134 Coxhead Road, Manurewa, Auckland
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
BestStart Wattle Downs is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
BestStart Wattle Downs operates in two separate buildings on the same site. Children are catered for in age-related groups. They have diverse cultural backgrounds, with Māori making up nearly half of the roll.
The centre's recently reviewed philosophy promotes learning through play, respectful and trusting relationships, and working in partnership with parents and whānau. The centre endeavours to support children to become independent and confident, and to transition positively through the centre and to primary school.
The service has experienced significant staff turnover since ERO's 2015 report. There is a new centre manager and new teachers.
The centre is part of the BestStart charitable trust. The organisation has re-branded all its early learning services. It provides an overarching governance and management framework to support operations and curriculum delivery in individual centres. Business managers (BM) and professional services managers (PSM) lead the staff professional development and provide strategic guidance.
This review was part of a cluster of nine reviews in BestStart's Upper North Island region.
Children are confident learners. They settle quickly on arrival and have a strong sense of belonging and wellbeing. Children lead their play and choose activities based on their interests.
Teachers promote independence and encourage children to be responsible. They know children and whānau well and respond positively to their aspirations. Teachers talk with children about decisions that affect them and genuinely listen to children. Trusting and respectful relationships between children and teachers are highly evident.
Children under the age of two experience nurturing, calm interactions with teachers who know them well, in an environment that promotes exploration and supports their development. Children with additional needs are well supported and experience a caring and inclusive environment.
Teachers continue to strengthen planning and assessment practices. BestStart and centre managers are working with teachers to develop a curriculum that is increasingly responsive to children's individual strengths and interests. Teachers recognise the importance of children learning through play. They plan collaboratively and have regular professional discussions about children's learning and wellbeing.
The centre is well led. The manager promotes quality teaching practices. She builds and supports professional practice. She has developed strong respectful relationships with teachers, parents and whānau. Parents and whānau are warmly welcomed into the centre. Teachers actively support the language and cultural identity of the children and families. Children are well supported to transition to the local primary schools.
Teachers' and leaders' commitment to the bicultural heritage of Aotearoa New Zealand is highly evident. Children respond positively to the integration of te reo and tikanga Māori in the centre. Teachers and leaders are increasingly reflective and evaluative. They build on good practice to improve outcomes for children.
Centre operations are guided by strategic and annual plans, and a shared vision. 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. Leaders and teachers regularly revisit the centre's strategic goals and annual action plans to monitor quality and promote ongoing improvement.
Key next steps include:
strengthening curriculum planning and assessment systems by focusing on children's individual learning dispositions, interests and strengths
continuing to develop teaching strategies that promote children's engagement in more complex play
continuing to develop emergent leadership and build teachers' capability.
Before the review, the staff and management of BestStart Wattle Downs 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
25 September 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 |
Manurewa, Auckland |
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Ministry of Education profile number |
25278 |
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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 |
70 children, including up to 20 aged under 2 |
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Service roll |
71 |
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Gender composition |
Boys 39 Girls 32 |
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Ethnic composition |
Māori |
28 |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
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Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
July 2019 |
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Date of this report |
25 September 2019 |
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Most recent ERO report(s) |
Education Review |
June 2015 |
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Education Review |
June 2012 |
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Education Review |
May 2009 |
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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 Wattledowns in Manurewa, operates under the umbrella of Kidicorp. Professional and administrative direction is provided by a Kidicorp professional services manager and a business manager. The organisation provides frameworks, policies, support and guidance to develop and monitor consistency of practice.
Two centres, First Steps Wattledowns (Over 2s) and First Steps Wattledowns (Under 30 Months) have merged since the 2012 ERO reviews. The new centre is licensed to provide education and care for up to 70 children, with up to 20 less than two years of age.
Children are catered for in age related groups in two separate buildings on the same site. They have a diverse range of cultural backgrounds with Māori making up 40 percent of the roll. Children are able to attend the centre full time or for half day sessions. The centre provides a van service to collect children and return them to their homes.
In recent times Kidicorp has identified some concerns, including significant changes in staffing. The professional service manager and business manager are addressing these concerns. An acting manager has been appointed to provide strong support and guidance for teachers.
Many of the positive features noted in the 2012 ERO report continue to be evident. Some of the areas for development identified by ERO have improved. The action plan developed with the professional services manager, business manager and centre manager provides appropriate direction for centre improvement.
Children are supported to settle well and to have a sense of belonging in the centre. They are confident and independent in the daily routines. Children are curious and keen to learn. Teachers encourage children to think about and share their ideas. Children willingly engage with adults to talk about their play and to access help.
Infants and toddlers freely explore their environment in a recently upgraded and generously sized space. This area is well suited to their needs and provides good access to the outdoors. Babies have a separate space where they can play without the interruption of older children.
Teachers are responsive to children’s needs. They notice and respond to infants’ developmental stages and patterns of learning behaviour. Teachers plan appropriate activities to support children’s learning and development. They plan programmes that are based on the common interests of children. Teachers have identified the need to increase their responses to individual children’s emerging curriculum ideas and interests.
Children in the preschool play in attractive, spacious indoor areas. They play cooperatively and independently in the inviting, outdoor spaces. Many children sustain their play over time. Teachers respect the older children as capable and competent learners. They have considered the implications for children and teachers as the group of children changes from day to day. They support children well to select and engage in their play.
Children’s participation in the programme and their learning are recorded in assessment portfolios. Teachers identify the development of attitudes and skills that are likely to promote children’s learning. They are exploring ways to involve whānau more in their children’s learning. The addition of online portfolios will provide another opportunity for parent contributions.
Teachers use te reo Māori incidentally throughout the day. Children’s iwi affiliations are identified. Tuakana/teina relationships are fostered among children. The centre has good access to people with expertise to support further development of bicultural practice.
The acting centre manager brings experience and skill to the position. She has an important role in ensuring new staff are inducted well into cohesive, positive teams of teachers.
Appropriate next steps identified by the centre manager, professional service manager and business manager include:
ERO recommends that Kidicorp personnel continue to provide professional support and guidance for the centre manager and teachers to address areas of concern.
Before the review, the staff and management of First Steps Wattledowns 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 Wattledowns will be in three years.
Dale Bailey
Deputy Chief Review Officer Northern
5 June 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 |
Manurewa, Auckland |
||
|
Ministry of Education profile number |
25278 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
70 children, including up to 20 aged under 2 |
||
|
Service roll |
67 |
||
|
Gender composition |
Girls 40 Boys 27 |
||
|
Ethnic composition |
Māori Pākehā Samoan Southeast Asian Chinese Fijian other Asian Indian other European other |
26 11 7 4 3 3 3 2 2 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 |
|
|
Review team on site |
April 2015 |
||
|
Date of this report |
5 June 2015 |
||
|
Most recent ERO report(s) |
Education Review |
June 2012 |
|
|
Education Review |
May 2009 |
||
|
Supplementary Review |
March 2007 |
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:
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.