BestStart Puketaha Road

Education institution number:
30276
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
76
Telephone:
Address:

144 Puketaha Road, Chartwell, Hamilton

View on map

BestStart Puketaha Road - 18/03/2020

1 Evaluation of BestStart Puketaha Road

How well placed is BestStart Puketaha Road to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

BestStart Puketaha is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

BestStart Puketaha, previously known as TopKids Puketaha, is situated in a rural setting on the north-eastern boundary of Hamilton. The centre provides all day education and care in three age-based areas. The centre is licensed for 68 children, including 15 under the age of two. The current roll of 94 includes 23 children who identify as Māori.

The centre’s philosophy values relationships with their community of learners, developing together and aiming to provide high quality education for tamariki through:

  • rural learning environment - kaitiakitanga

  • open communication - mana reo

  • learning through play - ako

  • whānau involvement - whanaungatanga and,

  • aroha for the child as an individual.

Since the last ERO report in 2017 a new centre manager was internally appointed and is responsible for the day-to-day operation of the centre. Two recent internally appointed head teachers will provide support and leadership for the infant and toddler areas and preschool area respectively. There have been minimal changes to the teaching team. The centre has responded well to the key areas for development identified in the previous ERO report.

The service is operated by BestStart, a charitable organisation owned by the Wright Family Foundation. Since the last ERO review of this centre a new Chief Executive Officer has been appointed. Regional and local professional service and business managers oversee the Central North Island BestStart centres. Their vision is to work in partnership with families, whānau, teachers and communities to enable children to achieve their learning potential.

This review was part of a cluster of four reviews in the BestStart organisation

The Review Findings

Children benefit from a curriculum that is responsive to their interests and needs. The child-led, play-based approach supports children to direct their own learning. Children's independence and self-management skills are actively promoted. ERO observed some teachers initiating thoughtful conversations with children promoting oral language. Developing the consistency of this good practice is an important area for development for leaders. Children are viewed as competent and confident learners and experience an environment which fosters resilience and emotional and social competence.

The expansive rural outdoor environment provides many opportunities for children to connect with and grow their understanding of the natural world. Children are being supported to build their knowledge about New Zealand’s cultural heritage. Teachers are continuing to develop their confidence in the use of tikanga and te reo Māori.

Children and their whānau experience a welcoming and inclusive environment. Children with additional learning and development needs are well supported through inclusive practices and personalised learning and development plans. Teachers work well with external agencies to support educational success of children. Responsive and flexible practices successfully support the transition of children into, through and beyond the centre.

Children up to the age of two years benefit from nurturing teaching interactions in a caring and calm environment. The separate area for these children allows them to freely explore, which promotes their curiosity and independence. Teachers read and respond appropriately to children’s cues. Well-established communication processes between teachers and parents support a sense of security and wellbeing for these young children.

Learning portfolios reflect children's engagement in the life of the centre and are easily accessible to children and their whānau in both hard copy and online. The recently developed individual planning process is personalising learning for all, and values parent aspirations for their child's learning. There is a need to further refine and embed this process including the presence of children’s languages, cultures and identities in assessment and planning documentation.

The newly appointed centre manager is effectively leading positive change. She has a reflective and strategic approach to her leadership, building a collaborative and respectful working environment. Teachers have access to a wide range of learning and development opportunities provided by BestStart and external providers. They are developing reflective practice through inquiry-based learning.

Strong systems and processes guide centre operation. Internal evaluation is improvement focused and includes ongoing consultation with families and whānau. There is clear alignment between regional strategic direction and centre annual plans. The appraisal process assists teachers to inquire into and strengthen their practice. This process is supported by regular and ongoing coaching and mentoring. Several initiatives to remove barriers to education and support children's wellness, promote equity in learning opportunities. The organisation's philosophy, vision and goals promote positive learning outcomes for all children.

Key Next Steps

Key areas for development are to:

  • further develop the centre's local curriculum. This should include:

    • consulting with the parent community to develop agreed priorities for learning that reflect the philosophy and learning outcomes from Te Whāriki
    • developing and implementing agreed expectations for quality teaching and learning, including assessment, planning and evaluation.
  • strengthen processes to evaluate the centre's effectiveness in promoting agreed priorities for learning.

Management Assurance on Legal Requirements

Before the review, the staff and management of BestStart Puketaha Road 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.

To improve current practice, the early childhood service management should, strengthen the expectations and practices around the implementation of emergency drills on an, at least, three-monthly basis. [HS8].

Darcy Te Hau

Acting Director Review and Improvement Services (Central)

Central Region - Te Tai Pūtahi Nui

18 March 2020

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

Hamilton

Ministry of Education profile number

30276

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

68 children, including up to 15 aged under 2

Service roll

94

Gender composition

Males 49 Females 45

Ethnic composition

Māori
NZ European/Pākehā
Other ethnic groups

23
60
11

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

January 2020

Date of this report

18 March 2020

Most recent ERO report(s)

Education Review

February 2017

Supplementary Review

September 2013

Education Review

August 2012

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

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.

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.

Topkids Puketaha - 23/02/2017

1 Evaluation of Topkids Puketaha

How well placed is Topkids Puketaha 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

TopKids Puketaha is situated in a rural setting on the north western boundary of Hamilton. The centre is licensed for 70 children including 24 who are up to two years old. At the time of this ERO review there were 93 children on the roll, of whom 4 identified as Māori. The centre operates in three age-banded play areas. All areas offer free-flow indoor and outdoor play as well as opportunities for children to visit other areas when they wish to do so.

Since the 2013 ERO review, there have been a number of staff changes. The centre manager was appointed to her position in July 2016. Many positive practices identified in the 2013 ERO report have been maintained and there has been a strong focus on addressing identified development areas. Teachers have engaged in a range of internal and external professional development opportunities to improve teaching, leadership and bicultural practices. They have also increased their knowledge and understanding of teaching children with diverse special needs. There have been improvements to the spacious playground areas for infants and toddlers, and refurbishment of some indoor areas.

Teachers have recently reviewed the centre's philosophy which values community relationships, shared leadership, and providing quality care and education through the centre's rural environment (kaitiakitanga), open communication (mana reo), learning through play (mana atua), whānau involvement (whanaungatanga), and aroha for the child as an individual.

TopKids Puketaha is one of over 200 education and care services operated throughout New Zealand under the umbrella of BestStart Educare Limited (BestStart), formerly known as Kidicorp (NZ) Ltd. BestStart provides strategic direction and support for the centre in establishing leadership, management and teaching practices that respect Te Tiriti o Waitangi and reflect the goals and principles of Te Whāriki, the early childhood education curriculum.

BestStart employs business managers and professional service managers to monitor compliance with regulatory requirements and establish and monitor best early childhood education practices at each centre. BestStart has a strong emphasis on employing qualified and professionally capable teachers and providing professional development opportunities to grow their teaching and leadership skills.

The Review Findings

Children benefit from respectful, responsive, interactions for learning and care. Relationships between teachers, parents and the community are positive and reciprocal. Teachers know children well and participate actively with them in play, developing language skills and sustaining engagement in self-selected activities. They extend children's thinking and interests, and engage in conversations to increase oral language skills. Te reo Māori, including waiata, karakia and kapa haka, is increasingly integrated into routines and discussions. Teachers have a responsive approach to routines and respect children’s individual preferences. Children are confident, competent self- managing learners.

Teachers plan collaboratively to extend children’s recognised interests. They effectively use every-day contexts such as gardening, animal care and sustainability projects to ensure that learning is meaningful and enjoyable. Opportunities to develop literacy, mathematics, science, music and creative skills are effectively woven into the programme. 'Be school ready' information is displayed demonstrating how key competencies of the national school curriculum are encouraged in each early childhood age-group. Transitions into the centre, to school, and between age-banded play areas, are sensitively managed according to the requirements of individual children and their families.

The centre's child-led programme is based on individual assessments leading to programme planning for individuals and groups with similar interests. Older children are encouraged to lead and sustain engagement in projects that have resulted in changes and enhancements to the learning environment. Parents also bring valued skills, and time to assist with the programme. Sensitive inclusion and care for children with diverse needs is evident and effective. Centre leaders and teachers maintain a strong focus on wellbeing and belonging for all children, families and staff.

Assessment, planning and evaluation have been effectively reviewed and revised. Well-presented individual profile books are readily accessible to children and shared digitally with parents. Teachers access parent aspirations for their children through formal and informal conversations and digital feedback. This enhances the seamlessness of the home-centre partnership by enabling parents and whānau to immediately comment on children’s new learning and development. Well-monitored, centre-wide expectations for assessment, planning and evaluation ensure equity of attention to children’s learning and needs. Children's learning is regularly evaluated to ensure the programme is meeting their needs.

The high quality learning environment has extensive, age-appropriate and educationally stimulating outdoor playgrounds, which have a range of flexible equipment for physical challenge, many opportunities for gardening and exploration, and maximised visibility of farm activities. Indoor play areas promote a welcoming atmosphere for children and families in each age group. Wall displays celebrate children’s families and achievements and make learning visible to children, parents and teachers. These well-considered environments effectively promote sustained group and independent play

Infants and toddlers benefit from nurturing, respectful interactions and adult-child attachments of their choice. Teachers respond readily to children’s cues, routines and rhythms. Children are in control of their learning. In the nursery, teachers have created a calm and uncluttered environment

with age-appropriate furniture and readily accessed equipment. Very spacious designated outdoor play areas provides natural shade, a wide range of outdoor play experiences and visibility between age groups. Teachers maintain regular contact with parents/caregivers about children’s immediate learning and care needs. Very young children are confident explorers. They are encouraged and inspired by responsive teaching practice.

The centre manager has a strong focus on building collaborative team and community relationships. She has worked with the team and community to develop and implement a clear vision for the centre. Curriculum decisions reflect the centre's philosophy, strengths and values. Teachers’ personal strengths are utilised for the benefit of all. Self review has followed BestStart's process and is leading to ongoing improvement. Useful management systems promote reflective practice about curriculum development leading to positive outcome for children.

BestStart provides strong direction and guidance for centre leaders and staff. BestStart personnel have undertaken a long-term review of teacher appraisal, which is enabling them to respond to the expectations of the Education Council and increase the depth of teachers’ reflections about their practice. BestStart emphasises the importance of identifying priority learners and has made teaching as inquiry a requirement for all staff. It uses regular surveys to receive feedback about systems and professional support. The business manager and professional services manager give helpful advice through formal and informal reviews of this centre. They effectively communicate and model a commitment to developing and sustaining high quality practices.

Key Next Steps

Centre leaders and managers agree that there is a need to review how well children’s assessment profiles reflect the continuing development of early literacy and mathematics skills along with cultural and family heritages.

Children's comments are beginning to feature in planning-wall captions and digital assessments. A next step is to consider how children's perspectives about their learning and development can be captured and recorded to provide further influence in assessment, planning and evaluation.

Management Assurance on Legal Requirements

Before the review, the staff and management of Topkids Puketaha 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 Topkids Puketaha will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer

23 February 2017 

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

Hamilton

Ministry of Education profile number

30276

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

70 children, including up to 24 aged under 2

Service roll

93

Gender composition

Girls 58 Boys 35

Ethnic composition

Māori

Pākehā

Other

4

81

8

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

December 2016

Date of this report

23 February 2017

Most recent ERO report(s)

 

Supplementary Review

September 2013

Education Review

August 2012

Education Review

September 2009

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.