19 Ngata Street, Palmerston North
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
BestStart Palmerston North 1 is very well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
BestStart Palmerston North 1, previously known as First Steps Ngata Street, is an early childhood care and education service located in central Palmerston North. It is licenced for 122 children, including 25 aged up to two years. The current roll of 138, includes 15 Māori children.
BestStart Palmerston North 1, previously known as First Steps Palmerston North Ngata Street and BestStart Palmerston North 2 operate from one adjoining complex. Six separate learning spaces provide for the different age group needs of infants, toddlers and young children.
The service operates under the umbrella of the national early childhood organisation, BestStart Educare. Two managers are responsible for the curriculum delivery and the day-to-day operation across both services. Currently, an experienced manager is responsible for both roles until a new operations manager is appointed. A business manager and professional services manager provide support to the service.
The BestStart vision encompasses working in partnerships with families, whānau and communities to enable children to achieve their learning potential. The service philosophy is underpinned by the whakataukī, 'He waka eke noa' to provide a sense of unity and family across the whole complex.
Since the June 2016 ERO report, staffing has remained stable with high numbers of registered teachers. The service has been involved in teaching and learning research projects with external providers. Significant progress has been made to action the key next steps identified in the previous report.
A clear vision sets the direction for the service. Parents, whānau and children are welcomed and valued. The localised curriculum is well developed and reflects the service's identified priorities for children's learning. This is underpinned by strong, reciprocal relationships that are responsive to its learning community. The philosophy is highly evident in practice.
Thoughtfully designed and inviting physical spaces promote children's exploration and curiosity within calm, settled environments. Children engage with a wide range of resources that are responsive to their interests, strengths and capabilities. Teachers interact positively with these young learners to extend their thinking, working theories and communications skills.
Children have numerous opportunities to explore te ao Māori concepts across the curriculum. The attributes of ngā Atua are used in meaningful ways to foster children's developing social and emotional skills. Through the service's internal evaluation process, teachers have identified that the inclusion of local iwi place-based knowledge and use of te reo Māori is a next step to further enrich children's learning experiences. ERO's external evaluation affirms this direction.
Well considered and successful transition processes in to and throughout the service promote children's sense of security and wellbeing. Mihi whakatau and poroporoaki rituals foster connections between children, whānau and teachers. Leaders have identified that strengthening the transition process with local schools is a next step.
Māori children's whakapapa is acknowledged as integral to the development of a sense of self, belonging and connectedness. Leaders and teachers work in partnerships with whānau Māori to promote their children's success as Māori.
Since the previous ERO review, the service has strengthened its understanding and knowledge of their Pacific children's heritages. Teachers and educators work alongside families to maintain and enhance children’s connections to their cultural identity, and this is reflected within the environment.
Children with diverse learning needs are well supported to achieve within an inclusive learning environment. The service works closely with external agencies and whānau to provide ongoing support.
Infants and toddlers benefit from consistent and nurturing relationships that respond to their needs, rhythms and interests. They are well supported to make choices within the curriculum and form secure attachments with familiar adults.
A robust assessment, planning and evaluation process is consistently implemented across the service. Teachers and educators use a range of assessment tools to understand the individual learning needs of children. They work alongside parents to provide meaningful experiences that are responsive to their children's interests, needs and cultural contexts. Appropriate teaching strategies are implemented to progress individual learning overtime.
Collaborative leadership and a highly effective professional learning culture supports adults to promote positive outcomes for children. Mentors provide appropriate support to all teachers and caregivers. Leaders and teachers identify what is working well, what more needs to be done and adapt practice to improve equitable learning outcomes for children.
Leaders and teachers should continue to use the effective internal practices in place to plan for ongoing improvement. ERO is confident that the service has the capability to use evaluation, inquiry and knowledge building to sustain and continue to improve on good practice.
Before the review, the staff and management of BestStart Palmerston North 1 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.
Darcy Te Hau (Acting)
Director Review and Improvement Services (Central)
Central Region - Te Tai Pūtahi Nui
26 June 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 |
Palmerston North |
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Ministry of Education profile number |
52537 |
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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 |
122 children, including up to 25 aged under 2 |
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Service roll |
138 |
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Gender composition |
Female 77, Male 61 |
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Ethnic composition |
Māori |
11% |
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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 |
March 2020 |
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Date of this report |
26 June 2020 |
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Most recent ERO report(s) |
Education Review |
June 2016 |
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Education Review |
June 2013 |
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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 Ngata Street is an early childhood care and education service located in central Palmerston North. It is licenced for 122 children, including up to 25 aged under two years. The current roll of 137 includes 43 Māori children. The centre is divided into three separate rooms catering for different age groups.
The centre operates under the umbrella of the national early childhood organisation BestStart Educare, formally known as Kidicorp. Governance of the service is the responsibility of BestStart.
Since the June 2013 ERO review there have been several staff changes and the management structure has been reviewed. At the beginning of 2016, a curriculum manager and an operations manager were appointed. These managers have specific roles and responsibilities across the complex. A head teacher is responsible for the day-to-day running of each room.
First Steps Ngata Street and First Steps Carroll Street operate as one adjoining complex and were reviewed at the same time. These services have a positive reporting history with ERO.
The service's philosophy is based on building strong relationships between the children, their families and teachers. The Māori proverb, he waka eke noa - we are all in this together, is highly evident in practice. Children are nurtured and learn in an environment where they are valued and affirmed for who they are and what they bring to their learning.
Children are viewed as competent and capable. They lead their own learning and are highly engaged in play for sustained periods of time. Children follow their interests while taking responsibility for their own wellbeing. The learning environment provides opportunities for them to be independent, creative, problem solvers and risk takers. Teachers and children enjoy learning and have fun.
Teachers collaboratively plan programmes that are responsive to children's strengths, interests and family aspirations. An outcome of internal evaluation has been to increase the focus on incorporating te ao Māori linked to the local area. Literacy and mathematical experiences are well integrated across the curriculum.
Profiles are an attractive record of children's learning and involvement in a wide range of activities. The use of online profiles is increasing each families contribution to their child's learning and strengthening links between home and the centre. Leaders and teachers are considering how this tool can be used more effectively to capture the depth and breadth of learning that is happening.
Transitions into, within the service and to school are well planned and responsive to individuals and families. A focus on developing foundation skills within a play based context supports children's readiness for school.
Māori children are well supported in their language, culture and identity. A well-considered leadership team priority is for teachers to respond to Māori children and to support them to be the experts in leading cultural learning. When this is strongly evident, success as Māori is promoted.
The centre continues to engage in conversations with Pacific parents about their aspirations for their children. The next step is to respond more intentionally and enrich curriculum experiences to reflect Pacific languages, cultures and identities.
Children with diverse learning needs are appropriately identified. Teachers work collaboratively with families and external agencies to maximise children's participation and engagement in learning.
Children up to the age of two are nurtured in a calm environment that encourages exploration. Routines are unhurried and responsive to individual needs. Teachers recognise the importance of play as a vehicle for learning.
Leaders have a wide range of professional knowledge and expertise. They work effectively to achieve a collaborative culture. The valued contributions that all staff make foster positive outcomes for children. Teachers are encouraged to be leaders.
Appraisal has been strengthened to support teachers' professional growth and development. Goals are well linked to the service's priorities. Teachers' deliberate inquiry into the impact of their practice on improving outcomes for children is in the early stages of implementation. A next step is to more deliberately use observations of teaching practice as an opportunity to provide constructive feedback for improvement.
Centre knowledge, understanding and use of internal evaluation is developing well. A considered approach and responsiveness to identified priorities result in positive change and development. Recent evaluation has increased professional conversations and actions around teaching and learning. Centre staff are continuing to build their capability in using indicators and evidence-based evaluation to determine the effectiveness of their provision for children.
Leaders, teachers and staff should continue to strengthen:
Before the review, the staff and management of First Steps Ngata Street 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.
The next ERO review of First Steps Ngata Street will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
15 June 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 |
Palmerston North |
||
|
Ministry of Education profile number |
52537 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
122 children, including up to 25 aged under 2 |
||
|
Service roll |
137 |
||
|
Gender composition |
Boys 79, Girls 58 |
||
|
Ethnic composition |
Māori Pākehā Asian South East Asian Pacific Other ethnic groups |
31% 51% 7% 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 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
May 2016 |
||
|
Date of this report |
15 June 2016 |
||
|
Most recent ERO report(s) |
Education Review |
June 2013 |
|
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.