BestStart Rangiora

Education institution number:
70109
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
45
Telephone:
Address:

62-64 Percival Street, Rangiora

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BestStart Rangiora - 10/06/2020

1 Evaluation of BestStart Rangiora

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

Not well placed

Requires further development

Well placed

Very well placed

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

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

Background

BestStart Rangiora (previously ABC Rangiora) operates under the BestStart management structure. BestStart is a large national organisation that owns early childhood education services across Aotearoa New Zealand.

BestStart Rangiora offers full-day education and care for up to 75 children, including up to 25 children under two years old. The centre operates out of a purpose-built building. There is a nursery room for infants and toddlers and two rooms for older children of different age groups. There are two outdoor play areas: one for older children and the other for infants and toddlers.

The centre manager has responsibility for the day-to-day operation of the centre. All teachers are qualified with one teacher in training. There is a small number of untrained caregivers. Since the March 2017 ERO review, there have been significant staff changes. This includes the appointment of a new centre manager, professional service manager and business manager in 2019. The professional service manager and business manager provide support to this and other BestStart centres.

The centre philosophy emphasises building relationships and promoting social competencies. The vision is that the centre will be a place 'where relationships thrive'.

The centre has established links with other local early childhood services and schools as part of the Puketeraki Kāhui Ako | Community of Learning (CoL).

The March 2017 ERO report identified key next steps in relation to strengthening programme planning, educational partnerships with families, internal evaluation, and providing feedback about teaching practice. Progress to meet these recommendations has been affected by the significant staff changes and more work is needed in these areas.

The Review Findings

The centre manager and kaiako have given appropriate emphasis to collaboratively developing a philosophy and vision that is guiding curriculum planning and delivery. They have identified valued learning priorities which inform their planning and teaching approaches.

Teacher practices and curriculum decisions support positive relationships that enhance children's wellbeing and learning. Kaiako (teachers) interact with children in positive, affirming and respectful ways. They help children use strategies to play in groups and successfully learn with and alongside each other.

Kaiako build relationships with families and partnerships with the wider community that support and extend children's learning opportunities. They value parent involvement and create spaces for parents to spend time at the centre. Kaiako have developed useful partnerships with local schools and implemented well-considered transition processes to support children and their families, as children move from the centre to begin school.

Kaiako are improving planning and assessment practices. These are becoming more responsive to the interests, needs and abilities of all children, including infants, toddlers and diverse learners. Children play and learn in well-resourced environments where kaiako are intentional about the activities and experiences they provide.

Kaiako are responsive to infants' and toddlers' individual preferences, needs and care routines. Consistent and responsive caregiving from kaiako who know their preferences and routines is supporting infants' and toddlers' wellbeing and learning.

Kaiako purposefully respond to children with additional needs. They are currently working with external specialists to improve the effectiveness of the strategies they use for diverse learners, particularly in supporting speech and language.

Some aspects of a bicultural curriculum, such as the use of waiata, karakia and recognition of aspects of tikanga Māori, are evident. Leaders recognise that bicultural practice requires strengthening.

The centre manager and kaiako are in the early stages of strengthening assessment practices. Leaders acknowledge that these processes now need to be successfully and consistently embedded and include a greater focus on:

  • making learning partnerships with parents more visible

  • more clearly showing children's learning pathways over time

  • evaluation of teaching strategies and learning outcomes

  • increasing the visibility of the language, culture and identity of children, including Māori learners.

Kaiako are well supported by BestStart managers and systems. The centre manager, professional service manager and business manager are working collaboratively to develop and pursue the centre vision and philosophy. They use well-targeted internal and external professional learning and development. This is aligned to the centre philosophy and curriculum priorities, promotes teacher reflection and helps to develop shared understandings. Policies and procedures provide clear guidance to centre managers and teachers for the operation of the centre and maintaining health and safety for children and adults.

The BestStart managers acknowledge that, due to staffing changes, the new centre leadership structure is yet to be fully implemented. With some appointments being recently made, it is now timely to develop this further.

Internal evaluation is not used consistently to show improved outcomes for learners. Internal evaluation has been development-oriented as the new leaders establish and build new practices. Leaders have made effective use of BestStart organisational evaluation to identify priorities and undertake regular practice audits. Kaiako are in the early stages of developing their understandings of internal evaluation and inquiry. This is yet to be documented consistently.

Key Next Steps

The key next steps are for the centre manager and kaiako to continue to build shared understandings and implement the centre's new philosophy and vision through:

  • strengthening internal evaluation and inquiry so that all kaiako develop a greater understanding of robust processes and implement them in ways that focus on outcomes for children

  • embedding and sustaining the newly-introduced assessment, planning and evaluation processes

  • increasing kaiako understanding of a bicultural curriculum and strengthening the planning and delivery of this

  • ensuring the centre-wide leadership structure is embedded so that curriculum design, implementation, and centre improvement can be collaboratively and sustainably led

  • ensuring that appraisal processes provide robust feedback for teachers.

Management Assurance on Legal Requirements

Before the review, the staff and management of BestStart Rangiora 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.

Dr Lesley Patterson

Director Review and Improvement Services (Southern)

Southern Region - Te Tai Tini

10 June 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

Rangiora

Ministry of Education profile number

70109

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

56

Gender composition

Girls 25, Boys 31

Ethnic composition

Māori
NZ European/Pākehā
Other European
Other ethnicities

4
45
5
2

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

10 June 2020

Most recent ERO report(s)

Education Review

March 2017

Education Review

April 2014

Education Review

February 2010

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.

ABC Rangiora - 17/03/2017

1 Evaluation of ABC Rangiora

How well placed is ABC Rangiora to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ABC Rangiora BestStart Educare is well placed to promote positive learning outcomes for children.

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

Background

ABC Rangiora operates under the BestStart Educare Ltd management structure. BestStart is a large national organisation that owns early childhood education centres across New Zealand.

The service provides full-day education and care for up to 75 children aged from birth to school age in four separate learning areas. Infants and toddlers have separate indoor and outdoor areas. Children in the preschool and prep rooms have their own indoor space but share the outdoor area. Most staff are qualified and registered teachers. An on-site cook provides meals and snacks to meet children's dietary needs.

The centre manager is responsible for the day-to-day operations. There is a head teacher with responsibility for each of the four separate learning areas. A newly appointed BestStart business manager and professional services manager visit regularly to support the service.

The service has responded strategically to the recommendations in the 2013 ERO report. Teachers have made good progress in addressing all areas for improvement including bicultural practices, self-review, assessment and planning and extending the natural environment.

ABC Rangiora is involved in a local learning community with other early childhood centres and schools.

This review was part of a cluster of seven centre reviews in the BestStart Group in Canterbury.

The Review Findings

Children and their families are warmly welcomed and supported to settle into the centre. Teachers build strong relationships with all children. They recognise and value their diversity and cultural backgrounds. Children benefit from the positive and respectful relationships they have with staff.

Children's sense of belonging is actively promoted. They are confident within the environment and programme. Children are encouraged to make choices about their play, develop independence and become self-managing learners. Children appear active in the programme and play well together for extended periods of time. The mixed-age settings encourage older children to engage with and support younger children.

Teachers respond effectively to children’s interests, strengths and capabilities. They make very good use of local resources to engage children in learning. Teachers provide meaningful opportunities for children to build community links that promote awareness and empathy for others.

A variety of interesting and natural resources engage children in play and encourages their physical and creative development. Teachers give careful consideration to the presentation of the learning spaces and equipment to support children's involvement in the programme. The centre's well-considered approach to child-centred programme planning is closely aligned to Te Whāriki (the Early Childhood curriculum), Māori concepts and the centre philosophy.

Centre leaders and teachers are increasingly promoting bicultural perspectives and te ao Māori across the centre. They have identified the need to further include a local bicultural context within the programme.

Nursery children and toddlers benefit from caring and respectful relationships. Teachers are responsive to the specific learning needs of young children. They provide nurturing, child-paced interactions and routines. Teachers respond appropriately to young children’s non-verbal communication.

Transitions into, within and beyond the centre are flexible and responsive to the needs of children and families. Teachers have developed close links with local primary schools that support children's smooth transitions to school.

Parents are actively involved in the life of the centre. Teachers regularly share information with parents and whānau about their child’s interests and participation in the learning through informative wall displays, well-written learning stories, and digital technologies.

Centre leaders and teachers have developed good links with external support specialists and agencies. They work closely together to support children with identified learning and physical needs.

The centre manager, business manager and professional services manager work effectively in partnership to implement BestStart systems to ensure accountability and continuous improvement. They have clear expectations for teaching and learning and appropriate systems for supporting teachers and leaders' capability and professional growth. Managers make good use of individual teachers' strengths and expertise and provide opportunities to build leadership capacity.

Teachers are provided with regular and targeted professional development and mentoring to help build reflective and evaluative practices. They work collaboratively within their teaching teams and across the centre.

Key Next Steps

Centre managers have identified, and ERO evaluations have confirmed, that the key next steps for the service are to continue to:

  • extend on current best practice to promote greater centre-wide consistency in programme planning

  • deepen educational partnerships with families of all children

  • strengthen internal evaluation practices, including evaluating the effectiveness of outcomes for children

  • ensure all teachers are provided with formalised, robust and useful feedback and next steps about their teaching.

Management Assurance on Legal Requirements

Before the review, the staff and management of ABC Rangiora 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 ABC Rangiora will be in three years.

Dr Lesley Patterson

Deputy Chief Review Officer - Te Waipounamu / Southern

17 March 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

Rangiora

Ministry of Education profile number

70109

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

75 children, including up to 25 aged under two

Service roll

110

Gender composition

Girls 39; Boys 41%

Ethnic composition

Māori

Pākehā

Pacific

Asian

Other Ethnicities

7%

83%

2%

3%

5%

Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates

80% +

Reported ratios of staff to children

Under 2

1:8

Better than minimum requirements

Over 2

1:4

Better than minimum requirements

Review team on site

January 2017

Date of this report

17 March 2017

Most recent ERO reports

Education Review

April 2014

Education Review

February 2010

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.