5 Young Grove, Stokes Valley, Lower Hutt
View on mapBestStart Stokes Valley
BestStart Stokes Valley - 28/05/2020
1 Evaluation of BestStart Stokes Valley
How well placed is BestStart Stokes Valley to promote positive learning outcomes for children?
Not well placed |
Requires further development |
Well placed |
Very well placed |
BestStart Stokes Valley is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Background
BestStart Stokes Valley, previously ABC Stokes Valley, is licensed for 61 children including up to 20 aged under two years. Of the current roll of 78 children, 22 are Māori and three are of Pacific heritage. The centre is divided into two learning spaces designed for the different age groups. BestStart Educare Ltd (the organisation) owns a number of early childhood services across New Zealand.
Regional managers have oversight of curriculum and operation. Day-to day responsibility is delegated to the centre manager. At the time of this review, the preschool head teacher had recently been appointed and the organisation was in the process of recruiting a head teacher for the infants’ and toddlers' area. Staff are a mix of in-training and trained teachers. They represent a diverse range of ethnic groups.
The service vision is 'together we enrich the lives of others'.
The May 2017 ERO report identified areas requiring improvement. These included: assessment, planning and evaluation; understanding educational success for Māori and Pacific children; use of te reo Māori and internal evaluation. While some progress has been made, these continue to require development.
This review was one of five in BestStart Educare Ltd, Wellington Region.
The Review Findings
Children have ongoing opportunities to create, construct, challenge themselves and have fun. They confidently lead their learning within the well-resourced learning spaces. Excursions into the local community extend learning opportunities. Sensory experiences are used well by teachers to support children's social skills and wellbeing. Teaching interactions are encouraging and responsive.
Provision for infants and toddlers is well developed. They benefit from teachers’ respectful, calm and attentive approach to support their learning. Care moments are tailored to home routines and suitably responsive to known preferences.
Children with diverse learning needs are well supported. Teachers work closely with parents and external agencies to promote their wellbeing and learning.
Leaders and teachers have been working to grow their understanding of te ao Māori and capability and confidence in the use of te reo me ngā tikanga Māori. They are integrating aspects into the curriculum. ERO affirms that this should be an ongoing priority for development.
As the service is about to review its philosophy, it is timely that leaders engage with whānau Māori and families of Pacific heritages to determine what education success means for them and their children. This should assist them to support the learning outcomes that matter most to these communities.
The quality of assessment practice is variable. In some good examples, teachers draw on conversations they have had with parents to inform their teaching strategies, and positive learning outcomes are evident for children. Next steps are for leaders to develop clear guidelines that promote consistent, high quality practice, and strengthen acknowledgment of children’s cultures, languages and identities in assessment documentation.
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.
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 outcomes for children. This should better support teachers’ decisions about where to make refinements to their practice.
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.
A distributed approach to leadership is valued and encouraged. ERO affirms that leaders should continue to maximise the skills and cultural capital of the teaching team.
Key Next Steps
ERO, managers and teachers agree that priorities are to:
-
strengthen assessment, planning and evaluation processes, focusing on growing consistency of teacher practice and better reflecting children's cultures, languages and identities in their learning records
-
develop understanding of educational success for Māori and Pacific children, in partnership with whānau and community
-
grow knowledge and practices around te ao Māori and use of te reo me ngā tikanga Māori
-
improve internal evaluation.
In addition, the organisation should support teachers’ understanding around promoting success for Maori and Pacific children.
Management Assurance on Legal Requirements
Before the review, the staff and management of BestStart Stokes Valley 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
28 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 |
Lower Hutt |
||
Ministry of Education profile number |
60096 |
||
Licence type |
Education & Care Service |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
61 children, including up to 20 aged under 2 |
||
Service roll |
78 |
||
Gender composition |
Male 44, Female 34 |
||
Ethnic composition |
Māori |
22 |
|
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 |
March 2020 |
||
Date of this report |
28 May 2020 |
||
Most recent ERO report(s) |
Education Review |
May 2017 |
|
Education Review |
February 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
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 Stokes Valley - 09/05/2017
1 Evaluation of ABC Stokes Valley
How well placed is ABC Stokes Valley 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 Stokes Valley provides education and care for children from birth to five years of age, five days a week. It is licensed for 61 children, including up to 20 aged up to two years. Of the 79 children enrolled 13 identify as Māori and four as Pacific.
Since the February 2014 ERO evaluation, a new centre manager has been appointed. Most teachers are fully qualified and represent a diverse range of cultures. Day-to-day operation of the centre is the responsibility of the manager, who supports two head teachers.
The previous ERO report identified areas requiring further improvement. These included enhancing aspects of the curriculum, strengthening assessment and planning, developing review and evaluation. Good progress has been made in these areas.
ABC Stokes Valley is owned and operated by BestStart Educare Ltd. BestStart (previously known as Kidicorp Ltd) is a large national organisation that owns early childhood services across New Zealand.
This review was one of two in BestStart Educare Ltd.
The Review Findings
The centre’s philosophy is highly evident in practice. Children are learning to explore, be independent and to be respectful and positive learners. They experience warm and respectful relationships. Children with additional learning needs are well supported. External agencies are accessed when required.
Teachers know children well, they use a range of teaching strategies to support their learning. Literacy and mathematics are woven throughout programme.
Teachers sensitively respond to and support infants’ and toddlers’ need for strong and secure attachment. They follow children’s cues within a flexible learning programme that is designed to support individual needs.
Te ao Māori is well promoted in the centre. Aspects of te reo Māori are used in general conversations with children and waiata Māori is a popular activity. Continuing to support teachers to actively use te reo Māori in the centre is a next step.
Building strong relationships between whānau, parents and families is a centre focus. Leaders and teachers continue to develop their understanding of what educational success looks like for Māori and Pacific children. Developing learning partnerships with whānau Māori and the Pacific community is a key next step. This should help to assist the centre to further develop its cultural responsiveness and promote educational success for Māori and Pacific children.
Children's learning profiles provide a useful record of their learning and development. Learning is captured and shared digitally with parents and whānau. An online assessment tool enables parents to contribute to their child’s learning profile.
Teachers are well supported to implement a curriculum that is responsive to children’s emerging skills, interests and needs. Leaders have identified the need to continue to strengthen assessment practice to show greater progression of children's learning over time. ERO affirms this direction.
Leaders are focused on improving the quality of education and care through an ongoing systematic approach to improve outcomes for all children. A key next step is for leaders to build teachers' evaluative understanding and capability. This should assist them to better evaluate the impact of teachers’ practices on children’s learning.
Children’s sense of belonging is nurtured through transitions within the centre. Transitions to school are supported by well-established relationships with local schools.
A collaborative leadership approach is promoted across all aspects of the centre’s operations. Teachers have opportunities to take on leadership roles.
A clear framework guides the appraisal process. This includes self-reflection and appraiser assessment and has a developmental focus. 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 positive outcomes for children. BestStart provides opportunities to participate in a wide range of professional learning and development.
Professional service managers provide 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:
- strengthen assessment, planning and evaluation
- further develop understandings of educational success for Māori and Pacific children
- support teachers to actively use te reo Māori across the centre
- develop teachers' understanding of effective internal evaluation.
Management Assurance on Legal Requirements
Before the review, the staff and management of ABC Stokes Valley 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 Stokes Valley will be in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
9 May 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 |
Stokes Valley |
||
Ministry of Education profile number |
60096 |
||
Licence type |
Education & Care Service |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
61 children, including up to 20 aged under 2 |
||
Service roll |
79 |
||
Gender composition |
Boys 46, Girls 33 |
||
Ethnic composition |
Māori |
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 |
March 2017 |
||
Date of this report |
9 May 2017 |
||
Most recent ERO report(s)
|
Education Review |
February 2014 |
|
Education Review |
September 2010 |
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.