BestStart Everglade Preschool

Education institution number:
25253
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
51
Telephone:
Address:

66 Everglade Drive, Manukau City, Auckland

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BestStart Everglade Preschool - 25/09/2019

1 Evaluation of BestStart Everglade Preschool

How well placed is BestStart Everglade Preschool to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

BestStart Everglade Preschool is very well placed to promote positive learning outcomes for children.

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

Background

BestStart Everglade Preschool provides education and care for children over two years of age. There are six qualified teachers, an administrator, a cook and a teacher aide.

The centre is part of the BestStart charitable trust. The organisation has re-branded all its early learning services. It provides an overarching governance and management framework to support operations and curriculum delivery in individual centres. Business managers (BM) and professional services managers (PSM) lead staff professional development and provide strategic guidance.

The curriculum is underpinned by the principles of Te Whāriki, the early childhood curriculum, bicultural practices and partnerships with parents/whānau.

The centre has a history of positive ERO reports. ERO’s 2016 report noted teachers' high-quality interactions and that programmes were driven by children’s interests. Very good teaching practices have been maintained. Teachers have continued to review and enhance the learning environment.

This review was part of a cluster of nine reviews in BestStart's Upper North Island region.

The Review Findings

Teachers’ shared philosophy is evident in the provision of a high quality, child-led programme. Children learn in a stimulating, well-resourced learning environment that supports their sustained engagement in learning. They have many opportunities to experience literacy, numeracy, science and technology as part of their play and in meaningful learning experiences. Children are eager to discover, learn and try new things. They play cooperatively, show empathy for others and demonstrate leadership.

Children’s ideas and parents’ aspirations for their children are sought and valued. Children’s leadership is evident in planning records and children’s portfolios. The practice of child-initiated planning is well embedded in the programme.

Teachers' respectful inclusive interactions, high expectations and sustained conversations contribute to children being confident, capable learners. Teachers foster children's strengths and nurture their interests. They promote children’s creativity, curiosity and problem-solving abilities. They are committed to children being empowered in their learning.

Teachers celebrate families' skills and knowledge and their ethnic diversity. They have worked collaboratively with Māori whānau to acknowledge the place of Māori as tangata whenua and nurture Māori children’s sense of identity. Pacific children and their whānau experience a programme that values and supports their identity, culture and languages.

Children with additional needs have equitable opportunities for learning. Close relationships with whānau support teachers to respond to individual children's learning needs.

Teachers are reflective and innovative. They actively participate in ongoing professional development that enhances their practice and programmes for children. They constantly consider further ways to promote positive outcomes for children.

Teachers work collegially and benefit from the centre manager's strong professional leadership. They are also encouraged to be leaders. The BestStart appraisal system provides opportunities for teachers to reflect on and refine their practice. Managers encourage teachers to engage in leading professional development and sharing effective teaching practices with others.

Good systems for internal evaluation guide teaching practice and inform programme improvements. Teachers agree that they could enhance their internal evaluation process by incorporating a wider variety of perspectives and making the depth of their thinking more visible.

Centre operations are guided by strategic and annual plans, and a shared vision. These are linked to BestStart strategic goals, which promote a sense of belonging to a wider learning community and support more widespread collaboration amongst teaching teams. Leaders and teachers regularly revisit the centre's strategic goals and annual action plans to monitor quality and promote ongoing improvement.

Key Next Steps

The teaching team is eager to continue exploring ways to enhance their practices and programmes for children. Next steps include:

  • strengthening learning stories to more clearly show children's progress and the continuity of their learning

  • increasing the visibility of their evaluative thinking and community contributions in internal evaluation processes.

Management Assurance on Legal Requirements

Before the review, the staff and management of BestStart Everglade Preschool 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.

Steve Tanner

Director Review and Improvement Services Northern

Northern Region

25 September 2019

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

Manukau City, Auckland

Ministry of Education profile number

25253

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children aged over 2 years

Service roll

65

Gender composition

Girls 36 Boys 29

Ethnic composition

Māori
NZ European/Pākehā
Indian
Southeast Asian
Samoan
other Pacific

14
10
20
11
4
6

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Over 2

1:8

Better than minimum requirements

Review team on site

July 2019

Date of this report

25 September 2019

Most recent ERO report(s)

Education Review

March 2016

Education Review

March 2013

Education Review

November 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

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.

First Steps Everglade Preschool - 31/03/2016

1 Evaluation of First Steps Everglade Preschool

How well placed is First Steps Everglade Preschool 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

First Steps Everglade Preschool in Manukau City is a well-established centre that provides education and care for up to 50 children over two years of age. The centre has a positive history of ERO reports. Leaders used the 2013 ERO report to promote changes to teaching practice and to deepen their understanding of effective self-review.

The centre philosophy emphasises that the learning programme is based on Te Whāriki, the early childhood curriculum, and that children will enjoy respectful and trusting relationships in a homely environment. This philosophy underpins teachers' efforts to create a welcoming environment and build partnerships with parents, where there is a focus on the individual child and their family. Most children in the centre transition to Everglade School.

Although children are taught in two separate spaces, they mix freely in the outdoor play area. The multicultural teaching team has six qualified teachers and two support staff. Teachers have participated in a variety of professional development sessions aimed at improving teaching practices. Children's transitions into, through and from the centre are carefully and effectively managed by centre staff.

A professional services manager from the umbrella organisation Best Start Educare Ltd, regularly visits the centre. She provides management and curriculum support for teachers and a business manager supports the centre manager with centre operations.

The Review Findings

There are genuine, caring relationships between teachers, children and their whānau. Children form friendships with each other and are developing self-management skills. The centre provides good quality care and supports the wellbeing of children and their families. Centre leaders have strong relationships with external agencies and are able to advocate for children and their families. Leaders aim to provide a "home away from home" for the children, parents and whānau. To achieve this, teachers deliver a calm, unhurried programme for children.

Children have frequent opportunities to learn though play. Teachers have strengthened their teaching strategies and are now more effectively noticing and responding to children's interests. Centre leaders have appropriately identified the continuing need to build consistently high quality interactions between teachers and children. This practice would help teachers to empower children so that they can reach their potential. These developments align well with the principles and goals of Te Whāriki, the early childhood curriculum.

There has been good progress to strengthen the quality of programme planning and evaluation, and the assessment of children's learning. Teachers share useful information about children's learning with parents. Learning stories provide an effective way for teachers to report to parents/whānau about what children are learning over time. Leaders are investigating other ways to share children's learning with families including using electronic portfolios.

Children’s language, culture and identity are valued and promoted in this centre. Staff reflect the centre's diverse community. Many languages are used by both teachers and children in the programme. Children and teachers celebrate cultural events through the year. Centre managers and teachers are committed to raising children’s awareness of the bicultural heritage of Aotearoa New Zealand. Te reo Māori is heard through the centre and children respond to basic phrases and sing waiata.

Teachers are supported to develop their professional knowledge and leadership skills. Appraisal systems are appropriately linked to the Practising Teacher Criteria. Teachers set goals and develop appropriate strategies to achieve them. These practices are helping teachers to reflect more deeply on their teaching practice.

The centre manager has benefitted from the support offered by the umbrella organisation. Regular review of centre operations and teaching practice help leaders stay focused on promoting positive outcomes for children. The professional services manager, the business manager and the centre manager are a strong team. Together, they are focused on promoting what is best for the children and their community.

Key Next Steps

In order to build on current good practices, centre managers agree that key next steps are to consider further ways to:

  • strengthen teaching strategies to extend children's learning, especially through creativity, thinking and problem solving
  • review how well children's interests are catered for in programme planning
  • identify and plan for annual targets aligned to the centre's long term strategic goals.

Management Assurance on Legal Requirements

Before the review, the staff and management of First Steps Everglade Preschool 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 First Steps Everglade Preschool will be in three years. 

Graham Randell
Deputy Chief Review Officer Northern

31 March 2016 

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

Manukau, Auckland

Ministry of Education profile number

25253

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, including up to 0 aged under 2

Service roll

78

Gender composition

Girls       42          
Boys      36

Ethnic composition

Māori
Pākehā
Fijian Indian
Indian
Vietnamese
Pasifika
Chinese
other Asian
other

  6
21
15
  9
  8
  7
  6
  4
  2

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

February 2016

Date of this report

31 March 2016

Most recent ERO report(s)

Education Review

March 2013

Education Review

November 2009

Education Review

September 2006

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.