80 Fendalton Road, Fendalton, Christchurch
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
BestStart Fendalton is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
BestStart Fendalton (previously known as First Steps Fendalton) operates under the BestStart governance and management structures. BestStart is a large national organisation that owns early childhood education services across Aotearoa New Zealand.
Leaders and teachers provide education and care for infants, toddlers and young children to school age. The centre is licensed for 46 children, including 15 up to two years of age. It operates in a converted villa with two separate rooms for the nursery and preschool. Each has its own outdoor play area.
The centre manager has responsibility for the day-to-day operation of the centre and leads a team of five qualified teachers. They are supported by two teachers in training. Together, they have reviewed the centre's philosophy which emphasises the importance of inspiring learners and being independent, creative and kind.
Since the September 2016 ERO review, staff have made progress in relation to strengthening internal evaluation. They recognise the need to increase the visibility of bicultural practices and further develop assessment, planning and evaluation processes.
Children are settled, calm and engaged in meaningful learning. They have many opportunities to lead their own learning and choose from a wide variety of equipment in the very well resourced indoor and outdoor areas. Children are independent, welcoming and respectful of others. They enjoy being creative, exploring activities and the environment, and solving problems cooperatively.
Teachers follow children's interests and join them in play to support their learning. They listen attentively and make suggestions to support children's choices and decision making to extend their play. Teachers respond promptly to children's needs, foster positive social interactions and assist their skill development.
Infants and toddlers learn and play in a calm, unhurried, nurturing environment. They benefit from the small number of children in this room. Familiar, respectful adults are responsive to children's needs. There is easy access to an appropriate variety of natural resources and equipment both indoors and outside.
Through learning stories, teachers identify learning goals and teaching strategies to support children's progress and development. They regularly plan activities to foster children's interests. Teachers purposefully involve parents in decisions about their child's learning and the centre's operation.
Teachers have undertaken a significant evaluation of their philosophy. This collaborative process resulted in shared understandings of centre-wide values that guide teaching practice.
Leaders and teachers are well supported by BestStart managers and systems. BestStart has a well-established management structure. Policies and procedures provide clear guidance to centre managers and teachers for the operation of the centre and maintenance of health and safety for children and adults.
Key next steps include:
Before the review, the staff and management of BestStart Fendalton 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.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region - Te Tai Tini
30 March 2020
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 |
46567 |
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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 |
46 children, including up to 15 aged under 2 |
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Service roll |
53 |
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Gender composition |
Males 30, Females 23 |
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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 |
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Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
December 2019 |
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Date of this report |
30 March 2020 |
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Most recent ERO report |
Education Review |
August 2016 |
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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:
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.
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.
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 |
First Steps Fendalton is well placed to promote learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
First Steps Fendalton operates under the BestStart Educare Ltd management structure. BestStart (previously known as Kidicorp Ltd.) is a large national organisation that owns early childhood education services across Aotearoa New Zealand.
First Steps Fendalton provides education and care for infants, toddlers and young children to school age. The centre operates in a converted villa with a separate nursery and preschool. Families travel from a wide geographic area to attend the centre. An increasing number of families are from diverse cultures.
Most staff are qualified ECE teachers. A number of extra teachers have been appointed as the roll has increased.
An on-site chef provides lunches and snacks for children. Individual dietary needs are carefully considered.
The centre has been open for 18 months. This is the first education review.
Children experience positive, respectful relationships with each other and their teachers. They are settled and confident in their learning environment.
Children are encouraged to develop self-help and independence skills. Older children support younger children in their play. They are able to choose from a wide range of thoughtfully presented activities and resources.
Teachers provide a positive, inclusive environment for children and parents. They encourage children to follow their interests and talk with them about their play. Teachers use a range of approaches to extend children's ideas and thinking and provide well organised indoor and outside play spaces.
Infants and toddlers experience nurturing relationships and calm, unhurried routines with their teachers. They have many opportunities to explore the interesting environment. Teachers effectively provide a learning programme focused on individual children. They foster oral language development and provide enjoyable sensory experiences.
Leaders and teachers work closely with families, seek their views and value their contributions to the centre. Each family's home culture and beliefs are respected. Parents are encouraged to be involved in the learning programmes. They are kept well informed about their children’s interests and learning.
Transitions into and within the centre are well planned and focused on the needs of each child and family. Centre leaders have a positive relationship with the local school. This supports children to confidently transition into school.
The centre is well supported by BestStart managers. The centre manager, business manager and professional services manager work in partnership to increasingly align and implement BestStart systems effectively, including quality assurance, strategic planning, appraisal and health and safety processes.
Managers have specific strategies to manage change well and build teacher capability and leadership skills. Leaders and teachers regularly engage in systematic, collaborative self-review and internal evaluation that informs centre priorities. They make well considered changes to improve learning opportunities and teaching practices. Regular, targeted professional development and mentoring is provided to staff to help build reflective, evaluative practices.
There is a strong focus on continuous improvement and promoting positive outcomes for children and families.
Centre leaders identified, and ERO's evaluation confirms, that the key next steps are 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 First Steps Fendalton will be in three years.
Lesley Patterson
Deputy Chief Review Officer Southern
10 August 2016
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 |
46567 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
46 children, including up to 15 aged under 2 |
||
|
Service roll |
46 |
||
|
Gender composition |
Boys 23; Girls 23 |
||
|
Ethnic composition |
Māori |
4 |
|
|
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 |
July 2016 |
||
|
Date of this report |
10 August 2016 |
||
|
Most recent ERO report |
No previous ERO reports |
|
|
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.
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.