principles, and provide children with knowledge about their bicultural heritage.
This is the first ERO review of this centre under this licence.
Children experience affirming and respectful relationships with each other and adults. This contributes to a calm and settled environment where children are confident and demonstrate a strong sense of belonging. Children’s ideas and contributions are sought and valued. This contribution was evident during the planning stage for the new outside area. Children’s self-help skills are promoted through familiar routines and opportunities to make choices and decisions about their learning.
Children under two years of age are included in all aspects of centre activities. They are confident explorers and enjoy ready access to a wide variety of equipment and materials. Their physical development is enhanced by equipment that provides challenge for them in the outside area. Older children show leadership and considerate behaviour towards younger children in the mixed-age setting.
Māori children benefit from the value placed on te reo Māori spoken in meaningful contexts, sharing karakia before meals, singing waiata together and tuakana-teina relationships that foster children’s leadership.
The programme is a good balance of planned and emergent experiences. It is based on a thematic approach and informed by Te Whāriki (the early childhood curriculum). The Kidicorp Ltd. ‘Be School Ready’ approach is integrated throughout the curriculum, contributes to children’s early literacy and mathematics skills, and builds on their dispositions for learning. Teachers recognise and document the key competencies from The New Zealand Curriculum to support individual children’s transition to school. The centre has developed close relationships and information sharing with nearby primary schools, which is contributing to positive transitions to school for children and their families. Parents receive good information from the service about schools in the local area.
An innovative approach to planning and assessment has been recently implemented. It is intended to provide clear direction and structure for teaching practice. A detailed framework for planning and a reflective approach to assessment of each child’s learning and development is shared with parents. This approach is supported through the use of individual portfolios and formal, face-to-face meetings with parents, whānau and teachers. Parents contribute their aspirations that have the potential to further inform a child-centred programme developed in partnership with teachers. Families are well informed through a variety of communication systems, including computer technology and informative wall displays.
The dedicated head teacher and teaching team provided continuity and consistency for families and children through a challenging time of change. They work as a collaborative team with the experienced and well-qualified centre manager with the clear objective of providing a quality education and care service. ERO observed some examples of good teaching practice that included:
The centre manager articulates a clear philosophy that is shared with teachers and families. He holds and shares high expectations for teacher professional practice. He is well supported by the professional services and business managers from Kidicorp Ltd. Together they have developed a strategic approach and action plans to guide centre growth and improvement. These are linked to professional development opportunities that support and foster emergent leadership and staff potential. While self-review and performance management processes at all levels provide effective quality assurance, these processes could be used more effectively to more clearly identify areas for further development.
Centre leadership and ERO agree that an important step for ongoing development is to review the curriculum to further empower older children. Attention should be given to enhancing children’s opportunities to express their creativity, follow their curiosity and co-construct their learning over time. Consideration should be given to increasing access to age-appropriate resources and materials that add complexity and challenge for older children, particularly in the outdoor environment. Children’s understanding of sustainability and natural science would be enhanced if they were provided with greater access to the natural world.
The centre manager needs to develop a more strategic approach to implementing bicultural and multi-cultural responsive practices that link to children’s individual language, culture and identity. This should include further consultation with iwi about significant places and stories of local interest to enrich the curriculum and enhance success for Māori tamariki and their whānau. Teachers would benefit from further professional development to build their capacity and confidence in implementing bicultural and multicultural practices.
Before the review, the staff and management of Kids to Five Vardon 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 Kids to Five Vardon will be in three years.
Dale Bailey
National Manager Review Services Northern Region
17 February 2014
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 |
Te Rapa, Hamilton |
||
|
Ministry of Education profile number |
46087 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
50 children, including up to 8 aged under 2 |
||
|
Service roll |
37 children, including 6 aged under 2 |
||
|
Gender composition |
Boys 19 Girls 18 |
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|
Ethnic composition |
Māori NZ European/Pākehā Indian South Asia Latin America Middle Eastern Other Tokaleau |
10 19 2 2 1 1 1 1 |
|
|
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 |
December 2013 |
||
|
Date of this report |
17 February 2014 |
||
|
Most recent ERO report(s)
|
No previous ERO reports |
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.