A Kiwiana Childhood

Education institution number:
46268
Service type:
Education and Care Service
Definition:
Maori ECE service (excluding TKR)
Total roll:
26
Telephone:
Address:

31 Lucknow Street, Wairoa

View on map

1 Evaluation of Bright Stars Educare Wairoa

How well placed is Bright Stars Educare Wairoa 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

Bright Stars Educare Wairoa is an all-day early childhood education and care centre located in Wairoa in the Hawkes Bay. It is licensed for 24 children, with a maximum of eight up to two years of age. At the time of this review, 22 children were enrolled. Of these 21 identified as Māori. The centre operates as a mixed age-group programme.

The centre is privately owned. Three qualified teachers are employed, two have full registration. One unqualified staff member supports the teaching team.

Professional learning and development (PLD) was attended by all staff. PLD was sought by the owners privately and also provided through a Ministry of Education-funded programme, Strengthening Early Learning Opportunities (SELO). A more focused approach linked to need has recently been established. This comprehensive level of support has taken some time for the service to access. This has had an impact on the service's ability to make improvement.

The February 2015 ERO report, identified the centre's next steps as: developing human resource processes to support teacher practice; strengthening assessment, planning and evaluation; self review; the programme for infants and toddlers; and governance and management. There has been limited progress in addressing these priorities. These now require urgent attention.

The Review Findings

Children participate in a play-based programme with a strong focus on whakawhanaungatanga. Routines provide a framework for the day. At these times te reo me ngā tikanga Māori are strongly promoted. Teachers work alongside children following their interests and supporting them in their play and learning.

The philosophy has recently been reviewed and this places values on and promotes inclusivity, meaningful relationships, manaakitanga and developing confident children. A next step is for leaders to establish clear high quality expectations to guide teacher practice. Targeted professional learning and development may be required to achieve this. Once these expectations are established leaders should increase the monitoring of teacher practice for accountability, consistency and ongoing improvement.

Professional learning and development, with a focus on infants and toddlers has been attended by staff. Leaders have reflected on current practice and their kaupapa Māori beliefs. As a result they have made some changes to the environment.

Recent changes to group planning have enhanced the process. Stronger connections are made to children's interests. Teachers reflect on what children have participated in during the day. Further development is required in this area. Next steps should include a greater focus on how teachers plan to support and extend children's interests and learning. These strategies should then be enacted in practice and evidenced through the planning documentation.

A narrative approach to assessment highlights children's participation in the programme and centre events. Close links are made to the curriculum framework. Leaders and teachers should investigate further the purpose and use of assessment, to guide the planning for children's learning over time.

A cycle of appraisal is in place. The current process requires strengthening to support building teacher practice. Next steps should include:

  • an improvement focus

  • meaningful observations of teacher practice

  • setting clear, specific and measurable goals

  • alignment to the Practising Teacher Criteria, including sufficiency of evidence.

Policy and practice should then be aligned and reflect best practice. Leaders should be aware of any conflicts of interest in the appraisal process and establish systems to identify and eliminate these.

Leaders have engaged in SELO professional development with a focus on self review. A framework for review has been established and used to guide practice. A key next step is continuing to build leaders' and teachers' understanding of the implementation of effective review and evaluation to improve outcomes for children.

The need for leaders to develop an understanding of the centre's guiding policies was identified in the February 2015 ERO report. This continues to remain a key next step. Guiding policies and procedures should be reviewed in line with current licensing criteria and legislative requirements. Once established, teachers should be supported in building shared understanding of these expectations. In addition, implementation of the policies and procedures must be monitored to ensure all reasonable steps are being taken by staff to promote high quality practices and meet expectations related to health and safety requirements.

Priorities for improvement

To improve outcomes for children, leaders and teachers should:

  • develop clear, high quality expectations to guide teacher practice

  • improve understanding and practice for the purpose and use of assessment

  • build their knowledge of review and internal evaluation, including teacher appraisal

  • review centre policies and procedures in line with current legislation and build staff understanding of the requirements

  • increase monitoring for accountability, consistency and improvement, inclusive of health and safety practices. 

Management Assurance on Legal Requirements

Before the review, the staff and management of Bright Stars Educare Wairoa 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.

Actions for compliance

ERO found significant areas of non-compliance in the service related to health and safety. This includes: the systematic checking, monitoring and response to hazards; appropriate securing of furniture and resources; and minimising accessibility for children to high risk items. To meet requirements the service needs to improve its performance in the following areas:

  • take all reasonable steps to ensure that the premises, facilities, and equipment are systematically checked, used safely and kept free from hazards; accident/incident records are analysed to identify hazards and appropriate action is taken

ensure that heavy furniture, fixtures and equipment that could fall or topple and cause serious injury or damage, are secured.

[Licensing Criteria for Early Childhood Education and Care Centres 2008, HS6, HS12]

ERO found significant areas of non-compliance in the service related to aspects of the curriculum and the application of current knowledge:

  • the practices of adults providing education and care should demonstrate understanding of children’s learning and development, and knowledge of relevant theories and practice in early childhood education.

[Licensing Criteria for Early Childhood Education and Care Centres 2008, C4] 

Recommendation to Ministry of Education

ERO recommends that the Ministry reassess the licence of Bright Stars Educare Wairoa. ERO will not undertake a further education review of this service until the Ministry of Education is satisfied that the service meets licensing requirements.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Bright Stars Educare Wairoa will be in consultation with the Ministry of Education.

Joyce Gebbie

Deputy Chief Review Officer Central

17 March 2017 

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

Wairoa

Ministry of Education profile number

46268

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

24 children, including up to 8 aged under 2

Service roll

22

Gender composition

Boys 12, Girls 10

Ethnic composition

Māori

Pākehā

21

1

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

January 2017

Date of this report

17 March 2017

Most recent ERO report(s)

 

Education Review

February 2015

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 Bright Stars Educare Wairoa

How well placed is Bright Stars Educare Wairoa to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

This service needs to strengthen governance and management. It also should develop sustainable systems and processes that improve teaching practice and learning experiences for children.

ERO's findings that support this overall judgement are summarised below.

Background

Bright Stars Educare Wairoa is a privately owned centre, operating Monday to Thursday for eight hours a day. At the time of this review, 26 children are enrolled at the centre, including eight up to the age of two years. Of these, 85% of children identify as Māori.

The centre owner is a qualified teacher with full registration. She is also the manager. Two provisionally registered teachers work in the centre. Two unqualified staff support the teaching team.

The centre operates a mixed-age, bilingual programme. Its philosophy expresses a belief in children learning life skills and gaining confidence through meaningful relationships and whānau participation.

This is the centre’s first ERO review.

The Review Findings

Children participate enthusiastically in a child-centred, play-based programme. Routines provide them with a framework for the day and a sense of security. The home-like environment fosters their belonging.

Partnerships with parents and whānau are highly evident. Their knowledge is valued and they contribute significantly to children’s participation in the programme. Whanaungatanga and community engagement are central to the culture of the centre.

Children are immersed in a bilingual environment. Te reo me ngā tikanga Māori are naturally woven throughout the day. Teachers acknowledge children’s place as part of a wider whānau and iwi. Their Māori identity is cherished.

Children’s profiles show their participation in the programme, and at times they highlight their emerging interests. Teachers have identified a need to continue to strengthen these to show how children's learning is extended over time. ERO's evaluation agrees.

Staff know children and their families well. Qualified teachers work alongside children following their interests and extending their learning. However, teaching practice is not yet consistent across the staff team. Processes to support ongoing improvement in the provision of education and care require attention. The appraisal process is not sufficiently robust to improve teaching practice and requires further development. The programme of induction and mentoring for provisionally registered teachers should be strengthened.

Infants and toddlers freely access the environment. They have opportunities to learn from and interact with their older siblings and wider whānau. Unqualified staff need support to view young children as being competent and capable learners. The programme for children aged up to two should be strengthened to ensure their particular needs are met.

Self review is in the early stages of development. Teachers should continue to develop their understanding of the process of self review and their knowledge of evaluation. This should help them to monitor the effectiveness of centre operation and practice, and guide future decision making.

Although appropriate policies are in place, there is a lack of consistent implementation. The manager should continue to develop her understanding of how these policies guide centre operation.

Key Next Steps

The manager and teachers need support to strengthen governance and management and develop sustainable systems that improve teaching practice. These include:

  • developing management understanding of guiding policies
  • developing human resource processes that build and support teachers' professional practice
  • enhancing assessment, planning and evaluation
  • strengthening self review
  • strengthening the programme for infants and toddlers.

Management Assurance on Legal Requirements

Before the review, the staff and management of Bright Stars Educare Wairoa 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.

Actions for compliance

ERO identified an area of non-compliance relating to health and safety. To meet requirements the service needs to:

  • take all reasonable steps to promote the good health and safety of children enrolled in the service, by gaining evidence of parental acknowledgement of medication administered to children. [Licensing Criteria for Early Childhood Education and Care Centres 2008, HS28 (2)]

Since the on-site phase of the review, the manager has provided ERO with evidence that steps have been taken to address the action for non-compliance identified in the report.

Development Plan Recommendation

ERO recommends that the service consult with the Ministry of Education and plan to address the key next steps and actions outlined in this report.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Bright Stars Educare Wairoa will be within two years.

Joyce Gebbie

National Manager Review Services

Central Region

12 February 2015

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

Wairoa

Ministry of Education profile number

46268

Licence type

Education and Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

24 children, including 8 aged up to 2

Service roll

26

Gender composition

Boys 16

Girls 10

Ethnic composition

Māori

NZ European/Pākehā

22

4

Percentage of qualified teachers

0-49% 50-79% 80% Based on funding rates

50-79%

Reported ratios of staff to children

Under 2

1:4

Better than minimum requirements

 

Over 2

1:4

Better than minimum requirements

Review team on site

November 2014

Date of this report

12 February 2015

Most recent ERO report(s)

No previous ERO reports

 

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.