Elder Lane, Bethlehem, 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 are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Bethlehem College Kindergarten are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whakaū Embedding |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whakawhanake Sustaining Whakaū Embedding |
Bethlehem College Kindergarten is located on the grounds of Bethlehem College. This is one of four services governed by the Christian Education Trust. Catering to a multicultural community, a small number of Māori and Pacific children attend. The philosophy prioritises a faith-based curriculum, valuing authentic relationships with children and whānau.
Children, parents and whānau contribute to a responsive curriculum that recognises their identities, languages and cultures. Parent aspirations and learning from home are prioritised. Māori are valued as tangata whenua, with te reo, tikanga, pakiwaitara, and waiata woven into daily experiences. Children and whānau positively benefit from well-established and cohesive strategies that promote the centre’s priorities and values.
The service is increasingly intentional in linking learning outcomes from Te Whāriki, the early childhood curriculum, to assessment practices. Teacher’s know children well and use planning to extend their learning through play. Assessment practices enhance the mana and learner identities of tamariki.
Children with additional learning needs are well supported within the curriculum through teaching practices that are responsive to their individual needs. The centre programme is adapted to enable equitable learning opportunities. Children are empowered to experience inclusion and success.
Governance and leadership prioritise the needs of children to inform decision making. Relational trust is evident at all organisational levels. Centre leaders demonstrate a shared understanding of the philosophy and the enactment of faith-based principles. The service promotes the building of strong relationships with children to enhance their sense of belonging.
The service is utilising aspects of internal evaluation to support positive shifts in teaching practice. Relevant professional learning opportunities enhance teacher’s capability. Leaders are yet to build teachers’ shared understanding of internal evaluation that identifies what is working well, and for which groups of children.
Bethlehem College Kindergarten will include the following actions in its Quality Improvement Planning:
continue to strengthen teacher practice in relation to Tapasā: cultural competencies framework for teachers of Pacific learners, to further enrich the curriculum for children of Pacific heritage
develop a shared understanding of internal evaluation that monitors the impact of improvement actions on outcomes for children.
Before the review, the staff and management of Bethlehem College Kindergarten 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)
Central Region | Te Tai Pūtahi Nui
10 October 2022
|
Early Childhood Service Name |
Bethlehem College Kindergarten |
|
Profile Number |
40032 |
|
Location |
Bethlehem |
|
Service type |
Education and care service |
|
Number licensed for |
43 children aged over two |
|
Percentage of qualified teachers |
100% |
|
Service roll |
54 |
|
Review team on site |
June 2022 |
|
Date of this report |
10 October 2022 |
|
Most recent ERO report(s) |
Education Review, May 2018; Education Review, February 2015 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Bethlehem College Kindergarten is an all-day education and care service located on the grounds of Bethlehem College in Tauranga. The kindergarten is licensed for 43 children over the age of two years. The kindergarten's roll of 52 includes two Māori children. A significant proportion of children attending the kindergarten are of Asian descent.
Bethlehem College Kindergarten operates under the umbrella of The Christian Education Trust’s Bethlehem Early Learning Centres Ltd (BELC). BELC operates five early learning services in the Bay of Plenty area.
The kindergarten’s head teacher is responsible for leading all aspects of the kindergarten’s operations. She is supported by the BELC centre manager who provides management and professional guidance for all BELC centres.
Since the 2015 ERO review leadership has remained the same and there have been very few changes to the teaching team. The kindergarten's philosophy makes a commitment to ‘a belief that every child is uniquely created and loved by God, and everything we do is informed and based on this belief.'
The kindergarten is a member of the Waikato Bay of Plenty Christian non-Denominational Community of Learning|Kāhui Ako.
Bethlehem College Kindergarten has a positive ERO reporting history and has made good progress in addressing areas for development in the 2015 ERO report.
Children enjoy participating in a rich and broad programme. A feature of the kindergarten is the expansive play spaces that provide opportunities for children to explore, experience safe physical challenge and develop their creativity and imagination. Children enjoy having ready access to a wide range of high-quality resources. Māori children’s language, culture and identity is supported through waiata, karakia, and celebration of important events for Māori. Teachers foster whanaungatanga and manaakitanga throughout the service promoting close and respectful relationships with whānau. They are continuing to develop their confidence in using te reo Māori in their interactions with children. The programme is enhanced by frequent visits into the local and wider community. Children benefit from participating in a programme that is responsive to their language culture and identity.
Transitions into and out of the centre are well managed. A close and long-standing partnership with Bethlehem College supports those children who transition to the college. Teachers are continuing to build relationships with other local schools to support transition processes.
Attractively presented individual portfolios provide parents with a comprehensive record of their children's participation in the programme. These are easily accessible for children as an opportunity for them to revisit their learning.
Teachers work collegially in the best interests of children and their families. They are strongly committed to the centre's Christian philosophy. Teachers have positive and responsive relationships with children and parents. They implement a wide range of effective strategies that promote children’s thinking, creativity and problem solving skills. Teachers skilfully integrate literacy and mathematics learning into children's play. They work closely with outside agencies and parents to support the learning and care of children with diverse needs, including those who have English as a second language. Children's learning and care is effectively promoted through the implementation of responsive teaching practices.
The head teacher provides well-informed leadership. She is highly respected by teachers and parents, and has a successful focus on maintaining a collegial teaching team. The head teacher models effective teaching practice and provides regular feedback to teachers about their teaching. Consideration should now be given to documenting this feedback as part of the teacher appraisal process. The head teacher leads useful self-review processes that contribute to ongoing kindergarten development.
The kindergarten benefits from effective governance from BELC. The knowledgeable centre manager provides good-quality support for the head teacher and teaching team. An appropriate policy framework has been developed to guide centre operations. Well aligned strategic and annual plans guide kindergarten direction and improvement. BELC generously funds the kindergarten to maintain high levels of qualified staff, high-quality resources and low children-to-teacher ratios. A useful framework to support the development of effective self-review practices has been implemented. Leaders and teachers undertake both spontaneous and planned self reviews that contribute to ongoing improvement. Engagement in comprehensive professional development is supporting leaders and teachers' knowledge of in-depth self review and the implications of the revised New Zealand early childhood curriculum Te Whāriki.
Leaders and ERO agree that ongoing development of assessment practice should focus on documentation that reflects children's language culture and identity, parent perspectives and children's learning over time.
Before the review, the staff and management of Bethlehem College Kindergarten 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.
The next ERO review of Bethlehem College Kindergarten will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
Te Tai Miringa - Waikato / Bay of Plenty Region
9 May 2018
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.
|
Location |
Tauranga |
||
|
Ministry of Education profile number |
40032 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
43 children, including up to 0 aged under 2 |
||
|
Service roll |
52 |
||
|
Gender composition |
Girls 28 Boys 24 |
||
|
Ethnic composition |
Māori |
2 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:7 |
Better than minimum requirements |
|
Review team on site |
February 2018 |
||
|
Date of this report |
9 May 2018 |
||
|
Most recent ERO report(s) |
Education Review |
February 2015 |
|
|
Education Review |
August 2011 |
||
|
Education Review |
June 2008 |
||
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Bethlehem College Kindergarten is located in Tauranga, on the campus operated by the Christian Education Trust. It is one of five centres that operate under the umbrella of the Bethlehem Early Learning Centres Ltd. The kindergarten shares the same grounds as the Bethlehem College campus. It provides full day education and care for up to 43 children aged over two years of age.
Teachers have a shared commitment to, and understanding of their service's values. They believe that ‘every child is special and unique and therefore will be respected, accepted, nurtured, and supported to progress towards their God given potential.’ Christian values and virtues underpin all aspects of centre operations.
Since the last ERO review in 2011 a new head teacher has been appointed and staffing has remained consistent, providing continuity for children and families. Staff are well supported by an experienced centre manager who oversees all five centres and reports regularly to the board of directors about centre operations.
Teachers are supported to grow their professional knowledge and have many opportunities to engage in professional development courses. Teachers’ current focus has been on developing the centre’s bicultural curriculum. They have undertaken professional development and are currently introducing practices that promote a Māori world view.
The kindergarten has had a positive reporting history with ERO. Children continue to benefit from the high level of qualified teachers and quality adult-to-child ratios that exceed the minimum standards recommended by the Ministry of Education.
Children learn in a high-quality and well-organised environment. They have access to extensive resources that promote self-directed exploration and play. There is ample space for them to work independently, or collaboratively in groups. Both the indoor and outdoor environments are interesting and challenging, catering for the wide range of abilities and interests of children.
Children develop a sense of belonging at the kindergarten. They develop a belief in themselves as capable, competent learners, and their emotional wellbeing and independence are strongly promoted. Children have many opportunities to develop friendships with others. They engage in sustained learning experiences through self-motivated exploration and investigation. Transition-to-school processes are managed well by the teachers, and children enjoy access to the school pool, library and reciprocal visits between the kindergarten and school.
Teachers have established close, trusting and respectful relationships with children and their families. Communication is open and transparent, and families are welcome to stay and participate in their child’s education. Portfolios are shared with children and families, and celebrate the successes and learning of children over time. Teachers use a good range of strategies to support children’s learning. They are responsive to teachable moments and extend children’s thinking and knowledge during their conversations. Children are encouraged to problem solve, be creative, and to use their imagination.
Strengths of the curriculum include:
Self-review processes are well developed, clear and purposeful. Teachers use spontaneous and planned reflections to review the quality of teaching and learning. There is a strong focus on improving practice that promotes positive learning outcomes for children.
The head teacher fosters a collaborative approach to decision making with her teaching team. Parents appreciate the opportunities to network with one another, and value the positive relationship they have with kindergarten teachers.
The service's leadership team agree to continue to develop their bicultural practices. This should further enhance the curriculum and learning outcomes for children.
Before the review, the staff and management of Bethlehem College Kindergarten 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.
The next ERO review of Bethlehem College Kindergarten will be in three years.
Dale Bailey
Deputy Chief Review Officer-Northern
11 February 2015
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.
|
Location |
Tauranga |
||
|
Ministry of Education profile number |
40032 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
43 children, aged over 2 |
||
|
Service roll |
55 |
||
|
Gender composition |
Girls 31 Boys 24 |
||
|
Ethnic composition |
Māori Pākehā Chinese Australian Korean American European Sikh |
3 42 3 2 2 1 1 1 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Over 2 |
1:7 |
Better than minimum requirements |
|
Review team on site |
December 2014 |
||
|
Date of this report |
11 February 2015 |
||
|
Most recent ERO report(s) |
Education Review |
August 2011 |
|
|
Education Review |
June 2008 |
||
|
Education Review |
June 2005 |
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.