58 Girven Road, Mount Maunganui
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
BestStart Girven Road is very well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
BestStart Girven Road is situated in Mount Maunganui, Tauranga. It is licensed for 50 children including up to 15 children up to the age of two years. At the time of this review 61 children were enrolled, over half identify as Māori. A small number from a range of other ethnic groups are also enrolled. The centre provides all-day education and care in two aged-based rooms.
Since the May 2016 ERO report, the centre has changed its name from First Steps Mount Maunganui to BestStart Girven Road. An experienced centre manager is supported by newly appointed head teachers and a team of both qualified, in-training and unqualified teachers.
Through their philosophy teachers aim to provide a calm, homely environment and celebrate individual cultures. They provide children opportunities to be creative and expressive and to develop a sense of belonging. Teachers place priority on developing relationships with children and families and value parent contribution.
The service is operated by BestStart, a charitable organisation owned by the Wright Family Foundation. Since the previous ERO review of this centre a new chief executive officer has been appointed. Regional and local professional service and business managers oversee the Central North Island BestStart centres. Their vision is to work in partnership with families, whānau, teachers and communities to enable children to achieve their learning potential.
Leaders and teachers responded positively to addressing the next steps from the previous ERO review. These relate to leadership, the appraisal process and developing shared expectations across the teaching team.
This review was part of a cluster of 15 reviews in the BestStart organisation.
Children benefit from a curriculum that strongly reflects their interests. Learning opportunities are well-supported by effective partnerships with parents who share their knowledge and skills. The spacious environments are well resourced with many areas of play. Literacy, mathematics and science are integrated into the curriculum and children enjoy making music. Older children extend their learning through more complex project work.
Teachers use a range of teaching techniques to extend children’s interests in meaningful activities. Children are empowered to lead their own learning, resulting in high levels of engaged play.
Those children up to the age of two years learn in a calm, settled environment. Teachers work in partnership with parents to create a home-like environment for the youngest learners. Children and their families develop a strong sense of belonging.
Excursions within the local community enrich the programme. Multi-cultural diversity is celebrated, including for Pacific students, with some use of home languages and cultural celebrations. Children are viewed as competent and competent learners.
Rich portfolios capture children's learning well. Individual learning goals have been developed for each child. Teachers should continue to enhance assessment, planning and evaluation of children's learning with a focus on culturally responsive practices and making the response to parent aspirations more visible.
Teachers value the skills and knowledge that Māori whānau bring and encourage their leadership in these areas. Transitions in to, within the centre and on to school are well supported and individualised on each child’s readiness. Teachers promote children's social competence to encourage self- management and positive relationships.
A highly effective shared leadership approach is building capability within the service. The collaborative team enact a shared philosophy. Leaders have clear expectations and the centre is well organised. Professional development is regularly participated in by teachers and aspiring leaders. Leaders have established reciprocal and meaningful links with Ngāi Te Rangi iwi to support success for Māori learners. There is a high level of relational trust and a strong team culture. Leaders advocate for children and their families where children's wellbeing is a focus.
Strong systems and processes guide centre operation. Internal evaluation is improvement focused and includes ongoing consultation with families and whānau. There is clear alignment between regional strategic direction and centre annual plans. The appraisal process assists teachers to inquire into and strengthen their practice. This process is supported by regular and ongoing coaching and mentoring. Several initiatives to remove barriers to education and support children's wellness, promotes equity in learning opportunities. The organisation's philosophy, vision and goals promote positive learning outcomes for all children.
The next step for BestStart Girven Road is to continue to enhance aspects of assessment, planning and evaluation for children's learning.
Before the review, the staff and management of BestStart Girven Road 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.
Phil Cowie
Director Review and Improvement Services Central
Central Region
4 November 2019
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 |
Mount Maunganui |
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Ministry of Education profile number |
30166 |
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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 |
50 children, including up to 15 aged under 2 |
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Service roll |
61 |
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Gender composition |
Male 33 Female 28 |
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Ethnic composition |
Māori |
29 |
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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 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:8 |
Better than minimum requirements |
|
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Review team on site |
August 2019 |
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Date of this report |
4 November 2019 |
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Most recent ERO report(s) |
Education Review |
May 2016 |
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|
Education Review |
December 2012 |
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|
Education Review |
June 2010 |
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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:
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.
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.
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
First Steps Mount Maunganui provides full day education and care for children from birth to school age. The centre is arranged into two separate areas, one for infants and toddlers (Pūkeko Nest) and one for older children (Kea Room). Transitions between these areas are based on children's readiness and parent preferences. At the time of this ERO review 67 children were enrolled, including 20 of Māori descent.
The centre philosophy aspires to provide an environment that:
is calm, safe, respectful and homely, which celebrates individuals and unique cultures
develops children's sense of belonging as they learn alongside one another, having opportunities to be creative, expressive and develop independence
offers spontaneous and intentional teaching and learning experiences, where the 'Be School Ready' initiative is interwoven throughout the inquiry-based curriculum
is loving and caring, where kaiako build relationships with parents, family and whānau, inviting them to share in their child's learning journey.
The centre operates under the umbrella of BestStart Educare, which provides policy guidelines, strategic direction, financial and business management. Professional guidance and development for staff is provided through appraisal which includes teacher inquiry, internal reviews such as the Quality Education and Care audit (QEC) and professional learning opportunities. The centre is supported by both the BestStart business manager and professional services manager, who work collaboratively to enhance centre leadership and growing teachers’ capability to implement ‘best practice’. They also support the implementation of centre specific vision and strategic goals. These goals cover staffing, finances, curriculum, resource and premises, communication and consultation with parents and whānau.
Since ERO's previous review, centre leadership has remained constant. However, there have been significant changes to the teaching team, including new head teachers in both rooms. In the last 12 months there has been significant centre-wide professional learning development about curriculum design and implementation, including teachers' practice.
The centre receives high levels of support and informed guidance from the BestStart professional services and business managers. Within BestStart there are well-developed, self-review systems that contribute to a culture of improvement. Managers have recognised the need to review leadership structures and capabilities within the centre. This review is likely to result in a better informed and collaborative culture of learning for children, teachers and the parent community.
Recent philosophy and curriculum review have contributed to teachers' greater understanding of underlying principles of the philosophy. Observable teaching practices now include:
noticing and responding to children's interests, strengths and needs
inclusive, respectful interactions and positive guidance strategies
intentional teaching that adds depth to learning when teachers are involved in children's self-initiated play
increased awareness and understanding of Māori language, culture, and whānau and iwi aspirations for tamariki Māori
assessment and teaching practices in the Pūkeko Nest that are underpinned by parent aspirations, teachers' understanding of children and the values of aroha, manaakitanga and whanaungatanga.
These noticeable shifts in practice are supported by ongoing professional sharing that is leading to more reflective practice to enhance outcomes for children.
Centre leaders and teachers develop positive and respectful relationships with children, their parents and families. These relationships are supporting children's wellbeing and sense of belonging. In keeping with the centre philosophy teachers understand the importance of reciprocal sharing of information to enhance children's wellbeing and learning.
Review of the centre environment is contributing to the quality of the curriculum. Improved layouts, equipment and resourcing are enabling children to make choices, set their own challenges, and engage in sustained and more complex play. In the Pūkeko Nest children benefit from the calm and secure environment where there is space and time for them to lead their own learning.
The centre gives priority to promoting children's health and physical activity. These aspects of children's positive growth, development and learning are evident in the provision of nutritious food and the programme experienced by children.
Teachers are providing many meaningful opportunities for children to experience early literacy and mathematical learning. They actively listen to children, acknowledge their verbal and non-verbal communication, and model good oral language. Children's love of books, stories, singing, and interest in numbers and mathematical concepts are actively fostered by teachers.
The centre has a well-documented appraisal process that closely aligns to BestStart expectations. Further work, development and learning with teachers is now necessary to consistently implement the teacher inquiry aspect of the process.
A critical priority for the centre is to establish effective centre-wide leadership. It will be important to grow the collective capability of the new leadership team to lead learning for the centre.
Review of the centre philosophy by the leaders and teachers is needed to lead to a shared understanding and expectations for teaching and learning across the centre. This is likely to result in a more cohesive centre-wide approach to teachers' practice, curriculum implementation and continuity of learning for children.
Before the review, the staff and management of First Steps Mount Maunganui 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.
The next ERO review of First Steps Mount Maunganui will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
23 May 2016
|
Location |
Mount Maunganui, Bay of Plenty |
||
|
Ministry of Education profile number |
30166 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
50 children, including up to 15 aged under 2 |
||
|
Service roll |
67 |
||
|
Gender composition |
Boys 37 Girls 30 |
||
|
Ethnic composition |
Māori Pākehā African Indian South East Asian Other European |
20 41 1 1 1 3 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
March 2016 |
||
|
Date of this report |
23 May 2016 |
||
|
Most recent ERO report(s) |
Education Review |
December 2012 |
|
|
Education Review |
June 2010 |
||
|
Education Review |
October 2006 |
||
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.
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.
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.