1201 A Cunningham Crescent, Mayfair, Hastings
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.
Barnardos KidStart Childcare - Hastings Early Learning Centre is one of 24 childcare centres owned and operated by Barnardos New Zealand, a national provider of community services for children and families. It provides education and care for 45 children, including 15 up to two years of age. Of the 55 children enrolled, 36 identify as Māori. Most teachers are qualified and staffing has remained stable. Children under two years have their own designated space.
A manager has the day-to-day responsibility for the running of the centre. A practice advisor supports pedagogy and quality assurance. A regional early learning manager has oversight of centre operation. Responsibility for all centre-based services is delegated to a national operations manager who reports to the general manager and the Barnardos New Zealand Board through its chief executive officer.
The centre philosophy is underpinned by the expressed values of manaakitanga, kotahitanga and whakawhanaungatanga, coupled with a commitment to providing high quality education and care.
Since the August 2013 ERO report, significant restructuring of the national organisation has been undertaken. This report identified the need for teachers: to continue their focus on strengthening the integration of te ao Māori into teaching and learning; and to consider how the curriculum contributes to children's continuity of learning as they transition to school. Integrating te ao Māori into teaching and learning has been the main focus of the team. Continuity of learning and transition to school remain areas to improve.
Aspects of the service philosophy are highly evident in practice. Children are viewed as competent and capable learners. There is a welcoming, unhurried environment to support children and their families to develop a strong sense of belonging. Children, whānau and teachers work together as learning partners. The carefully considered environment reflects the bicultural identity of New Zealand and the natural world. This supports the centre's sustainability focus.
Teachers use effective strategies to foster children’s language development, literacy and numeracy understanding and sustained engagement in learning. They are included in children's play and take a considered approach to supporting and extending children's ideas and working theories. Children inquire and lead their own learning and are supported to problem solve, take risks and develop their independence.
Children up to the age of two years are nurtured in a calm environment where they can actively explore and investigate. Teachers are attuned to infants' non-verbal cues and respond sensitively to each child's needs and preferences. Key teachers successfully and caringly support young children's need for strong and secure attachments and their changing needs, interests and developmental milestones. The environment promotes active movement and the opportunity for children to develop at their own pace.
Teachers increasingly acknowledge the cultural identity of Māori learners, linked to place and identity. Te ao Māori is becoming a meaningful part of children’s daily experience through environment sustainability, excursions into the community and links with local iwi and marae. Waiata, pepeha and the use of te reo Māori reflect curriculum priorities. The centre is strengthening provision for Māori children and their whānau through community links and place-based learning.
Teachers continue to build their capability to assess children's learning. The wellbeing of children and whānau aspirations inform curriculum decision making and planning. Children's profiles provide a useful record of their learning and development, and celebrate their strengths and interests. Families are actively encouraged to participate in their children's learning and regularly contribute their views. Individual planning has been recently introduced. This contributes to the documenting of strategies by teachers, to support children's continuity of learning. The centre manager and practice advisor have identified that this needs strengthening to better show the role of the teachers. ERO's evaluation confirms this ongoing focus.
Teachers work in partnership with families and external agencies to effectively provide for children requiring additional learning support. Teachers have recently implemented individual learning plans that clearly identify how they will respond to identified needs.
Careful consideration is given to supporting children and their whānau as they transition into the service. Children’s sense of belonging is nurtured through transitions within the centre. Developing positive and collaborative links with local schools are part of the centre's strategic focus. Creating a clear transition to school plan for older children is a next step.
Teachers make good use of reflection, evidence and research to improve their teaching practice. The centre practice advisor identifies development priorities and progress, in relation to the quality of teaching and learning. Useful feedback through written reports focus on outcomes for children and teacher and leader performance. A strong emphasis has been placed on growing a collaborative team culture where teamwork is highly valued.
Teachers have opportunities to take on leadership roles. They are valued and acknowledged for their strengths, skills and expertise. Leaders and teachers are improvement-focused. They seek professional learning opportunities aligned to centre priorities and are well supported by the umbrella organisation. A comprehensive strategic plan, focused on best practice and outcomes for children, meaningfully guides centre operation. Ongoing review is used successfully to identify if these are achieved.
A useful review framework guides and informs ongoing improvements to practice. Growing internal evaluation capability, to determine what is working and what is not working, for who and why, and evaluating the impact on children's learning is a next step. Teachers need to evaluate the effectiveness of the curriculum and how it is responding to the needs of individual children.
Leaders, staff and ERO agree on the following key next steps for Barnardos KidStart Childcare, to continue to:
Before the review, the staff and management of Barnardos KidStart Childcare - Hastings Early Learning Centre 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 Barnardos KidStart Childcare - Hastings Early Learning Centre will be in three years.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
6 April 2018
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 |
Hastings |
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Ministry of Education profile number |
55093 |
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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 |
45 children, including up to 15 aged under 2 |
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Service roll |
55 |
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Gender composition |
Boys 29, Girls 26 |
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Ethnic composition |
Māori |
36 |
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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 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
January 2018 |
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Date of this report |
6 April 2018 |
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Most recent ERO report(s) |
Education Review |
August 2013 |
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Education Review |
April 2010 |
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Education Review |
February 2007 |
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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:
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 |
Barnardos Early Learning Centre Hastings is very well placed to promote positive learning outcomes and the well being of children. Intentional professional learning and development has enhanced teachers’ evaluative capacity.
ERO's findings that support this overall judgement are summarised below.
Barnardos delivers a range of early childhood care and education, and child and family services throughout New Zealand. Barnardos Early Learning Centre is located in Mayfair, Hastings. The service provides all day education and care for 45 children including 12 children aged up to 2 years. A head teacher is responsible for the day-to-day operation of the service and for leading teaching and learning.
A Barnardos business manager and professional leader support centre leaders to provide high quality, community-relevant early childhood care and education. “Ko Ngā Tamariki i te Tuatahi” (Children come first) encapsulates Barnardos approach. The service’s vision is “Ki Aotearoa nei he taonga te tamaiti, me āna manako ki te whanake” (In Aotearoa New Zealand, childhood is valued and each child’s hope and potential are nurtured).
There is high participation and involvement by the community. Of the 54 children enrolled, 36 are Māori. Reciprocal, respectful relationships among teachers, children, parents, whānau, hapū and iwi contribute to a positive platform for partnerships for learning. The centre philosophy prioritises whakawhanaungatanga and aroha as key to interactions and relationships. Children’s strengths, interests and desires are nurtured.
The service has a sound ERO reporting history. The April 2010 ERO report recognised that staff effectively used self review to improve the education and care of children. Centre leaders and teachers are highly reflective practitioners interested in current early childhood theory and research.
The curriculum, underpinned by Te Whāriki, draws on the natural environment and sensory experiences to promote children’s holistic growth. Aesthetically pleasing resources and uncluttered spaces allow children to lead their own creative learning. Teachers astutely nurture infants', toddlers' and young children’s natural rhythms.
The philosophy weaves peacefulness and respect as a basis for partnerships. The importance of people is paramount to everything, "He tangata! He tangata! He tangata!" Teachers acknowledge and respect Mana Whenua. Celebrating this partnership and including te ao Māori enriches babies, young children and teachers’ daily experience.
Effective leadership of assessment and planning guides teaching and learning. Practice aligns well to the centre philosophy and enriches the early childhood experience of children and whānau.
Children actively engage in a varied range of planned and spontaneous learning. Their thinking and language is extended through sustained interactions with supportive adults.
Self-review processes strongly focus on strengthening teachers’ practices and improving outcomes for children and whānau. Effective support from Barnardos managers assists in building the centre’s evaluative capacity. Performance management has recently been reviewed. The amended processes for appraisal include attestation against the Registered Teacher Criteria. Centre leaders are exploring aspects of Tātaiako: Cultural Competencies for Teachers of Māori Learners. Including these has potential to further enhance teaching and learning.
The recent introduction of Te Whatu Pokeka (Kaupapa Māori Assessment Framework) provides an authentic lens for teaching as inquiry, encourages a depth of understanding and upholds partnerships for learning. Teachers are considering research in te ao Māori conceptual thinking around sustainability and peace. This should assist teachers to more clearly interpret, reflect and respond to the aspirations, and evaluate the goals, held for children.
A review of how the teaching of literacy supports children’s development is a current focus. As part of this, leaders should consider how well the centre curriculum contributes to continuity of learning as children transition to the school’s curriculum.
Before the review, the staff and management of Barnardos Early Learning Centre Hastings 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.
When is ERO likely to review the service again?
The next ERO review of Barnardos Early Learning Centre Hastings will be in four years.
Joyce Gebbie
National Manager Review Services Central Region (Acting)
27 August 2013
|
Location |
Hastings |
||
|
Ministry of Education profile number |
55093 |
||
|
Licence type |
Education and Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
45 children, including 15 aged up to 2 |
||
|
Service roll |
54 |
||
|
Gender composition |
Boys 24, Girls 30 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Pacific Other ethnic groups |
36 13 4 1 |
|
|
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 2013 |
||
|
Date of this report |
27 August 2013 |
||
|
Most recent ERO report(s) |
Education Review |
April 2010 |
|
|
Education Review |
February 2007 |
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:
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.