14 Cezanne Grove, Rolleston
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
BestStart Rolleston is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
BestStart Rolleston provides all-day education and care for 50 children including 20 under-two-year olds. Children from birth to school age learn and play in two aged specific rooms.
The service is governed by the BestStart organisation with a centre manager running day-to-day operations and two head teachers having oversight of the two rooms. A professional services manager and business manager support the centre. A new centre manager started at the centre at the beginning of the year.
The philosophy is underpinned by the core values of respect and communication. It states the desire for children to:
The centre has made good progress in addressing the September 2016 ERO report recommendations to improve assessment, planning and internal evaluation processes. It has made significant progress in the inclusion of bicultural perspectives across all aspects of centre operation and curriculum.
This review was part of a cluster of four centre reviews in the BestStart organisation.
Children benefit from the strong relationships teachers have with them and their whānau. The centre has a culture of caring. Teachers respond appropriately to children's needs and interests. Their conversations with children encourage curiosity, risk taking and problem solving. The value of manaakitanga is evident through positive adult and child interact with each other. Learners demonstrate a strong sense of belonging and are well engaged in the variety activities of the centre. This supports a settled learning environment.
Children hear and use te reo Māori throughout their days at the centre in conversations and waiata. Aspects of tikanga Māori are well integrated into the centre's practices. Māori concepts and knowledge are woven into many programmes and special occasions are celebrated, for example Matariki. Māori children and their whānau see their culture and language is valued and all children are gaining an awareness of Māori culture and language.
Diversity of cultures is respected and reflected within the programmes. Activities regularly celebrate important cultural events. Teachers have undertaken specific professional learning to know more about these cultures/groups of people. The BestStart organisation ensures the cultures within the centre/s community is reflected in the composition of the staffing.
Infants and toddlers experience respectful, nurturing relationships. Teachers provide a warm, caring environment which fosters trust and security in children. The environment is set up intentionally to reflect the stages of development of the children. This group have time, space and support to develop a positive sense of self.
Teachers have established processes that support planning which foster children's learning and development needs. Learning pathways for individuals are used well to set up relevant learning experiences for individuals and groups of children. Leaders have identified the need to build teachers' capacity to articulate the learning to be developed and identify and evaluate relevant teaching strategies.
The centre has a useful strategic plan. The plan is soundly based on identified priorities for development. Other goals, for example appraisal, and professional learning and development are aligned to the strategic priorities. Centre leaders regularly monitor the progress towards achievement of the goals. The leaders recognise the need to be more evaluative in this monitoring.
BestStart has effective systems to monitor physical and emotional health and safety for all involved in the service.
A robust appraisal system supports teachers to improve their practice. Professional development is provided to build teachers' capability and to establish shared understandings.
Leaders and teachers are reflective and improvement oriented. In the best examples of practice included:
Leaders and teachers are effectively building capacity in internal evaluation to evaluate how well the curriculum is supporting children to achieve the philosophy and identified learning priorities.
Leaders and teachers have identified, and ERO agrees, that they should continue to develop their planning practices to:
Before the review, the staff and management of BestStart Rolleston 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 Te Tai Tini
Southern Region
21 October 2019
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 |
65014 |
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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 |
50 children, including up to 20 aged under 2 |
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Service roll |
83 |
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Gender composition |
Girls 45, Boys 38 |
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Ethnic composition |
Māori |
6 |
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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 |
August 2019 |
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Date of this report |
21 October 2019 |
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Most recent ERO report(s) |
Education Review |
January 2016 |
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Education Review |
October 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 |
ABC Rolleston BestStart Educare is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
ABC Rolleston operates under the BestStart Educare Ltd management structure. Beststart (previously known as Kidicorp Ltd) is a large national organisation that owns a number of early childhood education centres across New Zealand.
This centre is licensed for 50 children. It has two distinct areas to cater for children under two years old and for children aged between two and five years old. Children and staff in both areas have regular opportunities to interact with one another. This provides a sense of whānagatanga - family and community.
Since the previous ERO review in October 2012 there have been some changes to the leadership and management of the centre, including the appointment of a new centre manager in 2014. Most teachers are qualified and registered.
Centre leaders have made good progress with the areas recommended for development in the previous 2012 ERO report. This includes development of assessment, preschool programme, practices and resourcing; and the promotion of bicultural understandings. The inside nursery area, and the whole centre outside playground areas have had a significant upgrade, including new play equipment.
The centre manager and some teachers are part of a local community cluster of primary schools, and early childhood centres. This is beginning to provide professional networks and some professional development to support the learning and transition of children in the community from early childhood to school.
Centre leaders and teachers provide an inclusive learning environment for children. They foster positive and reciprocal relationships with children, parents and whanau. They warmly welcome families, celebrate diversity and respect different cultures, beliefs and values.
Centre leaders and teachers use a range of successful methods to communicate and consult with families. Teachers and parents share information to support children’s learning and wellbeing. Parent and whanau involvement in the programme and contribution to the programme is valued.
The child-centred curriculum has a strong focus on children learning through play. Teachers are interested in, and responsive to, the individual needs and passions of each child. Literacy, numeracy and oral language development are a strong feature of the programme. Teachers provide a wide range of authentic, fun, learning experiences that are meaningful to children.
Children are encouraged to be respectful, to take responsibility for themselves, and to care for others and the environment. Children have long periods of uninterrupted time to make their own discoveries, develop friendships and extend on ideas. Excursions into the community enhance the learning programme.
Infants and toddlers are well supported to develop secure relationships with key teachers. Flexible centre practices reflect parents’ expectations and the children’s home routines. Teachers are respectful, nurturing and caring. They provide sensitive, calm, child-paced interactions.
Parents are well informed of their child’s interests and participation at the centre through attractive wall displays and informative learning stories. Transitions into the centre and between rooms are responsive to the individual needs of the child and family.
The centre is well led and managed. Leaders and teachers are very reflective and involved in ongoing professional development to build on professional practices. The staff work well together. Teachers' strengths are recognised and valued. Teachers lead the development of te reo and tikanga Māori; and use their home languages with children and families where English as a second language.
The centre manager, professional service manager and the business manager work in partnership to successfully implement BestStart effective management systems including quality assurance and strategic planning processes. These include:
Centre leaders are focused on ongoing improvement and positive learning outcomes for children.
Centre leaders are highly reflective. They have self-identified key areas for improvement and are developing a number of initiatives. ERO agree the next step is to refine, strengthen and embed:
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 ABC Rolleston will be in three years.
Chris Rowe
Deputy Chief Review Officer Southern (Acting)
25 January 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 |
Rolleston |
||
|
Ministry of Education profile number |
65014 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
50 children, including up to 20 aged under 2 |
||
|
Service roll |
76 |
||
|
Gender composition |
Boys 41; Girls 35 |
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Ethnic composition |
Pākehā Māori Samoan Tongan Asian Other Ethnicity |
62 3 1 1 6 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 |
1:5 |
Better than minimum requirements |
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Over 2 |
1:10 |
Better than minimum requirements |
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Review team on site |
November 2015 |
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Date of this report |
25 January 2016 |
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Most recent ERO report(s) |
Education Review |
October 2012 |
|
|
Supplementary Review |
June 2009 |
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Supplementary Review |
April 2008 |
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.