BestStart Lambie Drive 1

Education institution number:
10123
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
43
Telephone:
Address:

11 Lambie Drive, Papatoetoe, Auckland

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ABC Hayman Park Tahi - 14/09/2016

Here is the latest report for the Governing Organisation that this service is part of

 

1 Evaluation of ABC Hayman Park Tahi

How well placed is ABC Hayman Park Tahi 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 Hayman Park Tahi offers education and care for 50 children from 3 months to three and a half years in either sessional or all-day provision. Children are catered for in a purpose-built facility on the grounds of the Manukau City Baptist Church. The indoor setting is divided into age-related rooms and toddlers have freedom of movement throughout all the indoor and outdoor spaces.

The ABC Hayman group of centres on the site includes this centre (Tahi) and a large separate building (Rua) that provides for older children. Both Tahi and Rua centres have their own head teacher who report to the newly appointed centre manager. Both centres share a philosophy of teachers and whānau working together to enable children to achieve their potential and to be confident, competent lifelong learners.

The majority of children attending the multicultural centre are Pacific, Indian or Pākehā. Staff reflect the multicultural community well.

The centre is part of the BestStart Education and Care Centres organisation, which provides an overarching governance and management framework as well as personnel to support individual centres. The centre manager and head teacher provide leadership in the centre and are supported by the BestStart professional services (PSM) and business managers. All teachers are qualified and the centre shares an administrator and a cook with the Rua centre.

This centre has responded well to the areas for improvement identified in the 2013 ERO report. These included offering a more child-focused programme, opportunities for families to share their aspirations, and developing a shared understanding about teaching practices that enable children to become self-managing learners.

The Review Findings

Children and their families are warmly welcomed to the centre. Children settle quickly into the daily programme. Good positive relationships and interactions with babies and toddlers are evident. Nurturing, friendly teachers cater well for babies' and toddlers' care needs. Children have a strong sense of belonging to the centre.

Teachers recognise and value children learning through play. Children have many opportunities to choose from the wide variety of high quality resources and provocations offered. Significant upgrading of the resources, equipment and outdoor environment is providing further engagement in learning experiences for children.

Teachers have a strong focus on extending children's oral language by appropriate modelling and talking to them in meaningful ways. Opportunities for children to revisit experiences are available through the many displays of children's interests, artwork and learning stories. Teachers display posters about the ways children learn for parent education and information.

The programme and environment strongly reflects the organisation's commitment to a bicultural approach. The BestStart organisation has recently employed a national bicultural advisor to support teachers with growing their confidence in providing a culturally responsive curriculum.

Teachers have a deliberate approach and demonstrate a commitment to promoting cultural diversity. They value children's identity, culture, and languages and this has had a significant impact on children's and families' sense of belonging and well-being. Teachers interact respectfully with children using a variety of home languages.

The centre offers a learning programme strongly based on the principles of the Te Whariki, the early childhood curriculum. The centre manager and PSM agree that a stronger focus by teachers on children's evolving dispositions and emerging interests could be beneficial when planning programmes to extend and challenge children's learning. They have also identified that teachers reflecting on the impact of their teaching on children's learning and progress could support this process. It could be useful for teachers to consider identifying and making more evident the theories of early childhood education that they follow.

Parents are welcome partners in their child's learning. Teachers offer many formal and informal opportunities to meet with parents to discuss their child's learning progress. They gather family aspirations to contribute to programme planning.

Centre leaders make good use of the BestStart organisation's internal evaluation processes and guidelines. These include appraisal and performance management systems that are based on useful evidence. Newly appointed and registering teachers are very well supported by the centre manager and PSM through the strong coaching and mentoring process.

BestStart has effective systems for monitoring service operations. These include regular management meetings and an internal audit process that is used to identify centre challenges and develop plans for improvement. The centre has a suitable strategic plan that is linked to the BestStart vision and long-term plan and is regularly monitored. Centre practices reflect the collaboratively developed philosophy.

Key Next Steps

The centre manager, PSM and business managers have identified their next steps and ERO affirms that they are priorities for ongoing improvement. They include:

  • supporting teachers to inquire into the impact of their teaching on outcomes for children
  • extending planning and assessment practices to meet children's individual needs
  • strengthening internal evaluation by identifying indicators of good practice with which to evaluate the effectiveness or quality of the area under review.

Management Assurance on Legal Requirements

Before the review, the staff and management of ABC Hayman Park Tahi 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 Hayman Park Tahi will be in three years.

Graham Randell

Deputy Chief Review Officer Northern

14 September 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

LocationPapatoetoe, Auckland
Ministry of Education profile number10123
Licence typeEducation & Care Service
Licensed underEducation (Early Childhood Services) Regulations 2008
Number licensed for50 children, including up to 25 aged under 2
Service roll47
Gender compositionGirls 25 Boys 22
Ethnic composition

Māori

Pākehā

Indian

Samoan

other Pacific

other

5

11

13

8

7

3

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +
Reported ratios of staff to childrenUnder 21:5Meets minimum requirements
Over 21:10Meets minimum requirements
Review team on siteJuly 2016
Date of this report14 September 2016
Most recent ERO report(s)Education ReviewOctober 2013
Education ReviewAugust 2010

Previously reviewed as:

Lollipops Educare Manukau

Education ReviewMarch 2007

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 Hayman Park Tahi - 09/10/2013

1 Evaluation of ABC Hayman Park Tahi

How well placed is ABC Hayman Park Tahi 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 Hayman Park Tahi in Manukau, South Auckland, is licensed to provide education and care service for 50 children. It caters for children aged from three months to three years. Babies and young toddlers have separate areas for indoor and outdoor play and sleeping. Most children transition to the adjacent ABC Hayman Park Rua centre to continue their early childhood education.

Both centres have a shared philosophy of teachers and whānau working together to enable children to achieve their potential and to be confident, competent lifelong learners. The diversity of children’s languages and cultures are celebrated and are an important part of the learning programmes.

Since the 2010 ERO report, Kidicorp Corporation has taken over the ownership of the centre. This has resulted in improvements to the learning environment. Kidicorp personnel work effectively with the centre manager and staff to promote good quality education and care.

The centre has a low staff turnover. All teachers are qualified and most hold full registration. Teachers are well supported to sustain the good practices identified in the 2010 ERO report and to continue to lift the quality of teaching to benefit children’s education and care.

The Review Findings

ABC Hayman Park Tahi is well placed to continue to promote positive learning outcomes for children.

Teachers know their children well. They work in partnership with parents and whānau to promote the well being, learning and interests of each child. Colourful and informative portfolio records, and more recently emails, provide parents with an insight into their children’s progress, learning and development.

Babies are especially well cared for in a warm and nurturing environment. Throughout the centre teachers actively respond to and promote children’s well being. Children are familiar and confident with centre routines. They happily participate in group activities at meal times and mat times. Attentive adults and a well organised daily routine help children to feel secure and have a sense of belonging.

Children are provided with many meaningful and stimulating learning opportunities. These experiences build on children’s interests, community events such as Matariki, and activities relevant to their everyday lives.

Children have many opportunities to build their understandings and to develop their vocabulary and oral language. They enjoy being read to and singing together. Children are encouraged to gain an understanding of the concepts of reading and writing in the context of play.

New Zealand’s bicultural heritage is well celebrated and promoted throughout the centre. Children confidently sing waiata and join in karakia at meal times. The importance given to biculturalism lays a solid foundation for Māori to succeed as Māori, and for other children to have their cultural identity affirmed and celebrated.

The well presented learning environments entice children to explore and initiate their own play. Extensive, well equipped outdoor play areas encourage children to be physically active and to play independently.

Self review has been a significant development since the 2010 ERO visit. It has encouraged teachers to review and improve the learning programmes. The centre manager’s philosophy of everyone working together also encourages teachers to share and improve their practice.

Kidicorp and centre policies, procedures and monitoring systems are well developed. They support the effective running of the centre and promote good quality education and care for young children.

Key Next Steps

During the course of this review the following areas for improvement were identified:

  • to further strengthen the overall quality of teaching, through focusing on more child-initiated learning and child-focused assessments aligned to the centre’s philosophy and current educational learning theories
  • to increase opportunities for parents and whānau to share the aspirations they have for their children
  • to develop a shared understanding of teaching practices that enable children to become self managing learners.

Management Assurance on Legal Requirements

Before the review, the staff and management of ABC Hayman Park Tahi 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 Hayman Park Tahi will be in three years.

Dale Bailey

National Manager Review Services Northern Region

9 October 2013

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

Manukau, Auckland

Ministry of Education profile number

10123

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, including up to 25 aged under 2

Service roll

51

Gender composition

Girls 27

Boys 24

Ethnic composition

Māori

NZ European/Pākehā

Fijian

Indian

Samoan

Cook Island Māori

Other

6

8

15

11

4

3

4

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

August 2013

Date of this report

9 October 2013

Most recent ERO report(s)

Education Review

August 2010

 

Education Review (as Lollipops Educare Manukau)

March 2007

 

Education Review (as Lollipops Educare Manukau)

March 2004

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.