107 Greenwood Street, Frankton-Hamilton, Hamilton
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Not well placed |
Requires further development |
Well placed |
Very well placed |
BestStart Greenwood Street is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Beststart Greenwood Street is located in Hamilton and is licensed to provide all-day education and care for 80 children up to six years of age. The centre operates three aged-based rooms with separate outdoor spaces for children. At the time of this evaluation review 73 children were enrolled, including 53 who identified as Māori.
Since ERO's January 2016 evaluation, the centre has changed its name from Community Kindy Greenwood to BestStart Greenwood Street. There have been significant changes in leadership and staff, with the majority having been appointed over the last year. The new teaching team consists of qualified, in-training and unqualified teachers. Teachers' diversity of cultural backgrounds reflects that of children and families in the centre.
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.
Through the service's vision and philosophy teachers aim to develop relationships based on integrity, respect, nurture and trust. They state that relationships underpin all learning between children, their whānau and teachers under the three Māori principles of aroha, whanaungatanga and wananga.
Since the previous evaluation, management and teachers have undertaken professional development to further their knowledge of literacy and mathematics in the early childhood setting.
This review was part of a cluster of 15 reviews in the BestStart organisation.
Children benefit from meaningful, positive and responsive relationships with their teachers. Their learning is captured in learning journals which are also available digitally. Respectful practice and understanding of te reo and tikanga Māori nurture the wairua and mana of the children. Children with additional learning needs are fully involved in the learning environment through inclusive teaching practices. Transitions into the centre and between the age-based rooms are well supported. There has been a focus on strengthening social competency strategies. Children develop a sense of wellbeing and belonging.
A well-designed curriculum promotes positive outcomes for children. Age-appropriate resources in the three learning areas supports children’s interest and learning. Children up to the age of two years benefit from individualised routines and form secure attachments with familiar caring adults. The centre's recently reviewed philosophy is evident in teaching practice. Māori children benefit from the integration of te ao Māori into the programme including the use of te reo Māori, waiata, karakia and whakatau. The programme includes evidence of a multicultural curriculum and resources including Pacific, were observed. Children are engaged and settled in their learning.
Leaders promote a culture of teaching and learning. Teachers are well supported by the professional service manager, business manager and centre manager. Clear guidelines and expectations inform teaching practice and curriculum delivery. Collegial relationships deliberately focus on developing shared practice in the new team. A culture of critical reflection has been established. Well embedded systems and processes support new teachers throughout their induction procedure. Children are supported to become confident and competent learners.
Strong systems and processes guide centre operations. Internal evaluation is improvement focussed 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.
The key next step for leaders and teachers is to strengthen the assessment, planning and evaluation process. This should include:
capturing individual children’s language, culture and identity
exploring culturally responsive teaching practice
continuing to strengthen the documentation of progression of learning over time in relation to individual children's goals.
Before the review, the staff and management of BestStart Greenwood 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.
In order to improve practice evacuation drills should be organised to test a variety of emergency situation and scenarios. (HS8)
Phil Cowie
Director Review and Improvement Services Central
Central Region
31 October 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 |
Hamilton |
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Ministry of Education profile number |
46393 |
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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 |
80 children, including up to 20 aged under 2 |
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Service roll |
73 |
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Gender composition |
Male 47 Female 26 |
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Ethnic composition |
Māori |
53 |
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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 |
July 2019 |
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Date of this report |
31 October 2019 |
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Most recent ERO report(s) |
Education Review |
January 2016 |
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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.
Community Kindy Greenwood Street provides an all-day education and care service for children up to school age. The centre is located in the Frankton suburb of Hamilton in a building modified for the purpose. At the time of this ERO review, 106 children were attending, of whom 66 are identified as Māori, and two are of Pacific ethnicity. The centre is licensed under the umbrella of BestStart Educare Ltd, its governance organisation.
This is the first ERO review of Community Kindy Greenwood Street. The newly established service opened in March 2014 and was fully licensed in February 2015. There has been a recent change of centre manager. She leads a team of two head teachers, who manage the age-group rooms for infants, toddlers and pre-schoolers. The centre, supported by BestStart Educare, runs a daily transport service to assist families and their children who could not otherwise participate in early childhood education.
The philosophy has evolved to respond to the particular needs of children and their families in a positive and supportive way. It acknowledges their identity and culture and is accepting and inclusive. Emphasis is placed on trust and confidence through good communication and practical support for families and whānau.
BestStart Educare provides governance through a professional manager, who together with the leaders, has responsibility for the curriculum, licence responsibilities, employment, property and financial management. The centre is well-supported by a governance framework of planning, policies and procedures. A continuing focus on strategic planning results in a programme of development that adjusts to the changing context of the centre. The regular, consistent professional oversight, continuing emphasis on capacity building, and availability of professional development contributes to the stability of the centre and the positive quality of its service.
Professional leaders have participated in professional development that has enabled them to respond to the expectations of the Education Council and increase the prominence given to teachers’ reflections about their practice. BestStart Educare has also responded effectively to the Vulnerable Children’s Act, and has reviewed the child protection policy to meet new requirements. The centre is well-placed to meet all requirements.
Children enjoy positive, respectful relationships with teachers and other adults. They engage in active play alongside their friends, exploring a wide range of activities and experiences. Teachers are highly responsive to children’s social, emotional and physical development. They focus on fostering children’s social and self-care skills, through positive guidance and familiar routines. Children are developing a strong sense of belonging and ownership of the environment and their learning.
The centre is committed to including concepts, knowledge, skills, attitudes, practices, customs, values, beliefs and te reo Māori. This is highly evident in the centre programme, in meaningful and appropriate ways. The centre initiated a cultural festival that gave children and their families the experience of performing waiata and kapahaka on marae. Other cultures represented among the families are also affirmed and acknowledged appropriately. Teachers and parents willingly contribute knowledge of their own cultures and their celebrations.
Children up to two are learning and growing in a safe, calm and settled environment. They freely explore the well-presented indoor and outdoor areas and have access to a variety of equipment selected to support their interests and development. Teachers maintain close communication with parents, and respect and acknowledge babies’ home routines and prior learning. They work in partnership with parents to support babies as they transition into the centre and to the toddler’s group.
Teachers have an in-depth understanding of children as learners and what they bring with them. They are developing strategies to access parents’ aspirations for their children. Teachers grow their own knowledge as they notice, recognise and respond to children’s interests and current learning needs. They reflect on their practice, and share successes and knowledge of individual children and their home experiences.
Planning in the three age-group rooms is developing to respond to children’s individual learning journeys to achieve a balance between group and individual planning. The evolving programmes and children’s engagement in them are displayed for parents and teachers to view. They are well informed by observations of children, and a regular process of programme evaluation and review. Assessment is an area of rapid development using individual and digital portfolios. These documents are visible and available to children and their families to revisit and share children’s learning experiences. The increasing use of digital technologies is enabling children to view their learning stories on line.
Centre leaders are establishing a collaborative staff team who share the vision and values of the organisation. Teachers are willing to adapt and grow their practice and to take on responsibilities that further centre objectives.
The approach to appraisal has been developed to emphasise teacher development through reflection on their practice and its effectiveness in promoting children’s learning. They receive valuable, constructive feedback from BestStart Professional Services and Business Managers.
Centre leaders recognise the importance of increasing the curriculum focus on intentional learning in areas such as literacy, mathematics, and making sense of the natural world.
Before the review, the staff and management of Community Kindy Greenwood 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:
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 Community Kindy Greenwood Street will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
19 January 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 |
Hamilton |
||
|
Ministry of Education profile number |
46393 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
80 children, including up to 20 aged under 2 |
||
|
Service roll |
106 |
||
|
Gender composition |
Boys 53 Girls 53 |
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Ethnic composition |
Māori Pākehā Indian Australian Cook Island Samoan |
66 35 2 1 1 1 |
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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 2015 |
||
|
Date of this report |
19 January 2016 |
||
|
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.