52 Percival Road, Paraparaumu Beach
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.
BestStart Paraparaumu is situated at Paraparaumu Beach. It provides education and care for children from three months to school age, five days a week. The centre is licensed for 75 children, including 19 up to the age of two. It offers a choice of full and part time sessions. At the time of this ERO evaluation, 17 of the children enrolled identify as Māori.
Since the September 2015 ERO evaluation a new centre manager has been appointed. Significant changes to the teaching team have occurred. Most teachers are fully qualified. Day-to-day operation is the responsibility of the centre manager, who supports the teaching team.
The outside learning environment has been upgraded to connect the three learning rooms. This enables easier access for younger and older children to interact, play and learn together.
The previous ERO report identified areas requiring further improvement:
Good progress has been made in addressing these identified areas for improvement.
BestStart Paraparaumu is owned and operated by BestStart Educare Ltd. BestStart is a large national organisation that owns a number of early childhood services across New Zealand.
The centre philosophy was developed collaboratively with leaders, teachers, parents and whānau. Leaders should consider ways they can develop indicators of good practice that guide and support the key valued outcomes for children. Further engaging with whānau Māori and their pacific community to deepen their understanding of what educational success looks like for them and their children in this context would enrich this.
Children participate in an environment that promotes a sense of belonging. They experience warm and respectful relationships. Their resilience, independence and social competence are fostered throughout the centre. Challenge, curiosity and creativity are encouraged. Teachers work alongside children supporting and affirming their play and learning. Older children learn and play confidently and collaboratively in peer groups. Tuakana teina interactions are actively encouraged.
Teachers sensitively respond to and support infants’ and toddlers’ needs for strong and secure relationships. These young children confidently explore the well-considered learning environment at their own pace.
Effective collaborative systems are in place to promote the learning and wellbeing of children with diverse needs. Teachers work in partnership with the families, whānau and outside agencies to plan and monitor their progress.
Te ao Māori is promoted and evident in the centre. A key feature of the programme is regular excursions into the community to develop children's sense of place and connectedness with sites of significant value to Māori. A next step is to enrich the bicultural programme through more consistent use of te reo Māori in everyday practice in the centre.
A useful individualised planning for learning framework responsive to whānau aspirations and dispositional learning, is developing across the centre. Leaders and teachers should ensure that assessment documentation consistently shows how planned teaching strategies have purposefully extended children’s learning, with clear evidence of improved outcomes.
A sound appraisal system is in place to support and grow teachers' capability. Teachers use an inquiry-based approach to strengthen their practice. Observations help to identify good practice and inform next steps for development. Leaders identified the need to align teachers' development goals to the centre philosophy and strategic plan. ERO's external evaluation affirms this direction.
The professional service management team provides feedback, support and guidance for the centre manager and teaching team. BestStart provides a range of professional learning and development opportunities for staff.
An effective internal evaluation process with clear expectations is implemented. Leaders work collaboratively with the centre manager and teaching team to build their evaluative understanding. Teachers are beginning to build their knowledge to evaluate the impact of their practices on children’s learning.
Strong positive leadership, based on relational trust is in place. Teachers are highly collaborative and committed to the vision, values and philosophy of the centre. They are responsive to the changing needs of children, families and whānau.
ERO and leaders agree that key next steps are to:
develop indicators of good practice that support the effective implementation of the centre's philosophy
deepen teachers' understanding of what educational success looks like for Māori and Pacific children
encourage teachers to use te reo Māori in their practice
enhance aspects of the assessment, planning and evaluation cycle
align strategic goals and the centre's philosophy to the appraisal system.
Before the review, the staff and management of BestStart Paraparaumu 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 BestStart Paraparaumu will be in three years.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
22 August 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 |
Paraparaumu |
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Ministry of Education profile number |
50067 |
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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 |
75 children, including up to 19 aged under 2 |
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Service roll |
85 |
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Gender composition |
Boys 48, Girls 37 |
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Ethnic composition |
Māori |
17 |
|
|
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 |
|
|
Review team on site |
June 2018 |
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Date of this report |
22 August 2018 |
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Most recent ERO report(s) |
Education Review |
September 2015 |
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|
Education Review |
January 2013 |
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|
Education Review |
March 2009 |
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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 |
ERO's findings that support this overall judgement are summarised below.
ABC Paraparaumu is one of five centres on the Kapiti Coast owned by BestStart Educare Ltd. In 2008 the centre was part of the ABC organisation and by 2012 it had become part of Kidicorp, which is now known as BestStart Educare Ltd. The BestStart organisation provides a framework for all areas of centre operations. Business and professional services managers support the centre and monitor its practices. The centre manager works with the head teachers of each of the three age-specific rooms.
The centre is licensed for 75 children, including 19 under the age of two. It offers a choice of three sessions: full day, part day and half days.
The spacious outside environment has been upgraded to be more stimulating and to enable younger and older children to take a greater responsibility for their own learning.
The centre has addressed areas for further development in the January 2013 report. Strengths identified then have been sustained. These include positive relationships, learning opportunities, transition processes and culturally responsive practices
The regularly reviewed philosophy, 'to inspire a love of learning', is clearly evident in practice. Respect, inclusion, empowerment and partnership with parents are fostered.
Children benefit from the stimulating, nurturing environment, which provides opportunities for developing their interests and enriching their learning. Three well-resourced, age-specific rooms are spacious, appropriately challenging and enable a free flow to the outdoor areas. The centre is developing a sustainable environment to widen the children’s knowledge and care for nature.
Teachers recognise the value of providing children with time, space and encouragement. Their observations show that children develop confidence and a willingness to try new activities. They are more empowered to meet physical and social challenges. Respect is evident.
Children are active learners. They interact well and benefit from the knowledge teachers have for individuals. Good conversations, appropriate questioning and deliberate teaching supports language development. The next step for teachers is to review the oral language programme by considering progression over the years the child is in the centre. The head teachers also recognise a need for further staff professional development in teaching English as a second language.
The achievement journals inform parents of the wide range of activities the children participate in and also record achievements. A newly established e-portal for sharing information with families increases interactions between home and centre staff. Teachers use this platform to share ideas and discuss professional practice.
There is a firm commitment to implementing a bicultural curriculum. A tutor is leading the use of te reo me ngā tikanga Māori for both teachers and children. Te reo Māori is comfortably used. Children participate in waiata, karakia and pōwhiri. The next step is for teachers to review the programme and develop a consistent approach to a bicultural programme. The review should also consider how the centre can give greater reflection of Māori children’s culture, language and identity and respond to whānau aspirations.
As a result of a recent review, valuing multicultural partnerships was added to the centre philosophy. The centre should develop indicators of good practice to enable it to determine if this element is being met.
A caring, nurturing approach is evident in the way infants, toddlers and older children are settled into the centre and then carefully moved through the three progressive learning rooms. The 'Be School Ready' programme facilitates a well-managed transition to local schools.
Leaders and teachers benefit from the strong BestStart governance structure, which provides support and oversight of areas such as administration, business and professional services. Teachers are well supported by a wide range of professional development opportunities. The appraisal system is robust and an appropriate process is in place to issue and endorse teachers’ practising certificates. The next step is for the centre to review its appraisal policy and document guidelines that reflect this practice.
Before the review, the staff and management of ABC Paraparaumu 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 ABC Paraparaumu will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
9 September 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 |
Paraparaumu |
||
|
Ministry of Education profile number |
50067 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
75 children, including up to 19 aged under 2 |
||
|
Service roll |
108 |
||
|
Gender composition |
58 Boys, 50 Girls |
||
|
Ethnic composition |
Māori |
14 |
|
|
Percentage of qualified teachers |
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 2015 |
||
|
Date of this report |
9 September 2015 |
||
|
Most recent ERO report(s)
|
Education Review |
January 2013 |
|
|
Education Review |
March 2009 |
||
|
Education Review |
June 2006 |
||
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.