16 Casel Street, 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 (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Good Beginning Infants & Toddlers are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whakaū Embedding |
Ngā Akatoro Domains |
ERO’s judgement |
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He Whāriki Motuhake The learner and their learning |
Whakaū Embedding |
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Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakaū Embedding |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whakaū Embedding |
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Kaihautū Leaders foster collaboration and improvement |
Whāngai Establishing |
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Te Whakaruruhau Stewardship through effective governance and management |
Whakaū Embedding |
Good Beginnings Infants & Toddlers is a privately owned and managed early learning service in central Masterton. Children come from a range of cultural backgrounds. The owners of this service also own an adjacent service that is licensed to provide education and care predominantly for children aged over two years.
Children's learning and development in play-based contexts is supported through a sound planning framework. This involves parents and whānau and takes account of their perspectives and aspirations. Information about children's participation, development and friendships contributes to a full picture of each as a learner. Parents and whānau have not yet contributed to the identification of learning priorities for the service to shape the service vision for learners.
Teachers provide a calm and settled environment that allows infants and toddlers the space and time to lead their own learning. Responsive caregiving meets their need for strong and secure attachments. Oral language is a key focus for teachers working with these very young children.
The service’s localised curriculum is in the early stages of development. Leaders have recently established a working relationship with local iwi and undertaken targeted professional learning and development to further support this work. Te reo Māori is highly valued and skilfully woven into day-to‑day practices.
Leaders and teachers work collaboratively to develop knowledge and expertise to design and implement a responsive curriculum. Teachers are becoming increasingly intentional in using the learning outcomes in Te Whāriki, the early childhood curriculum and have an increasing range of information about children’s developing capabilities in relation to these outcomes.
The teaching team is provided with access to a wide range of development opportunities. They have not yet evaluated the impact of professional learning and development on:
The teaching team is developing its evaluation capability in order to measure the impact of the planned programme on outcomes for learners. An evaluative question is generally identified however the process used is mainly review focused and looks at what’s happening rather than how well or how effective is teacher practice.
Leaders and teachers work together to develop and enact the service’s philosophy, vision, goals and priorities for children and their families. Teachers have many opportunities to lead different aspects of the curriculum.
Management regularly monitors how well the service is meeting regulatory requirements. Resources are purposefully allocated in ways that clearly align to the philosophy, vision and goals.
Good Beginning Infants & Toddlers will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Good Beginning Infants & Toddlers 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.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
30 June 2021
| Early Childhood Service Name | Good Beginnings Infants & Toddlers |
| Profile Number | 45633 |
| Location | Masterton |
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Service type |
Education and care service |
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Number licensed for |
21 children, including up to 20 aged under 2. |
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Percentage of qualified teachers |
80%+ |
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Service roll |
38 |
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Ethnic composition |
Māori 8, NZ European/Pākehā 27, Other ethnic groups 3. |
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Review team on site |
April 2020 |
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Date of this report |
30 June 2021 |
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Most recent ERO report(s) |
Education Review, June 2017; Education Review March 2014 |
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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.
Good Beginnings Infants & Toddlers is a privately owned and managed early learning service in central Masterton. It opens five days a week and is licensed for 21 children, including 20 up to two years of age. Children come from a range of cultural backgrounds. Ten identify as Māori.
The owners take responsibility for management and administration. An assistant supervisor leads the programme. Each teacher takes responsibility for the education and care of a small group of children. They are known as the child’s primary caregiver. Most teachers are fully qualified.
The centre philosophy emphasises the importance of: meaningful, holistic learning; close links between the centre and homes; and alignment with Te Tiriti o Waitangi.
The March 2014 ERO report identified areas for development. These included: strategic planning; cultural aspects of the programme; responsiveness to parent aspirations; and support for children with diverse needs. Progress is evident.
The owners also operate Good Beginnings Educare Centre that is close by and caters for children from two to five years of age.
Infants and toddlers benefit from warm relationships with teachers who are sensitive to their cues. They work alongside children, supporting their developing interests and independence. Teachers liaise closely with whānau to align activities and care routines to those children experience at home. A range of useful information is shared with parents, who are regularly consulted about aspects of centre operation.
Teachers know children and families well. They closely observe individual children's interests that are discussed to inform the group programme. Planned experiences span a range of curriculum areas and are usefully aligned with the early childhood curriculum, Te Whāriki. Children are offered a rich play-based programme that includes a range of active exploration opportunities. They are regularly encouraged to revisit past learning. ERO and leaders agree that robust evaluation of the programme should strengthen planning for learning.
Children's transitions into and out of the centre are very well considered. Processes are flexible and individualised. Strong communication and consultation strategies ensure that parents and children are well supported at these times. Regular visits occur to the neighbouring Good Beginnings Educare Centre. Several staff work between the two centres, supporting children's sense of continuity and belonging.
Children's portfolios record their engagement in the programme. A next step is for teachers to develop a strong cyclic process of assessment, planning and evaluation. Documentation should clearly show:
children's progress over time, resulting from the use of intentional teaching strategies
responsiveness to parents' aspirations
how teachers use cultural information to improve learning outcomes for children.
As this process develops, leaders and teachers should consider how they can draw on partnerships with families to actively promote the educational success of Māori and Pacific children.
Te reo me ngā tikanga Māori are clearly evident in the environment and interactions. Teachers are developing a relationship with local iwi, and have engaged in professional learning to support their implementation of a valuable bicultural programme.
Children with diverse needs are well supported. Teachers collaborate with whānau and liaise with external agencies where appropriate.
Internal evaluations are collaborative and result in improvements. The process should now be refined. Teachers should gather data targeted to specific, measurable indicators. These indicators can then be revisited to measure the impact of changes.
Teachers meaningfully engage with current research and other professional learning opportunities. A useful appraisal process is established. Teachers are given clear direction and are well supported to continually improve their practice, for the benefit of children.
Leaders and ERO agree that the key next steps are to:
further develop and implement a robust cycle of individual assessment, planning and evaluation
regularly evaluate the effectiveness of the planned group programme
continue developing strategies to promote the educational success of Māori and Pacific children
refine the internal evaluation process.
Before the review, the staff and management of Good Beginnings Infants & Toddlers 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 Good Beginnings Infants & Toddlers will be in three years.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
26 June 2017
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 |
Masterton |
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Ministry of Education profile number |
45633 |
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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 |
21 children, including up to 20 aged under 2 |
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Service roll |
41 |
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Gender composition |
Girls 21, Boys 20 |
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Ethnic composition |
Māori |
10 |
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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 |
1:3 |
Better than minimum requirements |
|
Over 2 |
1:6 |
Better than minimum requirements |
|
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Review team on site |
May 2017 |
||
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Date of this report |
26 June 2017 |
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Most recent ERO report(s)
|
Education Review |
March 2014 |
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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.