29 Pacey Avenue, Hawera
View on mapBestStart Pacey Avenue
Topkids Pacey Ave - 25/09/2017
1 Evaluation of Topkids Pacey Ave
How well placed is Topkids Pacey Ave 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
Topkids Pacey Ave is one of nine early learning services in the Taranaki region owned and operated by BestStart Educare Limited (BestStart). It provides an all-day service for 52 children, including 18 aged up to two years. Children up to two years of age are cared for in the babies and toddlers area and those over two in an adjacent preschool area. Both groups have their own attractive outdoor area. One third of the children enrolled identify as Māori.
Significant changes in regional leadership and local staffing, including the appointment of a new centre manager (October 2016) and head teacher (January 2017), have occurred since the February 2014 ERO report. A business manager and newly appointed professional services manager oversee the centre. Daily operation and curriculum implementation is delegated to a centre manager supported by two head teachers.
The 2014 ERO review identified a number of areas requiring improvement. These included: recognising and responding to children's needs; evaluation of teaching and learning; and strengthening of transitions. Good progress is evident in each area.
This review was part of a cluster of five reviews in the BestStart organisation.
The Review Findings
Children are encouraged to be independent and curious learners. They play harmoniously alongside others. A positive tone and warm relationships are evident in both areas of the centre. Children confidently interact with adults and others in a family-like atmosphere.
Babies and toddlers are nurtured and encouraged to be independent, respectful learners. They are offered choices and supported to make decisions about their participation. The learning environment is well designed to support regular interactions and to give children easy access to the outdoor play area. Play spaces are suitably resourced to encourage exploration. An effective range of intentional teaching strategies are clearly linked to children's learning plans that build on past learning. There is a strong focus on oral language, building vocabulary and early literacy skills.
Children are well supported in their transition into and within the centre, through thoughtful and sensitive transition processes. The centre has enhanced its relationship with local schools and support agencies through an increased exchange of information. Leaders agree they continue to develop these in order to better support movement on to school.
Teachers treat children as competent learners, supporting developing skills and respecting their decisions. They extend children's learning through activities that are relevant and interesting. Expected behaviours are modelled. Support for growing children's sense of belonging and self-expression is well developed. Teachers work with external agencies to plan programmes for children requiring additional learning support. These children have their progress regularly monitored.
The curriculum is responsive to the needs, cultures and interests of children. The principles of Te Whāriki, the early childhood curriculum and Tātaiako: Cultural Competencies for Teachers of Māori Learners are evident in centre philosophy and operation. Relationships with parents and whānau have been strengthened into partnerships for learning.
Considerable work had been undertaken to develop bicultural understanding and practices. Teachers have drawn on the strengths of whānau and community members to develop their understanding of te ao Maori and Taranakitanga. They actively seek ways to integrate te reo me ngā tikanga Māori into the curriculum. Local history and places of significance are used to provide authentic learning experiences and build cultural understandings.
Planning practices have improved. Teachers set individual goals for learners and plan activities to support the child to reach these goals. Parents' aspirations for their children's learning are evident in planned goals and learning stories. The introduction of a digital assessment tool has promoted and enabled parents to give greater feedback and contribution to children's learning records. Leaders and teachers have identified a need to continue to develop their assessment, planning and evaluation processes. ERO's evaluation affirms this decision.
Leaders are supportive, collaborative and improvement focused. They involve teachers in their decision making and use evidence and research well to inform decisions about change. Professional leaders should continue to support teachers to widen their range of teaching strategies and inquire into their effectiveness in adding depth and complexity to individual children’s learning.
Useful frameworks guide mentoring and appraisal. Professional leaders have indicated that these systems are currently under review. This review should include consideration of how to strengthen:
-
individual goals and critical feedback and feed-forward
-
evidence to clearly demonstrate progress.
Self review is currently used for research and development. Leaders agree that they should now make the shift to using internal evaluations to support decisions about improvement. ERO's evaluation affirms this decision.
BestStart managers are supportive and improvement focused. They use knowledge of current best practice to guide and inform change. In 2017, this support has been disrupted while new regional managers have been appointed. This process has been completed. New managers should resume regular support to individual centres through providing ongoing feedback on centre operation, feedback to teachers and regular professional development based on teacher needs and centre priorities.
Key Next Steps
BestStart management and centre leaders have identified that key next steps are to:
-
continue to strengthen assessment, evaluation and planning processes
-
further strengthen appraisal
-
strengthen understanding and implementation of internal evaluation practices.
ERO agrees with these priorities. In addition ERO identifies the need for teachers to:
-
explore and implement an extended range of teaching strategies.
Management Assurance on Legal Requirements
Before the review, the staff and management of Topkids Pacey Ave 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 Pacey Ave will be in three years.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
25 September 2017
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 |
Hawera |
||
Ministry of Education profile number |
50098 |
||
Licence type |
Education & Care Service |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
52 children, including up to 18 aged under 2 |
||
Service roll |
66 |
||
Gender composition |
41 Boys, 25 Girls |
||
Ethnic composition |
Māori |
22 |
|
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 |
July 2017 |
||
Date of this report |
25 September 2017 |
||
Most recent ERO report(s) |
Education Review |
February 2015 |
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.
Topkids Pacey Ave - 09/02/2015
1 Evaluation of Topkids Pacey Ave
How well placed is Topkids Pacey Ave 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
Topkids Pacey Ave provides all day education and care for up to 52 children under five years of age, including 18 up to two. The centre is owned and operated by Kidicorp. In June 2014, the centre was re-branded from Little Gems Pacey Ave to Topkids Pacey Ave. The service merged two licences into one. Adjacent buildings cater for children up to and over two in separate spaces.
The strategic vision of Topkids Pacey Ave is aligned to the Kidicorp organisational and regional strategic goals. Centre operation, teaching and learning are supported by a management team which works with the centre manager and teachers.
A review of the centre philosophy is taking place. Revisiting the values and aspirations of staff, parents and whānau should assist in establishing shared beliefs for the promotion of children’s educational, emotional and social success.
The Review Findings
Curriculum practice is well aligned to the strands and principles of Te Whāriki, the early childhood curriculum. Flexible routines during the day reflect children's individual preferences. They access an appropriate range of resources to support their emerging interests. Teachers work alongside individuals to facilitate enjoyable learning experiences.
Infants and toddlers form secure attachments with educators. Adults interpret the cues of infants to fully meet their individual requirements. Children receive high levels of care.
Teachers are well supported to strengthen their responses to children’s learning. Senior staff are guiding collaborative improvement. Relevant professional learning and development is aligned to curriculum priorities. Changes to the centre’s planning process are assisting teachers to increase their responsiveness to children’s individual needs.
Children’s emotional and social needs are well catered for. Interactions between teachers, children and their peers are respectful and positive.
Parent and whānau voice is highly valued and encouraged. Regular discussions between parents and teachers are opportunities to share daily experiences. Teachers are developing confidence in seeking whānau aspirations to integrate into learning stories in an authentic and meaningful way. Communication books for children up to two are used by teachers and parents to share information about infants’ daily experiences.
Transitions in, out of and within the centre are managed to meet the needs of parents and children. Recent review has contributed to procedures that make the process clear for parents and staff. Strengthening partnership with local primary schools is ongoing and should further assist with the transition to school.
Te ao Māori is beginning to be integrated across the curriculum in a meaningful way. Teacher capability to include and reflect culturally responsive practice is well supported.
Self-review processes include reflection that leads to improvement. Review is collaborative among staff and gathers the opinions of parents and whānau. As teachers increase their review capability, further improvement to teaching and learning is likely to occur.
Key Next Steps
Teachers’ ability to recognise and respond to children's needs and evaluate teaching and learning outcomes requires improvement. Strengthened planning, assessment and evaluation practice should assist staff to consistently meet the emerging learning needs of individuals.
Management Assurance on Legal Requirements
Before the review, the staff and management of Topkids Pacey Ave 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 Pacey Ave will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
9 February 2015
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 |
Hawera |
||
Ministry of Education profile number |
50098 |
||
Licence type |
Education & Care Service |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
52 children, including up to 18 aged under 2 |
||
Service roll |
57 |
||
Gender composition |
Boys 32 Girls 25 |
||
Ethnic composition |
Māori NZ European/Pākehā Other ethnic groups |
25 27 5 |
|
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 2014 |
||
Date of this report |
9 February 2015 |
||
Most recent ERO report(s) |
This is the first review of Topkids, Pacey Ave. (previously known as Little Gems, Pacey Ave.) |
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.