BestStart Bay Kindy

Education institution number:
46113
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
41
Telephone:
Address:

301 Welcome Bay Road, Welcome Bay, Tauranga

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1 Evaluation of Community Kindy The Bay

How well placed is Community Kindy The Bay 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

Community Kindy The Bay is located in the Tauranga suburb of Welcome Bay and is licensed to provide all-day education and care for up to 40 children. The centre caters for children aged two to school age, offering sessional, six hour sessions or all-day education and care. At the time of this ERO review 53 children were enrolled, including 13 children of Māori descent. The teaching team consists of experienced early childhood educators and a newly registered teacher.

The centre philosophy is focused on fostering children’s independence, empowerment, respect and discovery through play. The centre recognise and value the importance of play-based learning in a natural environment. Management and teachers have recently developed a new vision 'one big whānau, celebrating culture and learning as one'.

The centre is operated by BestStart, an organisation owned by the Wright Family Foundation, a charitable trust. BestStart provides policy guidelines, strategic direction, financial and business management. Professional guidance and development for staff is provided through appraisal which includes teacher inquiry, and internal reviews such as the quality and care audit (QEC) and professional learning opportunities.

Since the 2014 ERO review a new centre manager was appointed and the playground has been landscaped. Management and teachers have strengthened self-review processes, assessment, planning and evaluation practices, and built on relationships with parents and whānau. They have reviewed bicultural practices.

The Review Findings

Curiosity, exploration and challenge are actively promoted by teachers and highly evident in interactions. Respectful and nurturing relationships between teachers and children support a strong sense of belonging. Literacy and mathematics are well integrated throughout daily programmes. Through in-depth discussions and open questioning children's knowledge and understanding is extended. Effective transition processes into the centre support children's sense of confidence. Children are empowered to become independent and confident learners in a calm, settled learning environment.

The centre’s responsive curriculum is promoting positive learning outcomes for all children. Teachers provide children with the time and space to explore, discover and be challenged. The outdoor environment includes free flowing areas that are well presented, culturally responsive and equipped with natural resources and activities. Individual goals support progress and continuity of learning over time. The wide range of experiences and opportunities fosters children’s problem solving and risk taking. Teachers have identified the need to build child and parent voice to better reflect the culture, language and identity of individual children.

A highly collaborative and respectful approach supports children with additional needs. Strong relationships between external agencies, parents and whānau inform teaching and learning priorities. An inclusive environment ensures children with additional needs fully participate in all aspects of the programme alongside their peers.

Teachers are beginning to integrate Māori values into planning and assessment. Connections have been strengthened with local iwi. Whānau are supporting the centre through leading kapa haka sessions, Matariki celebrations and the blessing of a mural. Teachers now need to increase the use of te reo and tikanga Māori in daily programmes.

The centre manager has implemented a well-considered approach for centre-wide improvement. Teacher capability is being enhanced and leadership opportunities fostered. There are clear expectations for guiding high-quality teaching and learning. Children benefit from leadership that strongly advocates for children and their whānau.

The service's philosophy, vision, goals and systems effectively promote positive learning experiences for all children. The centre is well supported by the professional services and business managers. Strategic and annual planning provide clear direction for the centre. Self review is valued, effectively undertaken and leads to improved outcomes for children.

Key Next Steps

The centre and ERO have identified that the key next steps are to:

  • increase the use and understanding of te reo and tikanga Māori within the centre
  • continue to build child and parent voice to strengthen planning and assessment to better reflect the culture, language and identity of individual children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Community Kindy The Bay 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 Community Kindy The Bay will be in three years.

Lynda Pura-Watson
Deputy Chief Review Officer

Te Tai Miringa - Waikato / Bay of Plenty Region

19 March 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

Tauranga

Ministry of Education profile number

46113

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, including 0 aged under 2

Service roll

53

Gender composition

Boys                      31
Girls                       22

Ethnic composition

Māori
Pākehā
Other

25
24
  4

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

January 2018

Date of this report

19 March 2018

Most recent ERO report(s)

Education Review

December 2014

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.

1 Evaluation of Community Kindy The Bay

How well placed is Community Kindy The Bay 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

Community Kindy The Bay is located in the residential area of Welcome Bay, Tauranga. Since January 2014, the centre has been governed by the Kidicorp Corporation. The centre provides both sessional and full day education and care for 40 children, from two years to school age in a mixed-age setting. At the time of this ERO review the roll had increased to 38 children, 12 of whom are identified as Māori.

The centre operates under the governance umbrella of Kidicorp Ltd. The Hamilton regional office of Kidicorp was established in 2012 and provides strong and effective governance, leadership and management support. This includes well-developed and rigorous self-review and quality assurance processes, as well as professional, administrative and business support by well-qualified and experienced personnel. These services are underpinned by its clear vision and values.

The newly appointed centre manager is well supported in this new role by the professional services and business managers. There have been a number of changes to the teaching team since the centre opened. Currently, there are three qualified teachers and one teacher in training.

The centre philosophy is to provide an environment that fosters independence, empowerment, respect and natural discoveries. Children are given opportunities for freedom of choice where they develop self-discipline, independence and the foundation skills which will prepare each individual to 'be school ready' and lifelong learners.

The Review Findings

Children are calm and settled. They learn in a stimulating safe and secure environment. The centre programme is responsive to children’s interests and strengths, and consideration is given to parents’ aspirations. The programme is enhanced by trips into the local and wider community. In a short time, the teachers have established a culture that includes regular events and celebrations with whānau and the wider community.

The aesthetically attractive and spacious indoor and outdoor environments provide children with many opportunities to learn about natural science and the living world. Children are able to explore and experiment with a good variety of equipment and materials that support them to express themselves creatively and build their understanding of the natural world.

The Be School Ready approach sets clear expectations for the development of parent and community partnerships, teaching practice and the promotion of literacy and numeracy. The centre manager and team have developed this approach and made it specific to the areas of play. A useful next step is to ensure that these documented expectations are consistently implemented and monitored by staff.

Children are building their social skills as they work alongside each other in this mixed-age setting. They demonstrate a strong sense of belonging and benefit from the nurturing and positive relationships with teachers. Teachers plan, document and display attractive learning examples and the centre programme for children to revisit and share with their families. The introduction of e-portfolios has enhanced parent centre learning partnerships.

The centre manager has worked successfully to build a positive team culture and establish new relationships in the community. She models good teaching practice and teachers expressed appreciation for her open and shared leadership style.

ERO observed some models of good teaching practices. These include:

  • open-ended questions and learning conversations
  • supporting children to learn self management and life skills
  • using intentional teaching strategies to extend children’s thinking and learning
  • integrating early concepts of mathematics and literacy throughout the programme
  • establishing positive relationships amongst teachers, children and families.

Key Next Steps

The centre has identified and ERO agrees that important areas for continuing development are to:

  • embed self-review practices and processes
  • ensure teachers consistently link planning and assessment to parents aspirations
  • build partnerships with parents and whānau
  • learn about local history of iwi and hapu
  • identify and document children’s connections to their cultural identity
  • strengthen routines that are flexible and responsive to children.

Management Assurance on Legal Requirements

Before the review, the management of Community Kindy The Bay 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:

  • administration
  • health, safety and welfare
  • personnel management
  • financial and property management.

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 Community Kindy The Bay will be in three years.

Dale Bailey

National Manager Review Services Northern Region

17 December 2014

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

Welcome Bay

Ministry of Education profile number

46113

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Centres) Regulations 1998

Number licensed for

40 children, including up to 15 aged under 2

Service roll

38

Gender composition

Girls 20 Boys 18

Ethnic composition

Māori

NZ European/Pākehā

Other

12

25

1

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

October 2014

Date of this report

17 December 2014

Most recent ERO report(s)

No previous ERO reports

Click here to enter a date.

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.