BestStart Waikanae

Education institution number:
60340
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
33
Telephone:
Address:

32 Winara Avenue, Waikanae

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ABC Waikanae - 22/02/2017

1 Evaluation of ABC Waikanae

How well placed is ABC Waikanae 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

ABC Waikanae is owned and operated by BestStart Educare Ltd. BestStart (previously known as Kidicorp Ltd) is a large national organisation that owns a number of early childhood services across New Zealand.

Full time education and care is provided for 40 children including 15 from two years of age. Of the 67 children on the roll, 14 identify as Māori.

A centre manager has responsibility for the day-to-day running of the centre. She is supported by a business and professional services manager.

The 2014 ERO supplementary review identified that progress had been made in addressing concerns outlined in the 2010 and 2011 ERO reports. However, further work was needed in: strengthening assessment practice; understanding of success for Māori children; providing for children aged over two; and self review. Progress in some areas is evident.

This review was part of a cluster of three in BestStart Educare Ltd.

The Review Findings

Children participate in a play-based programme that encourages their exploration. They play independently or in groups of their own choosing for sustained periods. Literacy, mathematics and science are valued and promoted in the centre. Teachers know children well within the context of their families. The outdoor environment is equipped to promote children's physical skills and understanding of the natural world. Excursions to the local park provide extension to the programme.

The environment for infants and toddlers is calm and unhurried. Teachers' responsive caregiving and verbal communication supports their strong sense of belonging and oral language development.

Children with additional learning needs are identified, supported and monitored by teachers. The centre liaises with external agencies when required. 

Children's transitions into and through the centre are thoughtfully undertaken in collaboration with families and whānau. This approach supports children to settle quickly.

Strong relationships between the centre and local schools enhances the transition process to school for children and families. A recent development, in response to parent feedback, has been the implementation of a school readiness programme. Teachers and leaders should identify the purpose and intended outcomes of this programme then evaluate to determine how well it supports children's transition to school.

Profile books record children's participation in the programme, developing relationships and ongoing interests. Leaders acknowledge that a next step is using these profile books to show clearly:

  • how parents' aspirations are used to inform their child's programme

  • children's progress in learning over time

  • how children's languages, cultures and identities are acknowledged and celebrated.

A next step is to more effectively integrate a bicultural perspective in the environment. Aspects of tikanga Māori are integrated throughout the curriculum. Te reo Māori is used well at routine times.

Leaders and teachers show commitment to promoting educational success for Māori and Pacific children and further developing their understanding of these learners. A next step is to determine what educational success looks like for Māori children in this centre through engaging with whānau. Such resources as the Ministry of Education's Pasifika Education Plan 2017 should assist staff in their work with Pacific parents and families to strengthen practice.

Teachers' implementation of self review is guided by BestStart's collaborative and reflective process. Leaders and teachers have identified that developing a robust set of indicators and more in-depth analysis of evidence are next steps for improving this process and making a shift to internal evaluation. ERO's evaluation affirms these findings.

A clear framework guides the appraisal process. This includes self and appraiser assessment and has a developmental focus. Formal observations of practice are providing useful information about the quality of teaching. BestStart provides opportunities to participate in a wide range of professional learning and development.

Professional service managers provide regular feedback, support and guidance about the curriculum in action. This feedback clearly identifies strengths and areas for development. The professional service manager, in partnership with the teaching team, should monitor the effective implementation of the areas identified for ongoing improvement in this evaluation. 

Key Next Steps

ERO and leaders agree that key next steps are to continue to:

  • strengthen assessment, planning and evaluation

  • further develop understandings of ways to promote educational success for Māori and Pacific children

  • incorporate acknowledgement of children's cultures, languages and identities in the programme

  • implement effective internal evaluation.

Previous ERO reviews have identified that assessment and review and evaluation are areas for improvement. Some urgency is now required to raise the quality of assessment and implement effective internal evaluation.

Management Assurance on Legal Requirements

Before the review, the staff and management of ABC Waikanae 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 ABC Waikanae will be in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

22 February 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

Waikanae

Ministry of Education profile number

60340

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, including up to 15 aged under 2

Service roll

67

Gender composition

Boys 40, Girls 27

Ethnic composition

Māori

Pākehā

Kiribati

Other ethnic groups

14

43

3

7

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

November 2016

Date of this report

22 February 2017

Most recent ERO report(s)

 

Supplementary Review

April 2014

Supplementary Review

July 2012

Education Review

April 2011

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.

ABC Waikanae - 03/04/2014

1 Introduction

A Supplementary Review is undertaken at the discretion of a National Manager, Review Services in the Education Review Office (ERO).

A supplementary review evaluates the extent and effectiveness of actions a centre has taken towards addressing issues specified in a previous education review and/or any additional areas identified since that review.

Terms of Reference

This supplementary review is based on an evaluation of the performance of the ABC Waikanae governing body and management in relation to areas identified in the July 2012 ERO report or issues identified since that review. The terms of reference for this review are to investigate:

  • self review
  • staff appraisal
  • assessment practices
  • bicultural practices
  • staff interactions
  • any other matters that arise during the review.

There were no additional areas identified for investigation during the review.

2 Evaluation Findings

Background

ABC Waikanae is owned by Kidicorp Ltd and provides early childhood education and care for children from birth to five years. The July 2012 ERO review found that little progress had been made from the April 2011 ERO review in developing a shared understanding and a team approach to self review. The report stated that it was likely that external professional development would be needed.

Since the July 2012 ERO report, a newly appointed centre manager has led staff in significant change. Governance provided by Kidicorp through the professional services manager and the business manager have supported the centre staff to bring about positive changes to the programme and operations.

Progress in dealing with matters raised in the April 2011 and July 2012 ERO reports are being addressed through well considered planning and implementation.

Areas of progress

The centre manager, with support from the professional services manager (PSM), is developing a useful self review framework. This has included providing staff with regular, timely professional development. A trial in implementing the framework is evident in a successful philosophy review. Although the process is in the early stages of development, there is sufficient evidence to affirm that the centre’s self review is sustainable for improving outcomes for children and centre operations in the future.

A robust Kidicorp model of appraisal has been implemented throughout 2013. This is led by the PSM who is mentoring and coaching the centre manager to carry out the process in 2014. Appraisal evidence is well documented and appropriately shared between appraiser and appraisee. Staff appraisal goals link to the strategic plan and centre wide expectations for ongoing improvement.

An improved understanding of assessment and outcomes for children is evident. Teachers articulate the increasing complexities of children’s learning. They identify children’s capability and determine where additional support may be needed. Planning and assessment for individuals and groups of children are regularly discussed at staff meetings. The shared written template assists teachers to focus on children’s learning. Planning is clearly based on what teachers observe children are learning and what they might do next.

A deliberate focus on the provision of well-considered bicultural practices is shared by staff to support children and whānau. Te reo me ngā tikanga Māori are considered in planning and are highly visible across the centre. Staff benefit from regular learning from an external provider. This has also strengthened children’s waiata and kapa haka knowledge. Appropriate resources are available. These provide prompts for teachers and children to continue their learning around te ao Māori.

Positive, warm and respectful interactions between children and their peers and between adults and children are highly evident. Children play for extended periods of time at an activity of their choice. Teachers closely observe this play and make professional decisions about when to intervene and when to leave the child to explore independently. Teachers model and children respond to a rich language environment. Children confidently make their feelings and wishes understood. They are seen by teachers as competent and capable learners.

Areas for further improvement

ERO, governance personnel and the centre manager agree that the next steps include:

  • strengthening the focus of self review to identify how well teaching practices impact on children’s learning
  • reflecting on and reviewing the inside programme in the area for children aged over two (Rua) with a focus on children's learning rather than on adult-generated activity
  • evaluate and review the quality and effectiveness of assessment practices, including the presentation of profile books, to establish which practices are most useful for teachers’ planning and evaluation
  • identifying what success for Māori children, as Māori, looks like at the centre.
  • continuing to explore the impact of teacher interactions on children's learning.

3 Future Action

ERO intends to return to the ABC Waikanae in three years.

Joyce Gebbie

National Manager Review Services Central Region (Acting)

3 April 2014

Information about the Service

Location

Waikanae

Ministry of Education profile number

60340

Licence type

Education and Care Service

Chartered under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, including 15 aged up to 2

Service roll

60

Gender composition

Girls 30,

Boys 30

Ethnic composition

Māori

NZ European/Pākehā

Pacific

Other ethnic groups

10

38

8

4

Percentage of qualified teachers

80% +

Review team on site

December 2013

Date of this report

3 April 2014

Most recent ERO report(s)

Supplementary Review

Education Review

Education Review

July 2012

April 2011

February 2008