18 Te Aute Road, Havelock North
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
BestStart Havelock North is very well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
BestStart Havelock North (previously known as ABC Havelock North) operates Monday to Friday from 7.45 am until 5.15 pm and is licensed for 25 children over the age of two. The current roll of 31, includes five children who identify as Māori.
Families attend from Havelock North and the wider community. Centre staffing remains consistent. The majority of teachers are qualified. A centre chef provides daily meals to meet the nutritional and cultural needs of children. The service philosophy encompasses the development of: respectful relationships; cultural identity; wairua, positive guidance; self-regulation; active learning within a programme that empowers children to explore and inquire into their learning.
BestStart Havelock North operates under the national umbrella of BestStart Educare Ltd, that owns centres throughout New Zealand. BestStart policies and procedures guide operation and provide business management services. Since the October 2015 ERO report, a new business manager and a professional services manager have been appointed to provide support for curriculum development and delivery.
The service has sustained and improved on the good practice identified in the previous ERO evaluation.
A clear vision sets the direction for the service. The philosophy is highly evident in practice, documentation, assessment and in the curriculum. This is underpinned by strong, reciprocal relationships that are responsive to the needs of its learning community. Parents, whānau and children are made to feel welcome and valued. Their cultures are celebrated.
A calm, inviting environment successfully encourages children's exploration, investigation and curiosity. Attentive teachers interact positively with children and extend their working theories, interests and projects. Extensive planning, photo walls and learning portfolios show children as competent and capable learners.
Teachers work collaboratively with parents and external agencies to provide additional learning support for diverse learners. Effective teaching strategies help children to self-regulate their emotions. Early literacy and rich language experiences are integrated within a highly inclusive setting.
Children benefit from a wide range of opportunities to experience te reo Māori me ngā tikanga Māori. Te ao Māori is strongly reflected across the curriculum. Waiata, karakia and stories depicting local iwi are meaningfully included. The bicultural curriculum is extended through regular cultural celebrations and family events. Teachers continue to be guided by whānau Māori to deepen their understanding of what success looks like for their children and respond appropriately.
Group planning is well established and shows how adults facilitate learning to promote children's interests across the breadth of the curriculum. A range of assessment tools provides a clear picture of who the child is, what they like and how they learn. ERO affirms the services current focus on the use of children's cultural contexts and parent aspirations to inform individual planning. This should further support teachers to evaluate the effectiveness of the enacted curriculum and teaching strategies to progress learning.
A well-considered transition-to-school process is in place. Reciprocal relationships and visits between the school and the centre enable teachers to share relevant information about children's learning as they move on to school.
BestStart guiding policies and procedures are consistently implemented to meet licensing requirements. A clear focus on achieving the service's identified priorities is evident throughout all levels of operation. Teachers are highly reflective and work collaboratively within a professional learning culture that promotes high quality education and care.
Systematic self review and evaluation leads to improved outcomes for children. Internal evaluation, that is focused and useful, should continue to provide leaders, teachers, parents and whānau with sound information about the effectiveness of the curriculum. Further evaluating the impact of initiatives to see what is working well and who for, should further support the team to identify and target specific areas for ongoing improvement.
Leaders agree that aspects of internal evaluation require strengthening. The service has the capacity to do this to sustain and continue to improve positive outcomes for children.
Before the review, the staff and management of BestStart Havelock North 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:
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.
Phil Cowie
Director Review and Improvement Services Central
Central Region
17 September 2019
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.
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Location |
Havelock North |
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Ministry of Education profile number |
55446 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
25 children over 2 |
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Service roll |
31 |
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Gender composition |
Male 19, Female 12 |
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Ethnic composition |
Māori |
5 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Reported ratios of staff to children |
Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
July 2019 |
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Date of this report |
17 September 2019 |
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Most recent ERO report(s) |
Education Review |
October 2015 |
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|
Education Review |
October 2012 |
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Education Review |
February 2009 |
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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.
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.
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
ABC Havelock North operates Monday to Friday from 7.45am until 5.15pm and is licensed for 25 children over the age of two. The current roll of 33 includes nine children who identify as Māori.
Families attend from Havelock North and the wider community, such as Hastings and Flaxmere. Significant interior and exterior renovations and improvements are planned for late 2015 and 2016. The majority of staff are qualified and registered teachers.
ABC Havelock North operates under the umbrella of the national early childhood organisation, BestStart Educare, formerly known as Kidicorp. Locally, a business manager, area manager and a professional services manager work with centres. This support is through scheduled meetings, centre visits, mentoring, appraisal and providing professional development based on centre or regional goals. The centre business plans are directly linked to BestStart Educare strategic and operational plans.
This review was part of a cluster of four reviews of ABC centres in Hawke’s Bay
Children are celebrated as confident and competent learners. Their learning is clearly depicted through the photo walls and individual portfolios. All children experience success and their cultures are celebrated.
Children develop responsibility for their own wellbeing and teachers support and promote their social skills. Children can set their own challenges, develop independence and lead their own learning. Natural resources are used effectively to encourage children’s development, thinking and creativity. Children’s learning and interests are fostered and extended in the purposefully planned and well-resourced environment.
Children are highly engaged in meaningful learning experiences. Adults are guided by the early childhood curriculum, Te Whāriki, follow children’s interests and extend their experiences. Children make decisions and choices and are encouraged to set and solve problems. There is a focus on developing competence, confidence and independence as learners.
Centre staff promote strong relationships and partnerships with parents and families. Parents demonstrate that they are comfortable in the centre. Staff are approachable. They work collaboratively alongside each other and whānau to make children’s experiences meaningful and fun. Children experiencing success is clearly evident.
Māori children and whānau experience respectful relationships with centre personnel. Te reo me ngā tikanga Māori are naturally woven through the programme. Children and adults demonstrate growing confidence to include te reo Māori in conversations. Children lead karakia and share their pepeha with others.
Self review has focused on staff building and sustaining responsive and reciprocal relationships with whānau Māori and actively promoting success for Māori. Children embrace their cultural identity, which supports their sense of belonging within the centre.
Teachers effectively use an online tool and hard copy portfolios to support planning and document children’s learning. This is shared with parents and whānau. These provide positive links between home and the centre and contribute successfully to an increased level of parent input into the programme. Teachers encourage parents and whānau to contribute to the curriculum and share aspirations for their children.
The curriculum is enhanced through teachers’ responses to meaningful professional learning and development (PLD). Through the newly introduced rigorous appraisal system, individual teachers identify where children may benefit from adults’ further training and development. All staff recently attended PLD about supporting children’s communication. There is a greater understanding and recognition of how children grow their language capabilities.
Self review is sufficiently robust for the centre to be self improving. Teachers continue to build their knowledge and understanding to bring about improvement for children. A team approach to ensuring that all adults are focused on high quality teaching and learning is evident.
The newly-formed teaching team has reviewed the centre philosophy and made clear links between the BestStart Educare organisation strategic goals and centre goals. Teachers and management should continue to use self review to sustain positive outcomes for children.
Before the review, the staff and management of ABC Havelock North 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:
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
The next ERO review of ABC Havelock North will be in four years.
Joyce Gebbie
Deputy Chief Review Officer Central
29 October 2015
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.
|
Location |
Havelock North |
||
|
Ministry of Education profile number |
55446 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
25 children, aged over 2 |
||
|
Service roll |
33 |
||
|
Gender composition |
Girls 17 Boys 16 |
||
|
Ethnic composition |
Māori Pākehā Indian |
9 21 3 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Over 2 |
1:8 |
Better than minimum requirements |
|
Review team on site |
July 2015 |
||
|
Date of this report |
29 October 2015 |
||
|
Most recent ERO report(s) |
Education Review |
October 2012 |
|
|
Education Review |
February 2009 |
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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.