Bee Kids Childcare Centre - 15/02/2018

1 Evaluation of Bee Kids Childcare Centre

How well placed is Bee Kids Childcare Centre 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.


Bee Kids Childcare Centre is located in Marton. The centre is privately owned and offers full day education and care for 23 children including eight up to two years old. Groupings are flexible and mixed age. At the time of this review 33 children are enrolled and 17 are Māori.

Staffing has undergone some changes since the August 2014 ERO report and comprises a mix of qualified, in-training and untrained teachers.  The service is overseen by a director and daily operation is led by the qualified centre manager.

The previous ERO report identified key next steps were to:

  • develop ways to maintain children's connections to their cultural identity
  • reinforce te ao Māori and Pacific ways of knowing, doing and being through assessment, planning and learning
  • continue to strengthen self-review processes
  • implement the appraisal system.

Ongoing progress towards achieving these is evident.

The Review Findings

Bee Kids Childcare Centre provides children with an inclusive environment that is responsive to its community's social and cultural values and beliefs. The centre's new philosophy was thoughtfully and collaboratively developed with whānau and staff to reflect a commitment to bicultural learning and teaching.

Teachers have positive, responsive and sensitive relationships with children. Children lead their learning. They are supported in independent and collaborative play. Infants are nurtured by dedicated staff. Teachers and children have fun in learning. Opportunities are provided for children to further develop their understanding in numeracy and literacy. Learning conversations are responsive to children’s emerging interests. 

Wellbeing is supported by a culturally responsive curriculum. Kaupapa Māori concepts are integral to curriculum decisions. Teachers and leaders seek deeper, richer understanding of place-based learning. Teachers consistently look for ways to maintain children’s cultural identity. Leaders respectfully validate te ao Māori and encourage whānau to contribute to their child’s learning. Leaders need to strengthen these processes to ensure all parent aspirations and voices are heard.

Learning assessments increasingly demonstrate teachers' understanding of individual and groups of children's learning progress. Building on children’s development is evident in learning stories, however there is variability in analysis of information to determine children’s learning pathways. To sustain good practices, and further develop teacher capability, emphasis should be placed on using assessment to deepen and deliberately provide increasing complexity to children's learning.

The service has implemented a newly developed appraisal system and recognises the need to further improve this process. Aspects of the appraisal process need strengthening by: ensuring clearer links to the Practising Teacher Criteria and sufficient evidence is gathered for each criterion; and improving the quality of goal setting and feedback to teachers. An external provider supports staff to improve these aspects.

Regular self review, focused on improvement and accountability, supports the commitment to children’s language, culture and heritage. The framework used for self review should be strengthened through alignment of the philosophy and the setting of strategic goals. Improvements to the process should ensure a shared understanding of all staff of the purpose and use of internal evaluation, so that they clearly know how well the centre is achieving its outcomes for children.

Key Next Steps

Leaders and teachers should;

  • develop a strategic plan that clearly informs decision making for teaching and learning and centre operation
  • continue to strengthen internal evaluation, to show the impact of actions on outcomes for learners
  • strengthen planning by clearer documentation of teaching strategies for intentional teaching
  • build on the improved current practice through implementing the documented appraisal process fully.

Management Assurance on Legal Requirements

Before the review, the staff and management of Bee Kids Childcare Centre 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 Bee Kids Childcare Centre will be in three years.

Alan Wynyard
Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

15 February 2018

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



Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

23 children, including up to 8 aged under 2

Service roll


Gender composition

Girls 20, Boys 13

Ethnic composition



Percentage of qualified teachers

0-49%       50-79%       80%

Based on funding rates


Reported ratios of staff to children

Under 2


Better than minimum requirements

Over 2


Better than minimum requirements

Review team on site

December 2017

Date of this report

15 February 2018

Most recent ERO report(s)

Education Review

August 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 whānaungatanga – 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.