38 Worksop Road, Masterton
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Akarangi Quality Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Good Beginnings Educare Centre are as follows:
Outcome Indicators |
ERO’s judgement |
|
What the service knows about outcomes for learners |
Whāngai Establishing |
Learning Conditions |
ERO’s judgement |
|
|
Whāngai Establishing |
Organisational Conditions |
ERO’s judgement |
|
Whāngai Establishing |
Good Beginnings Educare Centre is a privately owned early childhood service. Established owners also operate Good Beginnings Infants & Toddlers in Masterton. A senior teacher and several new staff have joined the teaching team, managed by the owner in her role as the centre manager. Internal evaluation remains as an ongoing area for improvement from the previous report.
Teachers provide a responsive, respectful play-based curriculum consistent with Te Whariki, the early childhood curriculum. Children are well supported to be confident and curious. Teachers see them as capable learners. These approaches help children to build a strong sense of belonging while at the centre.
Children are empowered to take increasing responsibility for their own learning and wellbeing. A wide range of learning activities and well-resourced environments foster their decision making, creativity, independence, and sustained play. Teachers deliberately encourage social competence, literacy, and numeracy learning. Aspects of te reo me ngā tikanga Māori are visible in the learning programme. More could be done to strengthen the bicultural curriculum. Integrating what is important to whānau Māori to affirm success for Māori children is required.
Assessment and planning practices are yet to be consistently implemented. Documented information shows areas that require further development include:
use learning outcomes as the basis for informing children’s assessment for learning
consider parents’ and children’s perspectives and aspirations
integrate families’ cultures, languages, and identities
identify and evaluate intentional teaching strategies to inform and adapt practice and extend children’s learning over time.
A professional growth cycle, induction and mentoring programme and professional learning and development plan that reflect the teaching team’s abilities and aspirations and to build leadership and teacher capability has not yet been developed.
Developing a shared understanding of internal evaluation to build capability is required. This includes:
using evaluative questions focused on outcomes for children
identifying success indicators that enable teachers to measure practice and progress
collaborative analysis of relevant data and research to inform an action plan
monitoring and evaluating the impact of actions taken on outcomes for children.
Those involved with governance and management allocate resources that align with the philosophy and priorities of the service. Learning and wellbeing of children are the primary consideration in their decision making.
Good Beginnings Educare Centre will include the following actions in its Quality Improvement Planning. These are to:
enable Māori children to succeed as Māori as determined by whānau Māori
develop a shared understanding of assessment and planning that is clearly aligned to Te Whāriki learning outcomes
provide opportunities for induction, mentoring and professional learning that focuses on building the capability of leaders and teachers
build service wide internal evaluation capability to clearly identify the impact of decision-making on outcomes for children.
Before the review, the staff and management of Good Beginnings Educare Centre 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
9 May 2022
|
Early Childhood Service Name |
Good Beginnings Educare Centre |
|
Profile Number |
60343 |
|
Location |
Masterton |
|
Service type |
Education and care service |
|
Number licensed for |
39 children, including up to 5 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
50 |
|
Ethnic composition |
Māori 15, NZ European/Pākehā 32, |
|
Review team on site |
January 2022 |
|
Date of this report |
9 May 2022 |
|
Most recent ERO report(s) |
Education Review, June 2018; Education Review, June 2015 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Good Beginnings Educare Centre is a privately owned service in Masterton. It is licensed to provide education and care for up to 31 children, including 5 aged up to two years. Most children attending come from the local town and surrounding rural districts. Currently there are eleven Māori children on the roll.
Since the June 2015 ERO report, the centre’s outdoor area has been redeveloped. Improvements have resulted in a well-planned and presented environment that is a source of pride for children and adults.
The owners also operate Good Beginnings Infants & Toddlers Masterton that is nearby and caters for children who are almost all aged up to two years.
The programme for children is effectively underpinned by the principles of Te Whāriki and enables teachers to nurture and build positive, trusting relationships with learners and their whānau.
Professional training with an external facilitator has assisted teachers to further develop assessment, planning and evaluation processes and to enhance documentation for individual and groups of children’s learning. Parents value responding to and sharing their child’s on-line assessment information. Continuing to strengthen deliberate teaching strategies should further support teachers to successfully guide and build children’s developing competencies.
Children confidently and actively participate in learning opportunities. They make choices about play and set challenges for themselves. Children initiate interactions and conversations with their peers and adults. Teachers are responsive and encouraging. They work together well to settle children and families and to support children’s engagement in learning experiences.
Thoughtfully designed and well-resourced environments invite children’s participation in a wide range of learning opportunities. Rich experiences increase their understanding of reading, writing and mathematics and are successfully included in programmes in meaningful ways. Children demonstrate positive attitudes and take increased responsibility for their own learning.
Teachers work collaboratively to include Māori perspectives as part of a culturally responsive curriculum. Te reo me ngā tikanga Māori are integrated throughout the programme. Teachers successfully continue to investigate ways to promote te ao Māori in a more local, place-based context.
Children with special learning needs take part in an inclusive programme. Adults assist them to understand their strengths and the challenges they face. When required, outside expertise supports parents and teachers to ensure children participate fully in all aspects of the programme alongside their peers.
A key teacher works collaboratively with parents and whānau to support children’s seamless transition to school. Centre teachers and parents share information with new entrant teachers. Staff continue to strengthen these relationships.
The manager and team leader provide competent and supportive professional leadership. They welcome initiative. Teachers are developing a shared understanding of the purpose, and process for, internal evaluation. They are very reflective and collaborative, increasingly use evaluation to strengthen current practice and to meet the objectives in their strategic and annual plan. Internal evaluation guides improvement and sustain best practice.
Leaders and teachers should continue to:
Before the review, the staff and management of Good Beginnings Educare Centre 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 Good Beginnings Educare Centre will be in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
1 June 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.
|
Location |
Masterton |
||
|
Ministry of Education profile number |
60343 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
31 children, including up to 5 aged under 2 |
||
|
Service roll |
40 |
||
|
Gender composition |
Girls 24, Boys 16 |
||
|
Ethnic composition |
Māori |
11 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:6 |
Better than minimum requirements |
|
Review team on site |
April 2018 |
||
|
Date of this report |
1 June 2018 |
||
|
Most recent ERO report(s) |
Education Review |
June 2015 |
|
|
Education Review |
August 2012 |
||
|
Education Review |
December 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:
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.