Bizzy Buddyz (2)

Education institution number:
40310
Service type:
Homebased Network
Definition:
Not Applicable
Total roll:
35
Telephone:
Address:

76 Alexander Avenue, Whakatane

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Bizzy Buddyz (2)

ERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.

ERO’s Judgement

Regulatory standards

ERO’s judgement

Curriculum

Meeting

Premises and facilities

Meeting

Health and safety

Not meeting

Governance, management and administration

Meeting

At the time of the review, ERO identified areas of non-compliance with regulatory standards that are an unacceptable risk to children.

Background

Bizzy Buddyz (2) provides home-based education and care in educarers' homes. The privately owned service operates three networks covering the Eastern Bay of Plenty. A centralised team of visiting teachers, management, and administration guide daily operations. Over half of children attending identify as Māori. The service philosophy values whanaungatanga, manaakitanga and aroha.

Summary of Review Findings

Children are responded to as confident and competent learners within an inclusive curriculum. Māori are acknowledged as tangata whenua. Assessment, planning, and evaluation demonstrates an understanding of children’s interests, learning, whānau, and life contexts.

Premises support different types of indoor and outdoor experiences. A variety of equipment and materials is provided that is appropriate for the learning and abilities of the children attending.

Health and safety practices require strengthening to meet all aspects of regulatory requirements.

Actions for Compliance

ERO found areas of non-compliance in the service relating to:

  • carrying out each type of relevant drill with all children present in the home on an, at least, three‑monthly basis and recording evidence of how the evaluation of the drills has informed the annual review of the service's emergency plan

  • ensuring excursion documentation includes developing and implementing specific supervision plans

  • ensuring medication records document parental acknowledgement of medication given.

[Licensing Criteria for Homebased Education and Care Services, 2008: HS7, HS14, HS25]. 

Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non‑compliances:

  • Providing parents with information on how to access the service's operational documents; the most recent Education Review Office report regarding the service; the Education (Early Childhood Services) Regulations 2008, and the Licensing Criteria for Home-based Education and Care Services 2008; the full names and qualifications of each person counting towards regulated qualification requirement; and the service's current licence certificate (GMA1).

  • Including a definition of serious misconduct in human resourcing documentation (GMA6).

  • Ensuring a written procedure for safety checking all children’s workers is in place, that meets the safety checking requirements of the Children’s Act 2014 (GMA6A).

  • Documenting the results of safety checking for all children’s workers (GMA6A).

  • ensuring the positive guidance policy sets out appropriate guidelines for managing children’s behaviour (C10).

  • Including a communication plan for parents and support services in emergency planning (HS4).

  • Reviewing emergency plans on, at least, an annual basis (HS4).

  • Checking premises on every day of operation for hazards to children including all required areas in the licensing criteria (HS11).

  • Developing written supervision plans to ensure that the good health and safety of children enrolled in the service is maintained at all times (HS34).

Recommendation to Ministry of Education

ERO recommends that the Ministry reassess the licence issued to this service provider. ERO will not undertake a further review of this service until the Ministry of Education is satisfied that the service meets regulatory standards.

Next ERO Review

The next ERO review will be in consultation with the Ministry of Education.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

21 November 2022 

Information About the Service

Early Childhood Service Name

Bizzy Buddyz (2)

Profile Number

40310

Location

Whakatane

Service type

Home-based service

Number licensed for

60 children, including up to 60 aged under 2

Percentage of qualified teachers

50-79%

Service roll

37

Review team on site

October 2022

Date of this report

21 November 2022

Most recent ERO report(s)

Education Review, January 2018; Education Review, April 2014

General Information about Assurance Reviews

All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.

Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.

ERO undertakes an Akanuku | Assurance Review process in any centre-based service:

  • having its first ERO review – including if it is part of a governing organisation

  • previously identified as ‘not well placed’ or ‘requiring further development’

  • that has moved from a provisional to a full licence

  • that have been re-licenced due to a change of ownership

  • where an Akanuku | Assurance Review process is determined to be appropriate.

Management Assurance on Legal Requirements

All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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.

As part of an Akanuku | Assurance Review ERO assesses whether the regulatory standards are being met. In particular, ERO looks at a 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; safety checking; teacher certification; ratios)

  • relevant evacuation procedures and practices.

As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:

  • discussions with those involved in the service

  • consideration of relevant documentation, including the implementation of health and safety systems

  • observations of the environment/premises, curriculum implementation and teaching practice.

Bizzy Buddyz (2) - 11/01/2018

1 Evaluation of Bizzy Buddyz (2)

How well placed is Bizzy Buddyz (2) 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

Bizzy Buddyz (2) provides home-based education and care for children from birth to school age in educarers' homes. The service is privately owned and operates three networks in Whakatane covering the Eastern Bay of Plenty. Bizzy Buddyz (2) network operates on a quality licence within which each educarer has the required level of home-based training qualification. The network is supported by a team of qualified visiting teachers and centralised management and administration.

The network is licensed for a maximum of 60 children. Each educarer may have a maximum of four children at any one time, including two under the age of two years. Currently, the roll consists of 45 children which includes 32 who identify as Māori.

The service's philosophy is to provide a safe, secure and stimulating environment to promote children's learning in which they feel nurtured and experience a sense of belonging. Educarers are supported and provided with opportunities for professional development. Respectful relationships with educarers and whānau are promoted through open communication.

The owner/managing director retains overall responsibility for governance including strategic direction, the policy framework to meet legislative requirements, financial and personnel management.

While the 2014 ERO report recommended the service management access external guidance and development to strengthen professional leadership in self review and staff appraisal practices, this has not occurred. There has been improvement to self-review practices, and monitoring of health and safety procedures. However, appraisals for visiting teachers and other aspects of quality assurance remain areas for further development.

The Review Findings

Children and their whānau are made to feel welcome. At enrolment whānau are provided with useful information to support their role in choosing an appropriate educarer for them and their children. Children's sense of wellbeing is fostered by educarers who develop close and trusting relationships with them and their families.

The rhythms and routines of children up to the age of two years are respectfully followed. Inclusive and affirming interactions are promoted by educarers in calm and secure environments. The very young benefit from the ongoing presence and example set by older children. Those who have diverse learning needs are well provided for through services and outside agencies.

A feature is the recognition and valuing of te ao Māori at the heart of the service. Whānau aspirations to have their children learn within a culturally responsive context is strongly supported. Māori children continue to have their cultural identity affirmed and celebrated through participation in te reo and tikanga Māori within whānau home environments. Consideration could be given to reviewing the current philosophy and other guiding documents to more strongly reflect this service's commitment to te ao Māori.

Children experience a curriculum that is thoughtfully planned and enriched by community events and trips. Educarers provide children with many opportunities for authentic and purposeful learning through play in familiar and home-like environments. Educarers, with the support of visiting teachers, make effective use of the wider community as a resource for learning. This support includes weekly playgroups, gymnastics, music/movement groups, and visits to the library, beach, mārae and local parks. Children are gaining confidence and social competence through participation in the curriculum.

Educarers and visiting teachers prepare well illustrated portfolios that record children’s engagement in the programme. These portfolios are available in both hard copy and digital format. They include anecdotal observations, art work and references to the strands and goals of Te Whāriki and relevant information about each child’s cultural identity and family background.

Service leaders are providing educarers and whānau with regular opportunities for relevant professional and personal development. Visiting teachers access externally facilitated professional learning to strengthen their capacity to support educarers through workshops and regular visits. Systematic self review is leading to better informed decision making focused on improvements to the service. Responsive service leadership is building trusting and productive relationships with educarers.

Leadership of teaching and learning in order to establish a shared understanding and expectations for programme planning, resourcing and evaluation is an essential area for further development. There is a need for the service to review its current transition-to-school programme to ensure it reflects best practice about learning through play in authentic contexts. There is also a need to review the provision of playgroup resources. Literacy, including art, music/movement and dramatic play are well supported. However, there is limited evidence of the use of natural resources, construction and opportunities for risk and challenge, in both indoor and outdoor environments.

The owner/managing director has successfully established and maintained mutually supportive relationships with the staff, whānau and the community. She provides an inclusive and caring culture focused on the wellbeing of others. The owner/managing director recognises the urgent need to appoint an appropriately experienced and qualified leader of teaching and learning. This appointee will support the owner to ensure teacher appraisal processes meet legislative requirements and further strengthen quality assurance processes.

Key Next Steps

Leaders and ERO agree that the professional leadership of teaching and learning needs urgent review and strengthening. This is necessary to:

  • develop clear processes for the appraisal of visiting teachers that meet the legislative requirements of Education Council New Zealand

  • ensure a more consistent approach to quality assurance, including visiting teachers' practice and documentation

  • enhance planning, assessment and evaluation practices that focus on dispositional learning pathways and developmentally appropriate literacy and mathematical learning.

Recommendation

ERO recommends that service provides an action plan to be monitored by ERO to address the issues identified in the compliance and key next steps section of this report.

Management Assurance on Legal Requirements

Before the review, the staff and management of Bizzy Buddyz (2) completed an ERO Home-based Education and Care 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.

ERO identified areas of non-compliance relating to governance and management policies and procedures. To meet requirements the service needs to improve in the following area:

  • update current policies and procedures to align to current regulatory requirements, including appraisal for visiting teacher that supports teacher registration

Licensing Criteria for Home-based Education and Care Services 2008, GMA6.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Bizzy Buddyz (2) will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer

Te Tai Miringa - Waikato / Bay of Plenty Region

11 January 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 Home-based Education and Care Service

Location

Whakatane

Ministry of Education profile number

40310

Institution type

Homebased Network

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

60 children, including up to 60 aged under 2

Service roll

45

Standard or Quality Funded

Quality

Gender composition

Girls 25

Boys 20

Ethnic composition

Māori
Pākehā

32
13

Number of qualified coordinators in the network

1

Required ratios of staff educators to children

Under 2

1:2

Over 2

1:4

Review team on site

October 2017

Date of this report

11 January 2018

Most recent ERO report(s)

 

Education Review

April 2014

Education Review

February 2011

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 the draft methodology for ERO reviews in Home-based Education and Care Services: July 2014

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.

Bizzy Buddyz (2) - 07/04/2014

1 The Education Review Office (ERO) Evaluation

Bizzy Buddyz Ltd provides education and care for children from birth to school age, in educarers' homes. It is a privately owned organisation. The service currently operates four networks, three in Whakatane covering the Eastern Bay of Plenty, and one in the Waikato. This network is based in Whakatane and overseen by an experienced qualified visiting teacher who has the responsibility of overseeing the quality of education and care. The visiting teacher through regular visits to educarers' homes, provides guidance and support for delivery of education and care. This is underpinned by Te Whāriki, the early childhood curriculum. Educarers in this network have undertaken early childhood training in courses that are approved by the New Zealand Qualifications Authority.

The owner/director and visiting teacher continue to provide sound management and governance for the service.

A notable strength of the service is the positive and trusting relationships among children, educarers, families and visiting teachers. Children’s sense of belonging and wellbeing is strongly nurtured. Family home environments enable children to develop their social skills and confidence as capable learners.

Children experience inclusive programmes where they learn in a wide range of family home environments and through regular outings in the local community. They also benefit from participating in regular playgroups and opportunities to socialise alongside other children and educarers. Educarers provide children with rich programme activities and experiences.

Many children who attend are of Māori descent and whakapapa back to a number of iwi. These children have their cultural identity affirmed and valued through participation in te reo and tikanga Māori within whānau home environments. Children are confident and experience success in meaningful learning contexts.

The visiting teacher provides educarers with support through additional resources and regular visits where the progress and development of each child forms the focus for discussion, reflection and planning. Learning programmes effectively promote children’s language development, mathematical knowledge and social competencies.

ERO and the service owner/director agree there is a need to strengthen professional leadership in implementing appraisal processes for all staff and further develop effective self-review processes.

Future Action

ERO is confident that the service is being managed in the interest of the children. Therefore ERO will review the service again within three years.

2 The Focus of the Review

All ERO education reviews in early childhood focus on the quality of education. For ERO this includes the quality of:

  • the programme provided for children
  • the learning environment
  • the interactions between children and adults.

The Quality of Education

Background

Bizzy Buddyz (2) aims to provide quality childcare and education with positive outcomes for children. Since the last ERO review the service has grown and moved to new premises. In response to family needs they have introduced a 3-4 year old play group to support children's transition to school. During this review, ERO visited three educarers’ homes and attended a mixed-age play group session.

Areas of good performance

Management and governance: The owner/director provides sound management and governance for the service. Educarers are well informed about the service's expectations for education and care. There are clear guidelines that outline expectations for practice, and meeting legislative requirements.

Bizzy Buddyz Ltd management makes effective use of external providers and external professional development to enhance the programme for children, build visiting teachers’ professional knowledge and develop educarers’ knowledge. At the time of the ERO review, the close working relationship with the Rural Education Activities Programme (REAP) supported children through additional experiences in dance, movement and music.

Support for educarers: The visiting teacher provides educarers and parents with advice and support to enhance their respective roles. She is involved in positive learning interactions with children and discussions with educarers that are focused on promoting successful outcomes for children. The visiting teacher organises well-attended playgroups and outings that provide opportunities for children and educarers to socialise and learn. The service arranges visits to marae twice during the year, and also provides parents and educarers with additional resources, including access to the Bizzy Buddyz's toy library. Educarers with expertise and skill in te reo and tikanga Māori provide other educarers with ongoing support to implement a bicultural perspective into learning.

Relationships: Relationships throughout the service are nurturing and positive. There is mutual trust and respect among visiting teachers, educarers and children. Notable strengths of relationships within the service are:

  • interactions between educarers and children that foster children’s sense of belonging and wellbeing, as well as individualised care routines for babies
  • small size groups and high adult-to-child ratios
  • opportunities for children to explore and pursue their interest in calm, settled home environments
  • open communication between educarers and visiting teachers
  • ongoing communication and sharing of information with parents/whānau.

Relationships at all levels of the service support children to develop their social skills and build confidence as capable learners.

Programme: Children experience an inclusive programme where they learn in a wide range of family home environments and through regular outings in the local community. They also benefit from participating in regular playgroups and opportunities to socialise alongside other educarers and children. Educarers provide children with a rich variety of activities and experiences, including visits to marae, beach, the library and local parks. The programme is also enhanced by a high number of educarers who have a formal teaching qualification and experience within the education sector.

Home environments: In the homes visited by ERO, educarers had worked hard to provide interesting, well-organised learning environments. Thoughtful consideration is given to the placing of children in family homes. The aspirations of Māori whānau to have their children learn in a bicultural curriculum are supported through careful placement into appropriate whānau homes. Māori children have their cultural identity affirmed and valued through participation in te reo and tikanga Māori within whānau home environments. Children are confident and experience success in meaningful learning contexts.

Areas for development and review

ERO and the service agree there is a need to further strengthen the service's professional leadership. Particular areas to focus on are to:

  • implement effective self-review practices
  • implement staff appraisal for all staff
  • improve the quality of the visiting teachers' documented feedback to educarers to further build their capacity as educators.

3 Management Assurance on Compliance Areas

Overview

Before the review, the management and staff of Bizzy Buddyz (2) completed an ERO Home-Based Education and Care Assurance Statement and Self-Audit Checklist. In these documents they attested that they had taken all reasonable steps to meet their legal obligations related to:

  • curriculum standard
  • premises and facilities standard
  • health and safety practices standard
  • governance management and administration standard.

During the review, ERO checked the following items because they have a potentially high impact on outcomes for children:

  • emotional safety (including behaviour management, prevention of bullying and abuse)
  • physical safety (including behaviour management, sleeping and supervision practices; accidents and medication; hygiene and routines; travel and excursion policies and procedures)
  • staff qualifications and organisation
  • evacuation procedures and practices for fire and earthquake.

In order to improve practice, management should implement appraisal processes for all staff.

4 Recommendation

ERO and the service management agree there is a need to access external guidance and development to strengthen professional leadership in self-review and staff-appraisal practices.

5 Future Action

ERO is confident that the service is being managed in the interest of the children. Therefore ERO will review the service again within three years.

Dale Bailey

National Manager Review Services

Northern Region

7 April 2014

About the Service

Location

Whakatane

Ministry of Education profile number

40310

Service type

Homebased Network

Licensed under

Education (Early Childhood Services) Regulations 2008

Service roll

59

Gender composition

Girls 36

Boys 23

Ethnic composition

Māori

NZ European/Pākehā

Pacific

Asian

34

22

2

1

Review team on site

February 2014

Date of this report

7 April 2014

Most recent ERO report(s)

Education Review

February 2011