Bell Street Early Learning Centre

Education institution number:
45057
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
32
Telephone:
Address:

74 Bell Street, Featherston

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1 ERO’s Judgements

Akarangi | 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 Bell Street Early Learning Centre are as follows:

Outcome Indicators

ERO’s judgement

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

Whakaū Embedding

Ngā Aronga Whai Hua

Evaluation for improvement

Whāngai Establishing

Kaihautū

Leaders foster collaboration and improvement

Whakaū Embedding

Te Whakaruruhau

Stewardship through effective governance and management

Whakaū Embedding

2 Context of the Service

Bell Street Early Learning Centre is one of two early childhood services under common, private ownership.  The owners/managers are qualified and certificated early childhood kaiako. They work collaboratively with the assistant supervisor to undertake governance responsibilities and oversee professional learning and day-to-day operations. Tamariki play and learn together in a shared space.

3 Summary of findings

Tamariki participate in a rich, play-based curriculum. Kaiako work alongside them following their interests and extending their learning. The learning environment is well resourced and thoughtfully presented to support a range of interests. Infants and toddlers are encouraged to explore, investigate freely, and play and learn alongside their peers. Kaiako maximise opportunities for them to practice their emerging skills. Social competence and emotional wellbeing of tamariki are well supported to build their identity as successful learners. 

Kaiako knowledge and understanding of bicultural practice has been enhanced through recent professional learning and development. Aspects of tikanga Māori are woven through the curriculum and at times some teachers use te reo Māori. Establishing a localised curriculum has been a collaborative focus within the centre community and with local iwi. This approach promotes a sense of belonging for tamariki and their whānau.

Tamariki with additional learning needs are well supported by kaiako who use a systematic and responsive approach to identify and respond to needs. Appropriate liaison with external agencies occurs, which assists them to provide a targeted learning programme.

The quality of the assessment documentation of tamariki is variable. A more intentional focus has recently been established incorporating parents’ aspirations for learning for their tamati, however further work is required of kaiako for this to satisfactorily inform goal setting for tamariki. Assessment practices are mana enhancing and provide parents with an insight into how their tamariki are participating in the programme and, at times, learning. However, information about progress is not always explicit. Kaiako are beginning to explore the use of learning outcomes from Te Whāriki, the early childhood curriculum.  

Self-review is well led and supports the service to make ongoing improvements to practice. Relevant literature is drawn on to generate solutions and guide decision making. A useful internal evaluation framework is in place but not yet well understood.

Leaders foster collaboration and network to share expertise across the wider education community.

4 Improvement actions

Bell Street Early Learning Centre will include the following actions in its Quality Improvement Planning. These are to:

  • establish a shared understanding of the intentional use of the learning outcomes in Te Whāriki in assessment practices, to report on the progress of each tamaiti in relation to their learning goals
  • strengthen implementation of the internal evaluation process by identifying clear and measurable indicators of high-quality practice to support evidence gathering, analysis and decision making that results in improved outcomes for tamariki
  • embed the use of te reo Māori throughout the curriculum in meaningful ways.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Bell Street Early Learning Centre 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.

Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini

6 October 2021 

6 About the Early Childhood Service

Early Childhood Service Name Bell Street Early Learning Centre
Profile Number 45057
Location Featherston

Service type

Education and care service

Number licensed for

23 children, including up to 8 aged under 2.

Percentage of qualified teachers  

80%+

Service roll

38

Ethnic composition

Māori 7, NZ European/Pākehā 24, Other ethnic groups 7.

Review team on site

June 2021

Date of this report

6 October 2021

Most recent ERO report(s)

Education Review, May 2018; Education Review, June 2015.

1 Evaluation of Bell Street Early Learning Centre

How well placed is Bell Street Early Learning Centre 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

Bell Street Early Learning Centre is a privately owned education and care service, situated in Featherston. The co-owners also operate Bell St Early Learning Centre Ltd in Martinborough. The centre is licensed for 23 children, including eight up to two years of age. The current roll of 38 includes a number of families from diverse ethnicities. Seven children identify as Māori. Thoughtfully organised learning areas cater for the needs of infants, toddlers and young children in a mixed-age setting.

Daily operation is overseen by the owner/supervisor. Four teachers are qualified and certificated and one is provisionally certificated.

The philosophy emphasises the importance of an environment that values strong parent/staff relationships being paramount to good quality care and education.

Since the June 2015 ERO report professional development has been undertaken by staff in response to ERO's findings. Progress in addressing key next steps is evident.

The Review Findings

The owners' clear vision sets direction for the centre within a small, homelike setting. The philosophy reflects shared values and beliefs and is evident in teachers' practice. Staff understand the importance of relationships. They show a readiness to work collaboratively to determine parents' aspirations and expectations and responsively achieve them. Parents arriving at the centre are welcomed.

Children engage in a range of child-initiated, play-based experiences for the majority of their time at the centre. Teachers introduce a variety of learning opportunities that are planned by adults as part of the group programme planning. Mathematics and literacy learning feature meaningfully, at times, throughout the curriculum. Observations of children in everyday activities help to build a picture of what they know, understand, feel and can do. Teachers should continue to build their capability in assessment for learning to enhance positive outcomes for children.

Teachers show respectful and affirming relationships with children. They are supportive and play alongside them. Children’s interactions with each other are amicable. Staff respond promptly to learners' requests, and their physical and emotional needs.

Programme provision for very young children focuses on nurturing wellbeing through responsive care giving. Play is valued as a vehicle for learning. Tuakana teina relationships between older and younger children are highly evident and supportive. There are ample opportunities for infants and toddlers to be active communicators and explorers.

Teachers are developing their understanding of ways that reflect and respond to Māori learners. They increasingly incorporate te ao Māori into the programme as a part of children’s daily experiences. Programmes for children include Māori concepts, knowledge, customs, values and beliefs. Teachers should continue to increase their capability to be responsive to Māori children’s culture, language and identity.

Children’s sense of belonging is important when settling into the centre and moving on to school. The focus of teachers on seamless transition has led to increased sharing of useful information to assist parents when choosing a school for their child. The service should continue establishing positive relationships with contributing schools, so that children’s confidence and capability at the centre transfers to the next phase of their education.

Leadership is supportive. Clear expectations for centre operation are provided through a recently developed strategic and annual planning. Following professional training, the owners and teachers are introducing more robust internal evaluation processes. Appraisal systems include stronger use of evidence and clearer next steps for teachers’ development. These practices are likely to contribute to professional growth, decision-making and enriched outcomes for children and their families.

Key Next Steps

Leaders and teachers should continue to use developing internal evaluation processes to inquire into the effectiveness of teaching and strengthen:

  • assessment and planning practices to guide teaching and learning

  • responsiveness to Māori children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Bell Street Early Learning Centre 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 Bell Street Early Learning Centre will be in three years.

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

29 May 2018

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

Featherston

Ministry of Education profile number

45057

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

23 children, including up to 8 aged under 2

Service roll

38

Gender composition

Boys 21, Girls 17

Ethnic composition

Māori
Pākehā
Other ethnic groups

7
21
10

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

April 2018

Date of this report

29 May 2018

Most recent ERO report(s)

Education Review

June 2015

Education Review

July 2012

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.