BestStart Lynmore

1 Evaluation of Topkids Lynmore

How well placed is Topkids Lynmore to promote positive learning outcomes for children?

Topkids Lynmore is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

TopKids Lynmore is located in the eastern suburbs of Rotorua. The centre is licensed for 42 children, including 10 up to two years of age. At the time of this ERO review, 63 children were enrolled, including 15 of Māori descent.

The centre provides all-day education and care for children from three months to school age. Two areas operate, the Whare Kākano for infants and toddlers, and Whare Taonga for young children. Tamariki move freely within these areas, exploring and following their interests.

The centre operates under the umbrella of BestStart Educare Limited, which provides policy, strategic direction, financial and business management. Professional leadership and guidance is provided by the BestStart professional services manager and business manager who also support the implementation of BestStart priorities and goals. These goals cover staffing, finances, curriculum, resource and premises, communication, and consultation with parents and whānau.

The Topkids Lynmore philosophy is to ‘inspire tamariki to flourish as life-long akongā and to empower learning for generations to come’. This philosophy guides the key intended outcomes for children by prioritising emotional wellbeing, independence, self direction, curiosity and exploration as being essential for children’s learning.

The Review Findings

Children are well supported, and provided with time and space, to follow their interests. Children’s creativity and problem solving are actively promoted. Teachers work alongside children and support their play through conversations and sharing of ideas. Children know and understand the routines and rituals of the centre. Teachers advocate for children’s rights, wellbeing and learning. Children experience sustained play and are empowered to take increased responsibility for themselves, others and their environment.

Responsive caregiving contributes to quality provision of education and care for children up to the age of two. Teachers are mindful of younger children’s nonverbal cues and preferences. The age-appropriate environment promotes exploration, curiosity and risk-taking. Positive and nurturing relationships supports children's sense of belonging and security.

Transition processes into, through and beyond the centre are well-considered. Teachers respond well to children’s readiness for school and support children to develop confidence and self-management skills. Internal evaluation has recently enhanced teachers’ knowledge and implementation of effective transition processes for children and their whānau.

An inclusive culture celebrates and acknowledges children with diverse needs. Leaders and teachers work alongside parents and agencies to plan and implement meaningful learning experiences and opportunities for children. These children are well supported to fully participate and engage in the programme.

Open-ended questions support children’s oral language and problem solving. Literacy and numeracy are meaningfully interwoven throughout play. Te reo and tikanga Māori are evident in conversations and the routines of the centre. Teachers are building their confidence and competence in weaving te ao Māori throughout the curriculum to grow children’s knowledge and understanding of the dual heritage of Aotearoa. Excursions into the community are extending children’s confidence and connections to the local environment.

Children's portfolios reflect and celebrate their involvement in the rich curriculum. Learning is acknowledged and celebrated throughout the environment, supporting whānau to know and better understand their child’s learning. Individual planning supports teachers to provide meaningful experiences and opportunities to respond to children’s goals, strengths and needs. The ongoing focus of leaders and teachers building consistent teacher practice and the quality of assessment, planning and evaluation is evident.

High levels of relational trust between leaders and teachers empowers collaborative ways of working for centre-wide improvement. Staff are actively encouraged to engage in relevant professional learning and development opportunities. Leaders use the coaching and mentoring approach well, to support and guide ongoing improvements in the quality of teaching and learning. Leaders and teachers are actively involved in, and benefit from, collaboration with the local Kāhui Ako network.

BestStart Educare Limited provides comprehensive systems, policies and procedures to guide centre practice. The philosophy of the centre is purposefully woven throughout decision-making and centre operations. Strategic and annual plans provide direction for ongoing improvement. Systems and processes are cohesive and clearly aligned to these plans. The professional services and business managers work closely with the leaders and teachers to provide well-informed guidance to enhance teaching practice and centre operation. Leaders and teachers ongoing research and inquiry to strengthening internal evaluation is leading to improved outcomes for children.

Key Next Steps

To support and build ongoing improvements, the centre has identified the key next steps as:

• increasing the visibility of children’s cultures, languages and identities throughout learning portfolios

• extending the recognition of, and response to, whānau contributions for teaching and learning

• embedding expectations for quality assessment, planning and evaluation that are consistently implemented centre wide.

Management Assurance on Legal Requirements

Before the review, the staff and management of Topkids Lynmore 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.

Phil Cowie

Director Review and Improvement Services

Central Region

3 July 2019

The Purpose of ERO Reports

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.

2 Information about the Early Childhood Service

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement

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.

Review Coverage

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.