50 Kinsella Crescent, Halswell, Christchurch
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ABC Aidanfield is very well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
ABC Aidanfield provides all-day education and care for infants and children up to school age. The centre is licensed for 50 children, including up to 12 under two years old.
The centre operates under the BestStart Educare Ltd management structure. A BestStart Professional Services Manager and Business Manger visit regularly and provide effective support for the service. Most of the staff are qualified early childhood teachers.
The philosophy focuses on providing opportunities for children to explore, learn independently and make choices about their involvement. The philosophy promotes play experiences for children to learn about themselves, others and the value of friendships. It clearly outlines the service's desired outcomes for children and is highly evident in practice.
The centre has addressed all the recommendations from the 2015 review report.
Children benefit from an inclusive, caring environment, where children and parents/whānau are made to feel welcome and have a sense of belonging. Leaders and teachers know their children and families very well. These positive partnerships with parents/whānau contribute to children's learning and well-being. Communication and regular links with families and the wider community support this growing partnership.
In the child-led programme teachers are responsive, encouraging and affirming when working with children, developing on their strengths and interests. Children are actively involved in a wide range of interesting learning experiences, including creative, sensory and physical play. They are well supported to develop social skills and to care for others. Excursions into the local community enhance the learning experiences offered to children.
Leaders and teachers form a strong, collaborative team, focusing on continuous improvement to provide positive outcomes for children. They are well supported by targeted professional learning development that focuses on strengthening teacher capability, consistency of practice, and positively meeting the needs of all children. Leaders and teachers consistently reflect on the impact their teaching strategies are having on positive outcomes for the children.
New Zealand's bicultural heritage is highly evident in key documents, wall displays and centre practices. Leaders and teachers are committed to providing a bicultural environment where they value and respect the Māori culture and language. They provide opportunities for children to experience and learn about the Māori culture and to hear and use te reo Māori. Older children support the learning of younger children through tuakana-teina relationships. Leaders and teachers value and celebrate all cultures, languages and identities.
Transitions into and through the centre are carefully planned and managed to ensure children's wellbeing and confidence are maintained. They have positive, reciprocal relationships with the local schools.
Children with additional needs are very well supported to participate in learning alongside their peers.
Infants' and toddlers' wellbeing and sense of belonging are well supported by calm, nurturing and responsive caregiving. These younger children have access to an outdoor environment that provides opportunities for them to explore and challenge their physical capability.
Strong leadership, supported by BestStart managers, has effectively managed change and implemented systems and processes that are well aligned to the centre philosophy, strategic planning and teaching and learning for promoting positive outcomes for children. Internal evaluation processes guide decision making and are a basis for continually improving outcomes for children.
The centre benefits from a supportive management structure. BestStart processes and personnel provide high quality expertise and guidance. There are appropriate systems for empowering teachers' and leaders' capability and professional growth.
Leaders and teachers have identified and ERO agrees that key next steps include:
Before the review, the staff and management of ABC Aidanfield 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.
The next ERO review of ABC Aidanfield will be in four years.
Dr Lesley Patterson
Deputy Chief Review Officer
Te Waipounamu - Southern Region
18 June 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 |
Christchurch |
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Ministry of Education profile number |
65135 |
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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 |
50 children, including up to 12 aged under 2 |
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Service roll |
69 |
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Gender composition |
Boys 41 : Girls 28 |
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Ethnic composition |
Māori |
3 |
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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 |
|
Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
May 2018 |
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Date of this report |
18 June 2018 |
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Most recent ERO report(s) |
Education Review |
June 2015 |
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|
Education Review |
May 2012 |
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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 |
ABC Aidanfield is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
ABC Aidanfield provides education and care for children up to school age. The centre is licensed for 50 children, including up to 12 children under two years old. The purpose-built centre is organised as three separate rooms catering for different age groups of children.
ABC Aidanfield is managed by BestStart Educare Ltd. BestStart (previously known as Kidicorp Ltd) is a large national organisation that owns early childhood centres across New Zealand. BestStart managers provide advice and support through regular visits and contact with the centre manager and staff.
A centre manager oversees the day-to-day operation of the centre. Recently, two teachers were promoted to newly created head teacher positions to strengthen the middle management structure. Most of the staff are qualified early childhood teachers.
The centre is continuing to address the recommendations from the 2012 ERO review with progress made in child assessment, planning for learning and some aspects of self review.
The centre’s philosophy includes a focus on exploring and learning through play in a safe environment. Children are guided by teachers who nurture and support their development.
Children are busy and interact positively together. They benefit from respectful, caring relationships with their teachers. Children experience many opportunities to make decisions about their play. The programme provides options for younger and older children to play together. Rooms are well resourced and the two outdoor areas have recently been upgraded.
Teachers work effectively with children for extended periods of time supporting them to explore resources and develop their interests. They celebrate children’s efforts and successes. Regular staff and mentoring meetings provide opportunities for teachers to be reflective about their practices.
Children under two years of age experience calm, attentive relationships with their teachers. They encourage and support infants and toddlers in their learning and exploration.
Transitions into and within the centre are flexible and well managed. The centre has a good relationship with the local school and children regularly visit as part of preparation for school.
Developing partnerships with parents is a key focus in the centre’s philosophy and practice. Teachers regularly share information about children’s experiences and learning. They use a range of ways to help families from other cultures become part of the centre.
Centre leaders work collaboratively together. There is a strong focus on team building. This has resulted in shared understandings of the centre philosophy, aspects of self review and programme planning.
BestStart has many systems to help centres improve learning outcomes for children. These include a review process to identify what is going well and next steps for centre improvement, effective systems and processes for ensuring that children have safe and healthy learning environments.
Centre leaders and teachers are in the early stages of implementing systems to enhance practices. Centre leaders and ERO agree, that the key next steps for improving outcomes for children include:
Before the review, the staff and management of ABC Aidanfield 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.
To improve current practice, BestStart Educare Ltd management should:
The next ERO review of ABC Aidanfield will be in three years.
Chris Rowe
Deputy Chief Review Officer Southern (Acting)
26 August 2015
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 |
Christchurch |
||
|
Ministry of Education profile number |
65135 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
50 children, including up to 12 aged under two |
||
|
Service roll |
76 |
||
|
Gender composition |
Boys 44; Girls 32 |
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Ethnic composition |
Māori NZ European/Pākehā Pacific Asian Other ethnicities |
4 51 2 9 10 |
|
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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 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
June 2015 |
||
|
Date of this report |
26 August 2015 |
||
|
Most recent ERO reports |
Education Review |
May 2012 |
|
|
Education Review |
May 2008 |
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.