209 Gravatt Road, Papamoa, Tauranga
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 Beginnings and Beyond Quality Preschool are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whāngai Establishing |
Ngā Akatoro Domains |
ERO’s judgement |
|
He Whāriki Motuhake The learner and their learning |
Whāngai Establishing |
|
Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whāngai Establishing |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whāngai Establishing |
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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 |
Beginnings and Beyond Quality Preschool is led by the service owner and centre supervisor. Teachers share responsibility for curriculum provision. The service has recently undergone substantial change following a merge with the owner’s second centre. It now offers a mixed age setting and new children, families and teachers have joined this service.
Recent changes in curriculum delivery supports children’s learning. There are clear links to the centre philosophy through tikanga Māori and the values of kotahitanga, manaakitanga, and kaitiakitanga. Localised curriculum opportunities that reflect what matters to children, whānau and iwi are being
re-established in the centre. Leaders and teachers have prioritised equitable learning opportunities for Māori and Pacific children as new relationships are being built. All children’s sense of belonging is being nurtured through a time of change.
Child agency is valued and actively fostered by teachers. Inclusive and responsive practice enables children of all ages and abilities to engage in uninterrupted play. They learn within a calm environment. Learners with diverse needs are well nurtured, and their experiences are positively impacted through growing parent – teacher relationships. Infant and toddler needs are responded to within the mixed-age setting. Current improvement focussed practices are beginning to have a positive impact on children’s needs.
Assessment of children’s learning in relation to the valued learning outcomes in Te Whāriki, the early childhood curriculum, is not yet consistent. Individual children’s language, culture and identity within the environment and in assessment practice is beginning to be affirmed and responded to.
Sound systems and processes guide strategic planning and promote positive outcomes for children. Teachers are committed to ongoing professional growth and building relational trust. A new format for teacher’s professional learning is aligned with strategic planning and internal evaluation, supporting sustained growth in the service. The early stages of these systems mean that changes have not yet been evaluated to know what is working for children, and why.
Beginnings and Beyond Quality Preschool will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Beginnings and Beyond Quality Preschool 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.
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:
Shelley Booysen
Acting Director Review and Improvement Services
Central Region | Te Tai Pūtahi Nui
2 November 2021
|
Early Childhood Service Name |
Beginnings and Beyond Quality Preschool |
|
Profile Number |
30237 |
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Location |
Tauranga |
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Service type |
Education and care service |
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Number licensed for |
24 children, including up to 8 aged under 2. |
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Percentage of qualified teachers |
80-99% |
|
Service roll |
24 |
|
Ethnic composition |
Māori 14, NZ European/Pākehā 8, Other ethnic groups 2. |
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Review team on site |
September 2021 |
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Date of this report |
2 November 2021 |
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Most recent ERO report(s) |
Education Review, May 2017; Education Review, April 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.
Beginnings and Beyond is a small mixed-aged education and care service in a residential area in Papamoa, Tauranga. The centre is licensed for 24 children, and has provision for up to eight children under the age of two. The current roll is 24 including ten children who identify as Māori.
The centre philosophy reflects the bi-cultural nature of Aotearoa New Zealand and focuses on the following three principles:
This early childhood service is owner operated. The owner oversees all administration and operation duties and a head teacher supports the day-to-day running of the centre. Progress since the last 2014 ERO report includes the development of strategic and annual plans, reviewed programme planning and assessment to be more accessible to children and their whānau, and further developed self-review systems and processes.
Children benefit from teachers active modelling and encouragement of positive and responsive relationships. They enjoy a learning culture that promotes problem solving that is meaningful and authentic. Tuakana-teina relationships between older and younger children is a feature of the centre. This allows children to interact with and learn from others. Children up to the age of two are supported to interact and engage in a secure mixed-age learning environment. These approaches are responsive to individual needs and encourage independence.
The centre provides an interesting and relevant programme four year olds. ERO observed some complex discussions related to the children’s interests and teachers focus on providing specific learning outcomes from this programme. These children are well supported to develop curiosity and confidence to explore the natural and physical world.
Teachers respond well to interests, strengths and abilities of all children. They deliberately plan a mix of adult-led and child-directed experiences. Children are able make choices around their play and learning and engage in all areas of the well-resourced centre. Literacy and numeracy are visible in the daily programme and well integrated into learning activities. Teachers foster children's confidence and competence as independent learners.
Positive and reciprocal relationships foster a strong sense of wellbeing and belonging for children and their families. Assessment and planning encourages parents to be partners in their children’s learning. They feel listened to, their aspirations valued, and families language, culture and identity are affirmed.
Effective shared leadership contributes to a collaborative approach to promoting positive learning outcomes for all children. The head teacher is well supported by teachers to deliver a culturally responsive programme, which includes meaningful integration of te reo and tikanga Māori. Recent self review has deliberately focused on strengthening teachers' bi-cultural practice.
The manager is providing sound governance to drive the centre direction. Since ERO's last review she has engaged in professional learning and development leading to improved self-review processes and practices. These now include the gathering and analysis of information from a range of sources which leads to centre and curriculum improvement.
ERO and management agree that there is a need to:
Before the review, the staff and management of Beginnings and Beyond Quality Preschool 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.
In order to improve current practice, the service needs to:
The next ERO review of Beginnings and Beyond Quality Preschool will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Waikato / Bay of Plenty
16 May 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 |
Papamoa |
||
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Ministry of Education profile number |
30237 |
||
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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 |
24 children, including up to 8 aged under 2 |
||
|
Service roll |
24 |
||
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Gender composition |
Boys 13 |
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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 |
1:7 |
Better than minimum requirements |
|
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Review team on site |
March 2017 |
||
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Date of this report |
16 May 2017 |
||
|
Most recent ERO report(s)
|
Education Review |
April 2014 |
|
|
Education Review |
March 2011 |
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|
Education Review |
April 2008 |
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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.