107 Casement Road, Whangamata
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
First Steps Whangamata is situated in the coastal town of Whangamata. It is licensed for 35 children, including up to eight under the age of two years. It provides all-day education and care. At the time of this review 60 children were enrolled, mainly of Māori and Pākehā descent.
Since the last ERO review in 2015 the centre has changed it’s name from Bears Community Preschool to First Steps Whangamata. The governing organisation has also changed its name from Kidicorp to BestStart Educare Limited and has become a not-for-profit organisation. A professional service manager and business manager provide support for the centre. The centre operates under the Central North Island Waikato regional management team within BestStart.
The centre manager is supported by a permanent team of four teachers, three of whom are fully qualified and registered. Through their recently reviewed philosophy, teachers aim to provide a homely environment and promote a sense of belonging in their centre and local community. They accept diversity, nurture curious minds, and promote ako-learning together in unity.
The centre has a positive reporting history with ERO and has responded well to address areas identified in the 2015 ERO review.
This review was part of a cluster of four reviews in the BestStart Educare Limited Central North Island region.
Children experience a broad and rich curriculum. This is enhanced by the centre's strong connections with children's whānau and local community. Features of the curriculum include:
a project approach to learning which enables children to contribute ideas and helps them develop working theories about their world
a physical environment that provides challenge and many areas for children to engage in self-initiated play
meaningful and integrated literacy learning
many opportunities for children to revisit prior learning.
Children's learning is assessed and documented in individual portfolios. Each child has an individual learning goal developed in partnership with parents. This new assessment system shows progression of learning. Teachers now need time to embed and refine these practices including incorporating multiple teachers' voice in each child's assessment portfolio.
Close, respectful relationships between teachers, children and their families promote positive outcomes for learning. Children up to the age of two years are cared for in a calm, unhurried environment. Their oral language skills are well supported and non-verbal communication responded to.
Children benefit from a cohesive and consistent teaching team that have shared values for practice that include:
intentional teaching strategies including the planning of activities and environment to support children's interests, strengths and individual goals
placing value on Māori concepts such as ako - reciprocal learning, and tuakana/teina practices where children support each other's learning
The centre manager provides effective leadership for teachers. Particular strengths of centre leadership includes:
modelling the use of te reo and tikanga Māori and strengthening links with local hapū
mentoring and coaching for teachers and the use of robust appraisal and induction systems
regular internal evaluation practices that are focused on promoting positive outcomes for children and leads to ongoing improvements to centre systems and practices.
BestStart's vison is to make a positive difference in the lives of children. Governance and management have developed clear strategic goals with guidelines and expectations for centre practice and curriculum. Regional leadership and management support centre leaders and teachers to enact the vision and goals of the service. There are comprehensive, well-established systems and practices to monitor, evaluate and plan for improvement across the organisation.
The key next steps for First Steps Whangamata are to:
review and develop a shared understanding of practices for meeting individual care needs of infants and toddlers
embed and refine the newly introduced assessment and planning system
develop a strategic approach to implementing Te Whāriki, Early childhood curriculum.
Before the review, the staff and management of First Steps Whangamata 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.
The next ERO review of First Steps Whangamata will be in three years.
Adrienne Fowler
Director Review and Improvement Services
Te Tai Miringa - Waikato / Bay of Plenty Region
26 October 2018
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 |
Whangamata |
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Ministry of Education profile number |
34063 |
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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 |
35 children, including up to 8 aged under 2 |
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Service roll |
60 |
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Gender composition |
Girls 30 Boys 30 |
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Ethnic composition |
Māori |
24 |
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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 |
Meets minimum requirements |
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Over 2 |
1:10 |
Meets minimum requirements |
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|
Review team on site |
August 2018 |
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Date of this report |
26 October 2018 |
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Most recent ERO report(s) |
Education Review |
June 2015 |
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|
Education Review |
April 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:
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Bears Community Preschool is located in the township of Whangamata, Coromandel. The service operates under the management umbrella of Kidicorp Ltd. It is a full-day education and care service licensed for 35 children from birth to school age, including eight up to two years old. Parents can choose a short or long day related to school or work hours. Currently there are 58 children on the roll of whom 26 are of Māori descent.
Since the previous 2012 ERO review, a new centre manager has been appointed and there are new teachers in the under-two room. The proportion of children who identify as Māori has increased and the physical environment has been refurbished with an increased focus on papatuanuku, natural resources and sustainability. The centre manager and teachers have reviewed the philosophy to reflect the strong emphasis placed on partnerships with parents, incorporating te Ao Māori, and the significant features of the local area.
The Kidicorp managers, centre manager and teachers have responded positively to the areas for review and development in the 2012 ERO report. They have improved children’s access to a wide range of appropriate resources, introduced more flexible routines allowing for more complex and sustained play, and continued to build the capability of the teaching team. The new centre manager has further promoted positive relationships and connections with parents, whānau and the wider community.
Children demonstrate a sense of belonging and confidence within and have positive interactions with each other and with adults. Teachers establish respectful and caring relationships with children, parents/whānau and the wider community. Staff warmly welcome parents and visitors, and promote positive, reciprocal relationships that often include celebrations and events at the centre.
Babies and toddlers experience calm, loving relationships and routines, and benefit from high-quality interactions with their teachers. Transitions into, within, and from the centre are managed sensitively and there is good information to support parents in their care and education choices for their children. Good use is made of local expertise and resources to help children and families with particular needs.
The programme is developed from the children’s interests and preferences, and from the aspirations of parents. Teachers contribute their knowledge and expertise to the curriculum, and are improving the way they identify and plan for the learning needs of individual children. Children’s learning activities are attractively displayed on the planning wall and in learning stories. The centre manager and teachers are currently reviewing the way that portfolios reflect children’s culture and identity, and show progress over time.
Children sustain their play, take turns and communicate well with each other. They benefit from opportunities to engage in games, puzzles, creative play, literacy and mathematical learning, art, imaginary play and physical challenge. There is scope for more opportunities, particularly for boys, to extend their physical skills, investigate, and sustain projects for longer periods of time.
A significant feature of the centre is the way that the environment promotes choice, exploration and complexity in play. Children have many opportunities to experience the concepts of papatuanuku through caring for plants and sustainable practices. An outcome is the respect and care children show towards each other and their environment.
Teachers engage in appropriate professional learning and development internally within the larger organisation, and with external providers. Through the new appraisal process, they have set goals, reflected on their practice with the centre manager, and used an on-line programme to share ideas.
With the support of the Kidicorp managers and input from parents and teachers, the centre manager has led a review of the philosophy, vision and strategic direction leading to an improvement in centre organisational culture and professional practice. The centre manager and staff advocate for children and their whānau and promote and extend the Māori world view, including fostering successful outcomes for Māori tamariki.
The Professional Services Manager (PSM) and the Business Manager (BM) provide high-quality support and professional development for the centre manager and staff. They work with the centre manager to establish effective systems that align policy with centre practice. Self review, guided by Kidicorp, is now being effectively used to bring about improvement. Regular parent surveys, and quality assurance reports completed by the PSM, provide valuable evaluation of the progress made and the next steps for improvement.
Centre managers acknowledge that the most important areas for further development are to:
Before the review, the staff and management of Bears Community Preschool 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 Bears Community Preschool will be in three years.
Dale Bailey
Deputy Chief Review Officer Northern
2 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 |
Whangamata |
||
|
Ministry of Education profile number |
34063 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
35 children, including up to 8 aged under 2 |
||
|
Service roll |
58 |
||
|
Gender composition |
Girls 27 Boys 31 |
||
|
Ethnic composition |
Māori Pākehā |
26 32 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Under 2 |
1:4 |
Meets minimum requirements |
|
Over 2 |
1:8 |
Meets minimum requirements |
|
|
Review team on site |
April 2015 |
||
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Date of this report |
2 June 2015 |
||
|
Most recent ERO report(s) |
Education Review |
April 2012 |
|
|
Education Review |
April 2009 |
||
|
Education Review |
June 2005 |
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.