The Review Findings

The programme of education and care is made up of an effective blend of child-initiated and teacher-led exploration and learning. The planning of learning areas and displays of learning around the centre show that children are exposed to a rich and diverse curriculum, including a strong focus on literacy and mathematics learning. The organisation of the curriculum provides children with extensive choice, and access to a wide range of high-quality equipment throughout the day. There are many opportunities for children to be creative, which are supported by teachers and used in a highly effective way to promote children’s success and development.

Learning environments both inside and outdoors are very well resourced, attractive, clean and very well maintained. Teachers plan learning areas carefully to provide innovative and inviting places for children to explore and investigate. There are opportunities for parents to make a contribution to the programme and programme displays throughout the centre. A strong focus on promoting children’s social competencies is evident in the programme, teacher planning and interactions with children. Children play a valuable part in setting up the environment so that activities are more closely based on children’s ideas and preferences.

Since the last ERO review teachers and leaders have strengthened the way aspects of te reo and tikanga Māori are promoted throughout the centre. In addition, teachers are also developing the way they respond to families from an increasing range of cultures, especially in the area for younger children.

Programme planning is visible in the centre and strongly based on children’s interests and preferences. Important learning is documented in attractive assessment portfolios, which include a range of narratives and photographs that document children’s learning and development. During the day teachers skilfully notice children’s learning and sensitively intervene to support children’s developing theories and knowledge. ERO observed teachers engaging with children to support, challenge and extend their knowledge, language and ideas. Teachers frequently read to children, modelling appropriate language structures and encouraging them to talk about their learning. The programme for babies and toddlers is based on nurturing and responsive interactions, sensitively managed care routines, and ongoing communication with these young children.

Relationships between teachers and children are respectful and responsive to children’s need for education and care. Teachers have well-developed strategies to ensure daily care routines are used to promote meaningful learning. Strategies to manage children’s behaviour are also characterised by positive, timely interventions that support their development, rights and dignity.

Effective leadership and governance is being provided by the centre head teacher and Bethlehem Early Learning Centres’ manager. This is contributing to a shared sense of direction within the service, collaboration, and strong relational trust across the First Class team. Structures and processes for governance, management and administration are well developed and focused on continual improvement. There is good evidence that ongoing self review is leading to improved outcomes for children. Teachers and leaders have focused on moving from spontaneous review to planned and strategic review of major aspects of centre organisation and teacher practice, and this is contributing to continual improvement of the service. Thorough systems are in place to monitor children’s health and safety and promote children’s wellbeing.