11 Lambie Drive, Manukau Central, Auckland
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ABC Hayman Park Rua - 14/09/2016
Here is the latest report for the Governing Organisation that this service is part of
1 Evaluation of ABC Hayman Park Rua
How well placed is ABC Hayman Park Rua to promote positive learning outcomes for children?
Not well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Background
ABC Hayman Park Rua offers all-day education and care for 50 children over the age of two years in either sessional or all-day provision. Children are catered for in a large building with a challenging indoor environment on the grounds of the Manukau City Baptist Church. Staff represent the multicultural community well.
The ABC Hayman group on the site includes this centre (Rua) and a purpose-built facility (Tahi) that provides for younger children. Each centre has their own head teacher who report to the newly appointed centre manager. Both centres share a philosophy of teachers and whānau working together to enable children to achieve their potential and to be confident, competent lifelong learners.
The centre is part of the BestStart Education and Care Centres organisation, which provides an overarching governance and management framework as well as personnel to support individual centres. The centre manager and head teacher provide leadership in the centre and are supported by the BestStart professional services (PSM) and business managers. All teachers are qualified and the centre shares an administrator and a cook with the Tahi centre.
This centre has responded well to the areas for improvement identified in the 2013 ERO report. These included extending the centre's self-review and aligning the strategic plan more with the umbrella organisations plan.
The Review Findings
Children and their families are warmly welcomed to the centre. They settle quickly into the daily programme. Good positive relationships and interactions with children are evident. Children have a strong sense of belonging to the centre and confidently lead their own learning and play.
Teachers have responded very well to the challenges of the large, open indoor space and offer an imaginatively stimulating environment. The indoor setting is divided into two age-related rooms, yet children have freedom of movement throughout all the indoor and outdoor spaces. Displays of children's interests, artwork and learning stories are evident in the environment along with posters for parent education and information. The centre manager, head teacher and PSM agree that it could be beneficial for the teaching team to review the indoor environment, in particular the wall displays, prior to the planned upgrade, using indicators of best practice.
Teachers recognise and value children learning through play. Children have many opportunities to choose from the wide variety of high quality resources and provocations offered. They play for extended periods of time either in groups or individually. Teachers extend children's learning by talking to them in meaningful ways.
Teachers value children's identity, culture, and languages and this has had a significant impact on children's and families' sense of belonging and well-being. Teachers have a deliberate approach and demonstrate a commitment to promoting cultural diversity. The programme and environment strongly reflect the organisation's commitment to a bicultural approach. Teachers interact respectfully with children using a variety of home languages. The BestStart organisation has recently employed a national bicultural advisor to support teachers with growing their confidence in providing a culturally responsive curriculum.
The centre offers a learning programme strongly based on the principles of the Te Whariki, the early childhood curriculum. The programme focuses on strengthening children's literacy, mathematics and science knowledge within play. Teachers continue to review and improve the planning for learning process to ensure they are catering for individual children's interests and development. The centre manager and PSM have identified that assessing children's learning effectively is an area for further development. Teachers reflecting on the impact of their teaching on children's learning and progress could support this process. The centre enacts the company’s Be Ready for School programme which is based around children's learning interests.
Parents are welcome partners in their child's learning. Teachers offer many formal and informal opportunities to meet with parents to discuss their child's learning progress. They gather family aspirations to contribute to programme planning.
Centre leaders make good use of the BestStart organisation internal evaluation processes and guidelines. These include appraisal and performance management systems that are based on useful evidence. Newly appointed and registering teachers are very well supported by the centre manager and PSM through the strong coaching and mentoring process.
BestStart has effective systems for monitoring service operations. These include regular management meetings and an internal audit process that is used to identify centre challenges and develop plans for improvement. The centre has a suitable strategic plan that is linked to the BestStart vision and long-term plan and is regularly monitored. Centre practices reflect the collaboratively developed philosophy.
Key Next Steps
The centre manager, PSM and business managers have identified their next steps and ERO affirms that they are priorities for ongoing improvement. They include:
- supporting teachers to inquire into the impact of their teaching on outcomes for children
- continuing to assist teachers to increase their confidence with te reo and tikanga Māori
strengthening internal evaluation by identifying indicators of good practice with which to evaluate the effectiveness or quality of the area under review.
Management Assurance on Legal Requirements
Before the review, the staff and management of ABC Hayman Park Rua 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 ABC Hayman Park Rua will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
14 September 2016
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
Location | Papatoetoe, Auckland | ||
Ministry of Education profile number | 10299 | ||
Licence type | Education & Care Service | ||
Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
Number licensed for | 50 children, including up to 0 aged under 2 | ||
Service roll | 47 | ||
Gender composition | Boys 25 Girls 22 | ||
Ethnic composition | Pākehā Indian Fijian other | 6 22 13 6 | |
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates | 80% + | ||
Reported ratios of staff to children | Over 2 | 1:10 | Meets minimum requirements |
Review team on site | July 2016 | ||
Date of this report | 14 September 2016 | ||
Most recent ERO report(s) | Education Review | October 2013 | |
Education Review | March 2010 | ||
Supplementary Review | February 2009 |
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.
ABC Hayman Park Rua - 09/10/2013
1 Evaluation of ABC Hayman Park Rua
How well placed is ABC Hayman Park Rua to promote positive learning outcomes for children?
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Background
ABC Hayman Park Rua in Manukau, South Auckland, is licensed to provide education and care service for 50 children. It caters for children aged from three to five years. Most of the children come from the adjacent centre, ABC Hayman Park Tahi, which provides for babies and younger children.
Both centres have a shared philosophy of teachers and whānau working together to enable children to achieve their potential and become confident, competent lifelong learners. The diversity of children’s languages and cultures are celebrated and are an important part of the learning programmes.
Since the 2010 ERO report, Kidicorp Corporation has taken over the ownership of the centre. Kidicorp personnel work effectively with the centre manager and staff to promote good quality education and care.
The centre has a multicultural staff and serves a multicultural community. It has a low staff turnover. It has an experienced team of fully qualified and registered teachers. The team has worked effectively to sustain the good practices identified in the 2010 ERO report.
The Review Findings
ABC Hayman Park Rua is well placed to promote and sustain positive learning outcomes for children.
Teachers know their children well. They work in partnership with parents and whānau to promote the well being, learning and interests of each child. Parent and whānau participation in, and contribution to, learning programmes are highly valued. Colourful and informative portfolio records, and more recently emails, provide parents with an insight into their children’s progress, learning and development.
The well presented learning environments entice children to explore and initiate their own play. Learning areas are thoughtfully prepared according to children’s interests and abilities. Learning stories are displayed at children’s height so that children can revisit their learning and extend their thinking.
A calm and peaceful atmosphere pervades the centre. Children settle in quickly and soon become absorbed in learning through play. They happily learn together and independently, and enthusiastically engage in group activities. Children are familiar and confident with centre routines. They achieve high levels of self help and self-management skills which help support their transition to school.
The centre’s curriculum is well designed. It is derived from Te Whāriki, the early childhood curriculum. Learning programmes and resources are developed in response to children’s interests and parent’s aspirations for their children. Children are provided with many meaningful and stimulating learning experiences relevant to their everyday lives. These experiences are extended by excursions and by the celebration of cultural events such as Matariki.
New Zealand’s bicultural heritage is well celebrated and promoted throughout the centre. Children confidently sing waiata and join in karakia at meal times. The importance given to biculturalism provides a solid foundation for Māori to succeed as Māori, and for other children to have their languages and cultural identities affirmed and celebrated.
Children have many opportunities to extend their thinking and expand their vocabulary, oral language, knowledge and skills. They are encouraged to develop their reading and writing skills and their understanding of numeracy to an appropriate level. The emphasis given to children’s language is especially appropriate as many are from non-English speaking backgrounds.
Teachers work effectively together to support the learning and development of every child, including those children with special learning needs. They provide gentle but firm guidance so children learn in a secure environment. Teachers have transformed their teaching over the past three years so that learning is now child-initiated. They are achieving their aims as outlined in the centre’s philosophy.
Self review has been a significant factor in transforming teacher practice since the 2010 ERO visit. High quality spontaneous reviews of the learning programme by individual teachers promote continuous improvement. The centre manager’s philosophy of everyone working together encourages teachers to share their review findings and improve their practice.
Kidicorp and centre policies, procedures and monitoring systems are well developed. They support the effective running of the centre and promote good quality education and care for young children.
Key Next Steps
ERO suggests and centre management agrees to:
- extend the centre’s self review to include systematic, planned and deliberate components
- review and update strategic planning to better reflect Kidicorp's vision and values.
Management Assurance on Legal Requirements
Before the review, the staff and management of ABC Hayman Park Rua 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 ABC Hayman Park Rua will be in three years.
Dale Bailey National Manager Review Services Northern Region
9 October 2013
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
Location |
Manukau, Auckland |
||
Ministry of Education profile number |
10299 |
||
Licence type |
Education & Care Service |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
50 children, including up to 0 aged under 2 |
||
Service roll |
66 |
||
Gender composition |
Girls 36 Boys 30 |
||
Ethnic composition |
Māori NZ European/Pākehā Indian Fijian Samoan Cook Island Māori Tongan Other |
4 10 23 11 7 2 1 8 |
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
Review team on site |
August 2013 |
||
Date of this report |
9 October 2013 |
||
Most recent ERO report(s) |
Education Review |
March 2010 |
|
Supplementary Review |
February 2009 |
||
Education Review (as Lollipops Educare Over 2's Manukau) |
March 2007 |
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.