BestStart Judea

1 Evaluation of Topkids Waihi Rd

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

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

Background

Topkids Waihi Rd is located in Judea, a suburb of Tauranga. It is an all-day service providing education and care for children from three months to school age. Children are catered for in three different age-based groups. However, transitions are flexible and children have opportunities to interact with their siblings as well as older and younger peers. The current roll of 82 children includes 19 who are of Māori descent, and a number from Pacific, Asian and other cultures.

The centre vision and philosophy promotes the importance of a welcoming, natural and homely environment that is reflective of children's families and cultures. In keeping with the philosophy, teachers aim to provide interactions, programmes and routines that are respectful, reciprocal, flexible and initiated by children, inspiring them to learn at their own pace.

The centre is part of the BestStart organisation which is owned by the Wright Family Foundation, a Charitable Trust. BestStart provides comprehensive policy guidelines, strategic direction and financial and business management. Professional guidance and development for staff is provided through appraisal that includes teacher inquiry, internal reviews such as the quality education and care audit (QEC) and professional learning opportunities. The centre is well supported by the area manager, who works collaboratively with the centre manager to build teachers’ capability to implement best practice. Management also supports the implementation of the centre vision, philosophy and strategic goals. These goals cover curriculum, programme, communication, consultation, staffing, premises and resources.

Since ERO's last review in February 2014, a new centre manager has been appointed. The teaching team is mostly unchanged, and a new area manager has been working with the centre since February this year. Under the leadership of the current centre manager, significant centre development has resulted in improved internal evaluation processes, curriculum implementation and teaching practice. Teachers in this service are either qualified or in training. 

The Review Findings

The centre manager provides effective professional leadership for the centre. She has high expectations, and a clear and shared vision based on best practice for teaching and learning. The manager has established respectful and trusting relationships at all levels. She values the teaching team, draws on individual strengths and passions, and provides well-planned opportunities for professional discussion about practice. This professional leadership of learning is leading to a high level of reflection and collaboration that promotes positive learning outcomes for children of all ages.

Teachers place priority on implementing practices that reflect Te Tiriti o Waitangi. They are open to learning and encourage Māori whānau to participate in the centre, sharing their skills and knowledge. Teachers use te reo Māori and respect tikanga that is important to families. Māori children confidently participate, knowing their language and culture are valued.

Children enjoy rich learning opportunities in a well-designed and planned curriculum. The curriculum is child led and promotes a sense of belonging, self belief and confidence to work individually or in collaboration with others. Features of the curriculum are:

• significant opportunities for active, hands-on and authentic learning
• provocations that motivate children's curiosity, imagination and sense of wonder
• well-integrated, responsive and flexible routines, and positive transition from home, within the centre and to school
• opportunities for families to be included and share aspects of their culture with children and teachers
• an emphasis on creative expression and meaningful exposure to literacy, mathematics, technology and science.

Children benefit from a curriculum that develops their independence, thinking, and view of themselves as capable and competent decision makers and learners.

Children up to two years of age are trusted as capable and competent learners. Teachers foster respectful relationships and a culture of care, where children's cues and natural rhythms are followed in a home-like setting. They deliberately set a calm and slow pace where babies and toddlers have time, freedom and space to lead their own learning.

Teachers have made significant improvements to assessment practice. Documented assessment builds children's identity as successful learners, showing progress and learning over time. Assessment also reflects children's home languages, culture and identity, and acknowledges and responds to parents' aspirations for their children's development and learning.

Relationships and learning partnerships between teachers and children of all ages are respectful and reciprocal. Teachers are highly attuned to children's interests and learning dispositions. They listen carefully to children's questions and ideas, maximising the learning that evolves through sustained and complex play and exploration.

Learning environments are interesting, attractive and interactive. Teachers ensure that children have access to all areas of play throughout each day. Environments are frequently modified by children and teachers in response to group and individual interests and inquiries. There are many opportunities for children to set their own challenges, explore possibilities and take time to practice and develop skills.

Internal evaluation is well developed. The centre manager and teachers gather and analyse useful information from a range of sources and perspectives. This enables them to critically reflect on teaching practice, the curriculum and aspects of centre organisation. Effective internal evaluation is contributing to a culture of inquiry and continual improvement that enhances learning outcomes for all children.

Key Next Steps

ERO affirms the centre's priority for continued development of planning and evaluation that more specifically responds to each child's pace of learning.

An important consideration for the centre's environmental development and sustainable practices will be the inclusion of Māori perspectives and knowledge to guide this ongoing work.

Management Assurance on Legal Requirements

Before the review, the staff and management of Topkids Waihi Rd 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. 

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Topkids Waihi Rd will be in three years. 

Lynda Pura-Watson
Deputy Chief Review Officer Waikato/Bay of Plenty

19 June 2017 

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 and Next Review

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:

• Very well placed – The next ERO review in four years
• Well placed – The next ERO review in three years
• Requires further development – The next ERO review within two years
• Not well placed - The next ERO review in consultation with the Ministry of Education

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.