BestStart Tawa South

Education institution number:
50084
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
78
Telephone:
Address:

52-62 Redwood Avenue, Tawa, Wellington

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BestStart Tawa South - 25/05/2020

1 Evaluation of BestStart Tawa South

How well placed is BestStart Tawa South to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

BestStart Tawa South requires further development to promote positive learning outcomes for children.

At the time of this review, BestStart managers were recruiting and inducting a number of leaders and teachers for this service. Significant development is required in assessment, planning and evaluation, culturally responsive practices, parent and whānau partnership, and provision for infants and toddlers.

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

Background

BestStart Tawa South, previously ABC Redwood, is licensed for 70 children including up to 20 aged under two years. Children enrolled represent a diverse range of ethnicities. Ten are Māori. BestStart Educare Ltd (the organisation) owns a number of early childhood services across New Zealand.

The service vision is ‘the beauty of this place lies in the cultures of the people.'

The centre is divided into two age-related sections. The centre manager is newly appointed. Head teachers for the preschool and the infants and toddlers' section were not in place at the time of this review. Relieving teachers were supporting permanently employed staff. Regional managers have oversight of curriculum and operation.

The June 2017 ERO report identified areas requiring improvement, including: assessment, planning and evaluation; extending children's interests over time; internal evaluation; teachers' understanding of te ao Māori; and developing learning partnerships with whānau Māori and the Pacific community to better support educational success. Little progress has been made.

This review was one of five in BestStart Educare Ltd, Wellington region.

The Review Findings

Provision for children's learning is variable. Older children are settled and busy, engaging in sustained independent play and focused group experiences. They demonstrate social competence and confidence.

Children aged under two years would benefit from teachers growing their professional understandings of the unique characteristics of infants and toddlers to inform curriculum design and delivery for younger children. This should support them to better engage and extend their learning. Currently, teaching strategies are primarily focused on providing resources and managing routines. Children need to be better supported to settle into play, make meaningful choices, and learn alongside adults through intentional teaching interactions.

With the establishment of a new leadership team, it should be a priority to review the service philosophy and define the learning outcomes that matter most to this community. This process should be guided by consultation with families. Leaders and teachers should then establish clear, specific expectations for teaching practice in order to purposefully promote the agreed priority outcomes for children.

ERO and management agree that culturally responsive practices require further development. This should include:

  • improving the bicultural curriculum

  • partnership with whānau Māori and Pacific communities to establish what success looks like for their children, and promoting this in practice

  • purposefully reflecting children's diverse cultures, languages and identities within everyday teaching interactions and in learning documentation.

Clear guidelines need to be developed for assessment, planning and evaluation. These should be used to build teacher understandings and monitor consistent, high-quality practices that result in improved outcomes for children. Particular attention should be paid to:

  • setting specific and measurable learning goals for children, based on parent aspirations

  • documenting how teachers plan and implement targeted and individualised strategies

  • focusing assessments on clear, observable evidence of children's progress

  • drawing on children's diverse cultures, languages and identities to enrich strategies and assessments

  • showing the use and effectiveness of individual education plans for children with diverse learning needs.

Teachers regularly review elements of practice using key early learning research as a guide. Their collective approach and well-considered actions result in improvements for children. A next step is to strengthen the use of internal evaluation processes, with a focus on measuring the impact current practices are having on child outcomes. This should better support teachers’ decisions about where to make refinements to their practice.

A well-considered appraisal process supports teachers’ ongoing development and inquiry into the effectiveness of their practice. Purposeful appraisal goals focus on strengthening leadership and practice to promote children’s learning and wellbeing.

The organisation should establish clear and consistent understandings, expectations and practices around promoting educational success for Māori and Pacific children. Leaders and teachers should be supported to purposefully draw on the cultural expertise and aspirations of families and whānau, key staff and community. The organisation should then monitor the impact of this development, on teacher practices as well as outcomes for Māori and Pacific children.

Senior managers effectively foster a collective sense of responsibility to implement the vision, values and mission of the organisation. Systems, processes and guiding templates are well developed and regularly reviewed to continually improve provision for children. Recently revised induction information for relieving teachers includes clearer guidance around expectations for interactions and positive guidance, specific to individual centres and their learners. Embedding its use across BestStart centres should further promote consistency of practice, benefitting children.

Key Next Steps

ERO, managers and teachers agree that priorities are to:

  • improve teacher knowledge and provision for infants and toddlers

  • grow understanding and practice in assessment, planning and evaluation

  • improve documentation to support the monitoring and progress of children with diverse learning needs

  • develop the bicultural curriculum

  • build culturally responsive practices that reflect the service's diverse community

  • strengthen internal evaluation to focus on outcomes for children.

In addition, the organisation should support teachers’ understanding around promoting success for Māori and Pacific children.

Management Assurance on Legal Requirements

Before the review, the staff and management of BestStart Tawa South completed an ERO Centre Assurance Statement and Self-Audit Checklist. n 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 identified areas of non-compliance relating to premises and facilities and health and safety. To meet requirements the service needs to improve its performance in the following areas:

  • ensuring children's access to the licensed space is not unnecessarily limited

  • recording of injuries and incidents that occur at the service, including evidence that parents have been informed

  • record-keeping of all medicine given to children attending the service.

Licensing Criteria for Early Childhood Education and Care Centres 2008, PF2, HS27, HS28.

Development Plan Recommendation

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

Dr Lesley Patterson

Director Review and Improvement Services (Southern)

Southern Region - Te Tai Tini

25 May 2020

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

Wellington

Ministry of Education profile number

50084

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

70 children, including up to 20 aged under 2

Service roll

84

Gender composition

Male 44, Female 40

Ethnic composition

Māori
NZ European / Pākehā
Other ethnic groups

10
46
28

Percentage of qualified teachers

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

March 2020

Date of this report

25 May 2020

Most recent ERO report(s)

Education Review

June 2017

Education Review

July 2013

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

The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:

  • Very well placed

  • Well placed

  • Requires further development

  • Not well placed

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.

ABC Redwood - 09/06/2017

1 Evaluation of ABC Redwood

How well placed is ABC Redwood 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

ABC Redwood provides education and care for children from birth to five years of age. Children learn and play in two separate areas, designed specifically for the needs of different age groups, five days a week. The service is licensed for 70 children, including up to 20 aged up to two years. Of the 87 children enrolled, 13 identify as Māori and four as Pacific.

Since the July 2013 ERO evaluation, the centre's license allows for an increased number of children, and two new head teachers have been appointed. Most teachers are fully qualified and represent a range of cultures. Day-to-day operation of the centre is the responsibility of the manager, who supports the head teachers.

The previous ERO report identified areas requiring further improvement. These included continuing to improve outcomes for children by addressing the findings of the centre's internal evaluation.Good progress has been made in these areas.

ABC Redwood is owned and operated by BestStart Educare Ltd. BestStart (previously known as Kidicorp Ltd), a large organisation that owns early childhood services across New Zealand.

This review was part of a cluster of two in BestStart Educare Ltd.

The Review Findings

The philosophy has been recently reviewed in collaboration with parents and whānau, and guides the service's direction. A supporting document guides implementation. It is timely to evaluate how evident the learning outcomes are within the philosophy and vision statements.

Children are confident and competent learners who are encouraged to make decisions. They have opportunities to challenge themselves and develop their independence. Children inquire and lead their own learning within a supportive environment.

Teachers know children well. They use a range of teaching strategies to enhance their learning. Teachers are well supported to implement a curriculum that is responsive to children’s emerging skills, needs and interests. Literacy and mathematics are suitably woven throughout the programme.

Recent changes to planning for individual children, effectively support teachers to recognise, respond to and document children's learning. Leaders and teachers continue to refine planning for groups of children and develop consistency of practice. This should increase the focus on extending children's interests over time.

Children's profiles provide a useful record of their learning and development which is shared digitally with parents and whānau. Families are actively encouraged to participate in their child's learning through sharing aspirations and contributing to their child's profiles. Building strong relationships with parents, whānau, and the community is a centre focus.

Te ao Māori, including waiata Māori, is promoted in the centre. Te reo me ngā tikanga Māori are woven into conversations with children. Leaders have identified that supporting teachers to increase their knowledge and understanding of te ao Māori is a next step. ERO affirms this direction.

Leaders and teachers continue to develop their understanding of educational success for Māori and Pacific children. Developing learning partnerships with whānau Māori and the Pacific community is a key next step. This should assist the centre to further reflect the cultures, languages and identities of these children.

Children up to two years are well supported within a calm, nurturing environment. Routines are flexible, unhurried and responsive to their needs. Teachers sensitively and respectfully respond to the daily rhythms of infants and toddlers.

Teachers work in partnership with families and external agencies to effectively provide for children requiring additional learning support. Learning goals are identified in children's individual development plans.

Children’s sense of belonging is nurtured through transitions within the centre. Relationships are being established with local schools as part of an ongoing focus on supporting children's transitions from the centre.

Internal evaluation is developing and is supported by a recently devised framework focused on improving outcomes for children. Teachers have identified the need to build a shared understanding of this process.

Leaders are improvement-focused. The collaborative teaching team is well supported by the centre manager and area manager who have a commitment to growing leadership. Teachers seek professional learning opportunities aligned to centre priorities.

A clear framework guides appraisal. This has a developmental focus and includes self reflection and appraiser assessment. Formal observations of practice provide useful information about the quality of teaching. In addition, teachers and leaders are building their capabilities through an inquiry and knowledge-building framework to help improve outcomes for children. BestStart provides opportunities to participate in a wide range of professional learning and development. 

The area manager provides regular feedback, support and guidance about the curriculum in action. This clearly identifies strengths and areas for development. Roles and responsibilities of leaders and managers are clearly identified and well understood. A comprehensive policy framework, including procedures and systems, guides the operation of the centre.

Key Next Steps

ERO and leaders agree that key next steps are to continue to:

  • refine assessment, planning and evaluation

  • further develop understandings of how teachers can promote and support educational success for Māori and Pacific children

  • strengthen internal evaluation.

Management Assurance on Legal Requirements

Before the review, the staff and management of ABC Redwood 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 ABC Redwood will be in three years.

Patricia Davey

Deputy Chief Review Officer Central (Acting)

9 June 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

Tawa, Wellington

Ministry of Education profile number

50084

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

70 children, including up to 20 aged under 2

Service roll

87

Gender composition

Girls 45, Boys 42

Ethnic composition

Māori

Pākehā

Pacific

Asian

Other ethnic groups

13

48

4

9

13

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

May 2017

Date of this report

9 June 2017

Most recent ERO report(s)

 

Education Review

July 2013

Supplementary Review

May 2010

Education Review

February 2009

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.