Ko Aroha Kids Takapūwāhia

Education institution number:
55393
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
39
Telephone:
Address:

6 Takapuwahia Drive, Elsdon, Porirua

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Bright Start Early Learning Centre - 23/08/2019

1 Evaluation of Bright Start Early Learning Centre

How well placed is Bright Start Early Learning Centre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Bright Start Early Learning Centre is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

Bright Start Early Learning Centre is in Takapuwahia, Porirua. It provides full-time education and care for children from birth to six years of age, Monday to Friday. At the time of the review, most of the children enrolled identify as Māori and 10 are Pacific heritage.

The centre’s philosophy promotes the celebration of children's culture and identity as they learn in an environment that encourages free play through a programme based on Te Whāriki, the early childhood curriculum.

Since ERO's May 2016 report, there has been a change in ownership. The centre is now one of two community-based early childhood services governed by a committee of trustees from the Ko Aroha Tuatahi Daycare Centre Incorporated Society.

A centre manager is responsible for the day-to-day operation of the service. A programme supervisor supports the teaching team and centre manager. Most teachers are qualified. They come from diverse backgrounds.

The 2016 ERO report identified several areas requiring improvement. These included bicultural practice, assessing children's learning, programme planning and evaluation practices, and internal evaluation. Progress in addressing these areas is ongoing.

The Review Findings

Children play and learn in a calm and unhurried free-play programme. They are encouraged to explore, create and have fun with their peers. Teachers effectively use a range of intentional teaching strategies to support and extend children's learning. Literacy and mathematics concepts are woven skilfully into the programme. Positive, respectful interactions are highly evident. Children and their families are effectively supported to transition into the centre, and through the centre and onto school.

Infants and toddlers are well cared for. Teachers respond well to their individual needs and preferences. They provide purposeful resources and inviting learning environments for this age group.

Leaders have been exploring a range of strategies to develop purposeful learning partnerships with families and whānau. The planned philosophy review provides an opportunity for them to consider how best they can consult with parents, whānau Māori and the Pacific community to define what educational success looks like for them, and their children.

Te reo me ngā tikanga Māori practices are valued and celebrated. Purposeful kaupapa Māori rituals, wall displays, and specific resources enrich children’s learning. The teaching team should now consider how they can best celebrate places of significant value to Ngāti Toa and their community in the programme. Teachers should also use te reo Māori more regularly in everyday conversations with children.

Teachers have inclusive and respectful ways of engaging and supporting Pacific heritage children and their families. Pacific cultures, languages and identities are acknowledged, valued and celebrated effectively in the programme.

Teachers use a sound framework to plan for children's learning and emerging interests. They provide meaningful learning experiences. Assessment documentation shows children's participation, learning and progress in the programme. The next step to strengthen assessment documentation is to:

  • make the teacher's role more visible

  • celebrate and make more visible children’s language and identity.

Centre leaders are focused on improving the quality of education and care through ongoing, systematic self review. They need to continue to build teacher's knowledge and understanding of internal evaluation to support future direction and decision-making. This should assist the teaching team to better evaluate the impact of their practices on children’s learning.

Leaders have established a culture in which children and their whānau are valued, celebrated and affirmed for who they are and what they bring to their learning. They are committed to the philosophy, vision and goals of the centre.

There is an appropriate appraisal framework to support and grow teacher's practice. Purposeful goals focus on building aspects of teacher practice and leadership capabilities. Leaders should include formal observations of teaching practice as part of this process.

Key Next Steps

Centre leaders agree, and ERO's evaluation confirms, that the key next steps are to:

  • review the centre philosophy in consultation with parents, whānau Māori and the Pacific community to determine what learning matters here

  • enhance aspects of assessment, planning and evaluation

  • build teacher's knowledge, understanding and use of internal evaluation

  • include formal observations of teaching practice in the appraisal process.

Management Assurance on Legal Requirements

Before the review, the staff and management of Bright Start 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:

  • 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.

Dr Lesley Patterson

Director Review and Improvement Services Te Tai Tini

Southern Region

23 August 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

Porirua

Ministry of Education profile number

53393

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

42 children, including up to 12 aged under 2

Service roll

46

Gender composition

Females 28, Males18

Ethnic composition

Māori
NZ European/Pākehā
Pacific heritage
Asian

26
7
10
3

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Under 2

1:3

Better than minimum requirements

Over 2

1:7

Better than minimum requirements

Review team on site

July 2019

Date of this report

23 August 2019

Most recent ERO report(s)

Education Review

May 2016

Education Review

March 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.

Bright Start Early Learning Centre - 03/05/2016

1 Evaluation of Bright Start Early Learning Centre

How well placed is Bright Start Early Learning Centre 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

Bright Start Early Learning Centre, previously known as Childcare Networks Ltd, is privately owned and located in Elsdon, Porirua. The centre is licensed for 42 children, including 12 up to the age of two years. Most of the children enrolled identify as Māori or Pacific. The centre is governed by the owner/licensee who works with the centre manager to manage day-to-day operations. Since the March 2014 report there has been some staffing changes.

The previous ERO report identified that significant improvement was needed, particularly in relation to developing shared expectations of effective early childhood teaching and learning. Key next steps included developing teachers' shared understanding of curriculum, its effective implementation and positive guidance for children’s behaviour. Improvements were required in: the quality of teaching, particularly for infants and toddlers; responding to children’s culture, language and identity; the appraisal process; and the quality of interactions. Leaders needed to establish robust systems for monitoring the health and safety of children.

In response to the 2014 ERO review, the teaching team received targeted support through a Ministry of Education funded programme - Strengthening Early Learning Opportunities (SELO). In addition, a wide range of private professional learning has also been accessed by centre management and staff. While some good progress is evident ongoing development is required.

The Review Findings

Leaders and the teaching team have made good progress in developing shared expectations of high quality early childhood practice. They have participated in a range of professional learning and development to further their understanding of teaching, assessment, planning and evaluation, and positively guiding children’s behaviour. Leaders and teachers have also worked to strengthen their relationship with the local marae.

The centre philosophy and vision has been reviewed. This reflects the individual requirements of infants, toddlers and young children and is framed around participation, partnership and protection. Leaders have developed indicators that guide a shared understanding of high quality practice. A stronger focus on the role of the teacher in adding complexity to children’s learning should strengthen these indicators. These indicators should then be used to determine how effectively the philosophy is implemented.

An unhurried pace is evident as teachers work alongside infants and toddlers. Teachers respond to the children’s verbal and non-verbal cues and use descriptive language to build children’s vocabulary. Good progress has been made in providing an infant and toddler programme based on high quality practice.

Teachers know children well. They are warm and welcoming to them and their families. The quality of the interactions in the over two area requires development. Teachers should use a wider range of strategies to engage children in sustained conversations and promote children’s thinking and problem solving skills.

Some progress has been made in the development of a shared understanding of positively guiding children’s behaviour. Staff have participated in targeted professional development. Continued work by teachers is required to strengthen their understanding of how they can consistently support children’s developing social and emotional competence.

The bicultural programme is developing. Leaders have been proactive in strengthening their relationship with tangata whēnua and with the local puna reo. Teachers reflect te ao Māori in the programme plan and use te reo Māori mainly at routine times. A focus on further integrating the use of te reo Māori throughout the curriculum is a next step.

Promoting educational success for Māori children is in the early stages of development. When supporting children and whānau as they prepare to transition to school, bilingual and mainstream settings are valued and promoted equally. Seeking whānau aspirations for children’s learning are not formally sought. This is an area for development.

Leaders and teachers have a shared understanding of the Pasifika Education Plan 2013-2017. Establishing a strategic direction to guide centre operations is a next step.

Curriculum planning for groups is thematic and based on children's emerging interests. Regular excursions into the local community occur. The objective of these excursions should be clearly identified and used to support children’s ongoing learning.

Children’s profiles highlight their involvement in centre activities and developing relationships. Assessment documentation requires improvement. Next steps include teachers clearly identifying the significant learning occurring for each child. Teachers should use this information to focus and deepen children’s learning. This emphasis should be reflected through the planned and enacted curriculum. Stronger leadership is required in curriculum design and assessment, planning and evaluation.

A useful appraisal process has been established that has a developmental focus. Continued improvement is required in this area. This includes the use of observations to inform professional practice conversations and an appraisal policy to guide the process.

An improvement focused internal evaluation framework is in place. Implementation of this process requires ongoing development. Next steps should include consideration of the range of evidence required to inform evaluative judgements and a focus on how well practices support children’s learning.

Key Next Steps

A priority for this service is to improve leadership for curriculum design, implementation and internal evaluation.

Centre management and leaders should continue to focus on strengthening practice to improve outcomes for children. Next steps include leaders and teachers:

  • developing clear indicators that reflect the role of the teacher in adding complexity to children’s learning and monitor its implementation
  • evaluating how well the philosophy is implemented
  • consistently promoting children’s social and emotional competence
  • further developing the bicultural programme and continuing to explore how educational success for Māori children and success for Pacific children can be promoted
  • improving staff understanding of assessment, planning and evaluation
  • strengthening appraisal through incorporating observation of teacher practice and developing a robust appraisal policy
  • continuing to build the evaluative capacity of leaders and teachers.

Management Assurance on Legal Requirements

Before the review, the staff and management of Bright Start 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:

  • 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.

To improve practice leaders and teachers should:

  • consistently follow the systems and processes that have been established to monitor health and safety requirements
  • review the child protection policy, develop an internet safety policy and a schedule to guide policy reviews.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Bright Start Early Learning Centre will be in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

3 May 2016

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

Porirua

Ministry of Education profile number

55393

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

42 children, including up to 12 aged under 2

Service roll

24

Gender composition

Boys 12, Girls 12

Ethnic composition

Māori

Pākehā

Pacific

Asian

14

1

5

4

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Under 2

1:4

Better than minimum requirements

Over 2

1:9

Meets minimum requirements

Review team on site

January 2016

Date of this report

3 May 2016

Most recent ERO report(s)

Education Review

March 2014

Education Review

November 2012

Education Review

March 2009

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.