241 High Street, Dannevirke
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama- indicators of quality for early childhood education: what matters most (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Busy Bees Educational CC-Dannevirke are as follows:
Outcome Indicators |
ERO’s judgement |
|
What the service knows about outcomes for learners |
Whāngai Establishing |
Ngā Akatoro Domains |
ERO’s judgement |
|
He Whāriki Motuhake The learner and their learning |
Whāngai Establishing |
|
Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whāngai Establishing |
|
Ngā Aronga Whai Hua Evaluation for improvement |
Whāngai Establishing |
|
Kaihautū Leaders foster collaboration and improvement |
Whāngai Establishing |
|
Te Whakaruruhau Stewardship through effective governance and management |
Whāngai Establishing |
Busy Bees Educational CC-Dannevirke is a privately owned centre. The service offers all-day session in a mixed-age environment where older and younger children learn and play together. The service is a part of the Tamaki Nui a Rua Hapori O Te Ako Kāhui Ako.
Children are beginning to experience aspects of a place-based and culturally responsive programme. Kaiako have begun to integrate te reo and tikanga Māori into day-to-day teaching practices. Older learners support and guide younger learners. Oral language and early literacy learning are promoted. Leaders are yet to ensure that children consistently experience a culturally responsive curriculum.
Kaiako collaboratively develop and maintain responsive relationships with children and whānau. Assessment for learning practices actively involve children and whānau and recognise children’s efforts, challenges and successes. Children’s transitions to school are supported by kaiako involvement with their local Kāhui Ako. Children’s sense of wellbeing and belonging are promoted.
Collaboration and relational trust support kaiako to grow their practices. Kaiako take responsibility for their professional learning. These opportunities and internal evaluation for improvement influence changes in teaching practices. Leaders are in the early stages of using internal evaluation to consider what is working well and for which learners.
Leaders have developed policies and procedures that guide centre practices. They contain reference to the service’s commitment to the Te Tiriti o Waitangi and inclusive practices. Leaders are yet to ensure that whānau contribute to and influence the services’ philosophy, priorities for children’s learning or strategic goals.
Busy Bees Educational CC-Dannevirke will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Busy Bees Educational CC-Dannevirke 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.
ERO found areas of non-compliance in the service relating to:
[Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA7A]
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:
ERO recommends the Ministry follows up with the service provider to ensure the non-compliance identified in the report is addressed.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
28 June 2021
| Early Childhood Service Name | Busy Bees Educational CC-Dannevirke |
| Profile Number | 55366 |
| Location | Dannevirke |
|
Service type |
Education and care service |
|
Number licensed for |
23, including up to 10 aged under 2. |
|
Percentage of qualified teachers |
80%+ |
|
Service roll |
26 |
|
Ethnic composition |
Māori 11, NZ European/Pākehā 13, Other ethnic groups 2. |
|
Review team on site |
April 2021 |
|
Date of this report |
28 June 2021 |
|
Most recent ERO report(s) |
Education Review, February 2018; Education Review, March 2016. |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Busy Bees Educational CC-Dannevirke is a privately owned centre. It is licensed for 23 children, including ten up to two years of age. The service offers all-day sessions in a mixed-age environment. The service provider manages centre operation. The head teacher is responsible for the day-to-day running of the centre.
The March 2016 ERO report found significant improvement was needed in teaching and learning, appraisal and internal evaluation. Since that time the centre has received targeted support through a Ministry of Education programme, Strengthening Early Learning Opportunities (SELO). The centre has made considerable progress in addressing these areas, and is continuing to strengthen the key next steps identified in the previous ERO report. Change and improvement has been informed by evidence-based internal evaluation.
The centre employs six staff. Three are qualified teachers, two are in training and the centre owner is unqualified.
The service is part of the Tamaki Nui a Rua Hapori O Te Ako Kāhui Ako.
The centre philosophy has been reviewed in partnership with parents and whānau. It is underpinned by four key aspects: relationships; respect; biculturalism; and learning and teaching. Further work is required to more clearly identify the intended outcomes for children. These should better inform the service's curriculum priorities.
Children enjoy friendships with their peers and play cooperatively. The environment promotes physical activity. Teachers work alongside children supporting their interests. The increased focus on open-ended, authentic resources is fostering children's imagination, creativity and problem solving.
Teachers have focused on strengthening the quality and consistency of their conversations with children to extend their learning. Some progress has been made. Teachers should allow time for children to respond, reflect and problem solve. This continues to be an area for further development.
Noticeable progress has been made in assessment and planning for children's ongoing learning. Parent and whānau aspirations are actively sought and inform planning for children. A newly introduced individual planning format is contributing to more consistent practice. It supports teachers to plan, extend and evaluate against children's individual goals. Further work is required to strengthen planning to more clearly focus on the identified learning outcomes and the role of the teacher in extending learning.
Children up to the age of two years have opportunities to learn alongside older children. Current provision of education and care for this age group does not adequately meet their needs. Teachers should develop their understanding of and implement high quality practices for infants and toddlers.
The revised appraisal process provides a sound framework to support teachers to develop their practice. It is aligned to current Education Council requirements. Teaching as inquiry is at the early stages of implementation. This requires further strengthening to show the impact of teaching strategies on outcomes for children.
Systems to guide centre operations and practices have been established. As changes are implemented, key policies and procedures should be reviewed to ensure they reflect current practice. The strategic plan clearly identifies the service's priorities for change and improvement. Action plans have been developed to progress strategic goals and monitor progress.
Leaders and teachers have developed their understanding of internal evaluation to inform change and improvement. Teachers now need time to consolidate their understanding and embed this in practice.
ERO identified an urgent priority for this service is to improve its provision for children up to the age of two years. Centre leaders agree that the key next steps are to continue to strengthen:
the philosophy to more clearly identify the intended outcomes for children
the quality of teachers conversation to extend children's learning
assessment, planning and evaluation to identify the role of teachers in extending children's learning
teacher inquiry.
Service leaders provide ERO with an action plan that identifies how they will address the priorities and key next steps. ERO will monitor the service's progress against this plan.
Before the review, the staff and management of Busy Bees Educational CC-Dannevirke 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.
The next ERO review of Busy Bees Educational CC-Dannevirke will be in three years.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
28 February 2018
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 |
Dannevirke |
||
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Ministry of Education profile number |
55366 |
||
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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 |
23 children, including up to 10 aged under 2 |
||
|
Service roll |
33 |
||
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Gender composition |
Boys 17, Girls 16 |
||
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Ethnic composition |
Māori |
14 |
|
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
|
Over 2 |
1:6 |
Better than minimum requirements |
|
|
Review team on site |
January 2018 |
||
|
Date of this report |
28 February 2018 |
||
|
Most recent ERO report(s) |
Education Review |
March 2016 |
|
|
Education Review |
March 2013 |
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|
Education Review |
March 2010 |
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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:
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.