19 A Delta Avenue, New Lynn, Auckland
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
BestStart New Lynn is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
BestStart New Lynn is licensed to provide full-day education and care for up to 75 children, including 25 aged under two years. The roll includes children from a range of diverse cultures. A small number of children are of Māori or Pacific heritage.
The centre is part of the BestStart charitable trust. The organisation has re-branded all its early learning services. BestStart provides an overarching governance and management framework to support operations and curriculum delivery in individual centres. Business Managers (BM) and Professional Services Managers (PSM) facilitate staff professional development and provide strategic guidance.
The curriculum is underpinned by the principles of Te Whāriki, the early childhood curriculum, bicultural practices and partnerships with parents/whānau. The new centre philosophy promotes children's sense of belonging with a focus on empowering them to be confident learners. It celebrates the diversity of children's cultures including respectful and meaningful relationships between children, teachers and whānau.
The 2015 ERO report noted positive teaching practices. Teachers fostered children's curiosity by responding to children's interests. These aspects continue to be present. Since the 2015 review there have been changes in staff, including a new centre manager.
This review was part of a cluster of 10 reviews in the BestStart Upper North Island region.
Children's social and emotional competence is well promoted. Children play co-operatively with their friends and are creative and imaginative. Children make choices about their play, freely accessing resources to support their interests. The large learning environment promotes physical activity. Children experience a range of activities that promote physical skills and foster group play. Teachers are responsive and engage positively with children.
The learning environment for infants and toddlers is relaxed, calm, unhurried and well-resourced both indoors and outdoors. Teachers are familiar with children's individual routines and needs. They are responsive to children's cues and ways of communication. Children are supported to explore and play independently while being supported to build relationships with their friends.
Learning portfolios show how children's interests and dispositional learning develop over time. Planning and assessment processes are being reviewed and shared teaching approaches are being developed. Children's culture, language and identity are acknowledged and recognised and celebrated in the learning programme.
Teachers use basic te reo Māori with the children throughout the day. Teachers value children's home languages and use these to support children's culture, language and identity. Cultural events are celebrated.
Service leaders have developed a shared vision and positive team culture. Teachers value leadership opportunities given to them to utilise their strengths and talents. Leaders and teachers have a good understanding of how internal evaluation can improves the quality of education and care. Continuing to deepen teacher's critical reflection and analysis of a range of sources would further improve the programme.
BestStart has systematic processes and regular assessment of curriculum standards to help inform improvements and learning outcomes. Professional learning and development has a focus on building teacher capability. This has impacted positively on teaching practices.
National, regional and centre operations are guided by strategic and annual plans, and a shared vision which monitor quality and promote ongoing improvement. These are linked to BestStart strategic goals, which promote a sense of belonging to a wider learning community and support more widespread collaboration amongst teaching teams. Professional learning and development have a focus for building capabilities and has impacted positively on teaching practices. The service provides opportunities for leadership within the team.
Key next steps for this service are to strengthen:
planning, assessment and evaluation through ensuring the emergent curriculum is more visible for children and whānau
the service's local curriculum and how it best reflects centre aspirations and Te Whāriki
teachers' intentional questioning and interactions to support complex play and sustained learning opportunities.
Agreed next steps for the organisation are to continue to strengthen:
bicultural understanding and practice
risk analysis management systems, processes and procedures for excursions
appraisal processes to support teachers’ continuum of professional knowledge and practice.
Before the review, the staff and management of BestStart New Lynn 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.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki
8 May 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 |
New Lynn, Auckland |
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Ministry of Education profile number |
20567 |
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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 25 aged under 2 years |
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Service roll |
80 |
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Gender composition |
Boys 46 Girls 34 |
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Ethnic composition |
Māori |
8 |
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Percentage of qualified teachers |
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 |
January 2020 |
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Date of this report |
8 May 2020 |
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Most recent ERO report(s) |
Education Review |
April 2015 |
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Education Review |
March 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:
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.
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
First Steps New Lynn was previously called the Natural Learning Centre and operated under two age-related licences. The centre is owned by Kidicorp Limited and this organisation provides sound professional, management and administrative support. The centre manager and her assistant receive regular visits from a professional services manager and a business manager who are employed by Kidicorp. These managers contribute to the centre’s ongoing self review and provide guidance and support.
The centre is licensed to provide sessional and all day care and education for up to 75 children, with a maximum of 25 up to the age of two. Children are catered for in two groups, with children moving from the younger to the older age group at about three years of age. Each group has its own indoor and outdoor areas. A senior teacher manages the day-to-day programme for each group.
Children enrolled at the centre are mostly from the multicultural area of New Lynn. The centre manager knows the community well and is dedicated to supporting all children to have access to early childhood education. While many of the children are NZ European/Pākehā, there are also significant numbers of Māori, Pacific, Chinese, Indian and children from many other cultures who attend.
The centre philosophy was recently reviewed. It focuses teachers on working with parents to provide children with a programme that respects their uniqueness, and develops their strengths and abilities in a respectful environment. Children are encouraged to investigate and experiment to make sense of the world around them. Self help skills are encouraged.
The 2012 ERO report commented positively on relationships within the centre and with parents. It noted the supportive interactions between teachers and children and the use of the environment to support learning. Programme planning and evaluation and self review have been areas for development since the 2012 ERO review.
Children are well supported by teachers to learn in an emotionally safe environment. They independently access a wide range of appropriate, well organised resources with confidence. Children play respectfully together and older children are supportive of the younger children.
Infants have a teacher identified as their primary caregiver while at the centre. This helps the child and their family to develop a special relationship with a staff member. Children under three years of age benefit from a stable teaching team. Children are well cared for and teachers follow the children’s individual routines.
Teachers encourage children to be independent, to develop appropriate social skills, and to be confident. Literacy and mathematical learning is promoted incidentally through discussions and activities. Teachers foster children’s curiosity and encourage them to investigate. They support older children and their families to ensure that each child is well prepared for school.
The education programme is responsive to children’s interests and dispositions. Teachers often allow children to lead their own learning and provide support though conversations and helping them access resources. Routines are carefully managed to minimise interruptions to children’s play.
Staff actively promote partnerships with parents. They display aspects of the programme for parents and encourage them to take an interest in their child’s learning. Parents can easily access and contribute to children’s records of learning. The centre provides educational opportunities for parents/whānau where parenting and teaching practices are discussed. Social events help build positive relationships and a sense of community.
The centre is very well led by experienced managers and team leaders who are motivated to provide a high quality service for children and their families. Managers have a focus on using effective self review to promote ongoing improvement. The professional services manager meets with the centre manager and reports regularly on centre operations. A comprehensive strategic plan guides centre developments.
Centre staff are well supported through effective performance management processes. A new electronic appraisal system has been introduced and enables staff to easily share their goals and reflections on their professional practice with the managers. Professional development is appropriate and flexible to meet the needs of staff.
Centre managers have identified areas for continued review and development. These include:
Work has begun in these areas. Managers are aware of the value of involving all teachers in the review of areas for development. They manage change well and ensure that improvements are sustained.
Before the review, the staff and management of First Steps New Lynn 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 First Steps New Lynn will be in four years.
Dale Bailey Deputy Chief Review Officer Northern
10 April 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 |
New Lynn, Auckland |
||
|
Ministry of Education profile number |
20567 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
75 children, including up to 25 aged under 2 |
||
|
Service roll |
107 |
||
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Gender composition |
Girls 54% Boys 46% |
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Ethnic composition |
Māori Pākehā Pacific (Samoan, Tongan, Fijian) Indian Chinese Middle Eastern Filipino African other Asian other |
10% 32% 14% 14% 9% 5% 4% 4% 4% 4% |
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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 |
|
|
Review team on site |
January 2015 |
||
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Date of this report |
10 April 2015 |
||
|
Most recent ERO report(s) |
Education Review (as Natural Learning Centre - New Lynn) |
March 2012 |
|
|
Education Review (as Natural Learning Centre - New Lynn) |
March 2009 |
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.