1 Colman St, Chartwell, Hamilton
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 Kindy Bubz are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whakaū Embedding |
Ngā Akatoro Domains |
ERO’s judgement |
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He Whāriki Motuhake The learner and their learning |
Whakawhanake Sustaining |
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Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakawhanake Sustaining |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whakaū Embedding |
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Kaihautū Leaders foster collaboration and improvement |
Whakawhanake Sustaining |
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Te Whakaruruhau Stewardship through effective governance and management |
Whāngai Establishing |
Kindy Bubz is one of four-privately owned education and care services, catering for children up to two and a half years of age. The centre owner is actively involved in daily centre operation. The centre philosophy underpins a semi-structured approach to literacy, numeracy and oral language learning.
Infants and toddlers experience a rich play-based programme consistent with Te Whāriki, the early childhood curriculum. They are responded to by teachers as confident and competent learners. Their decisions are respected, and they lead their own learning within two well-resourced age-based settings. Shared spontaneous learning experiences promote tuakana teina relationships. Children’s sense of wellbeing and belonging is enriched through inclusive and equitable learning environments.
Teachers know children well and foster developing social competence and emotional wellbeing. Regular opportunities for parents and whānau to contribute to the curriculum supports learning-focused partnerships. The service is yet to consistently embed the learning outcomes in Te Whāriki across assessment and planning. Children’s language, culture and learner identity are affirmed and celebrated.
Internal evaluation is identifying actions for improvement and provides some insight into the effectiveness of the curriculum. Explicit use of children’s learning outcomes is yet to provide greater insight into how well changes in practice are contributing to desired outcomes.
High relational trust and professional collaboration between governance, leaders and teachers underpins a responsive curriculum for all children. Regular mentoring and coaching builds teaching capability. Children’s needs are recognised and effectively responded to through collective knowledge and expertise and ongoing professional learning and development.
The service has developed sound systems, process and practices that guide daily operation. Networked relationships between the service and agencies support the inclusion of children with additional learning needs. A positive working environment encourages the retention of staff and promotes continuity of quality adult-child relationships.
Kindy Bubz will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Kindy Bubz 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.
Shelley Booysen
Acting Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
24 February 2022
| Early Childhood Service Name | Kindy Bubz |
| Profile Number |
30282 |
| Location | Hamilton |
|
Service type |
Education and care service |
|
Number licensed for |
25 children, including up to 25 aged under 2. |
|
Percentage of qualified teachers |
100% |
|
Service roll |
41 |
|
Ethnic composition |
Māori 6, NZ European/Pākehā 26, Other ethnic groups 9. |
|
Review team on site |
September 2021 |
|
Date of this report |
24 February 2022 |
|
Most recent ERO report(s) |
Education Review, June 2017; Education Review, February 2013. |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Kindy Bubz is one of a group of four privately owned education and care services, located in the Queenwood suburb of Hamilton. The centre is licensed for up to 25 children aged from 0 to 2.5yrs in two separate rooms for infants and toddlers. At the time of this review there were 51 on the roll.
The centre offers whole day, morning or afternoon sessions. The centre philosophy states that it offers a semi-structured programme with a focus on literacy and mathematics for children in a safe, warm and nurturing learning environment. An emphasis is also placed on developing positive, reciprocal relationships with children, parents and whānau.
The 2013 ERO report, identified the need for centre leaders to undertake a review of culture and identity and develop strategies to focus on children’s interests and learning dispositions. These areas are being addressed but there are aspects that require further strengthening.
Children benefit from a calm, settled environment. Teachers know children well and form respectful, nurturing and positive relationships with them and their families. Children are able to make connecting links with their home and the centre.
Children up to the age of two benefit from a safe, stimulating setting that encourages exploration. Small group sizes with a high teacher ratio support children's communication development, including oral language and non-verbal skills. Responsive relationships encourage children to learn and provide support for their individual needs and care routines.
Children benefit from a well-resourced centre, which supports their developmental stages. Children learn about their local community with trips and visitors to the centre. Cultural festivals are celebrated, building awareness of cultural identity. Māori children are supported by teachers leading daily waiata and using some basic words and phrases. Te reo Māori is visible in wall displays. Resources, including books and puzzles, also support the bicultural curriculum for all learners. Consideration should now be given to more use of natural resources to further enhance learning
Children who require additional educational support are clearly identified and teachers work in close partnership with their parents and external agencies. Highly inclusive practice supports these children to experience positive learning outcomes.
Teachers carefully plan the environment, offering a wide range of learning activities and resources for children. There are opportunities for children to engage and work alongside teachers in small and larger groups. The focus on literacy and numeracy is highly visible within the outdoor and indoor areas. Transitions into and within the centre are well supported. These are responsive to the needs of individual children and parents. Children develop a sense of belonging, and feel safe, secure and ready to learn.
There are strong partnerships with parents and many opportunities for them to participate in their child's learning. Children's learning is shared through daily dairies, portfolios and termly progress reports, where learning outcomes and developmental milestones are clearly identified. A next step is to ensure the language, culture and identity of Māori children and other cultures are more visible in portfolios. Consideration should also be given to making portfolios more accessible and visible, allowing children and their parents to regularly revisit previous learning.
There is a clear vision and direction for the ongoing growth and development of the centre. The centre owners have collaborated with the teaching teams and goals have been developed that are regularly monitored by management and the supervisors. There is an alignment between the strategic plan, annual plan, philosophy, and teachers professional development. Sound systems and practices contribute to continuous improvement for children and their families.
The centre supervisor models inclusive practice, promotes a clear vision and sets high expectations for building the capability of teaching and learning. A newly implemented appraisal system has been introduced to build teacher capability. Teachers use inquiry goals to strengthen their capacity to promote positive outcomes for children. An effective process for internal evaluation is focused on enhancing learning outcomes for children.
The key next step for Kindy Bubz is to:
strengthen bicultural assessment practices and the use of learning dispositions
consolidate the appraisal process to include regular mentoring and observations of teaching practice, which includes specific feedback and forward.
Before the review, the staff and management of Kindy Bubz 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 Kindy Bubz will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Waikato/Bay of Plenty
6 June 2017
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 |
Hamilton |
||
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Ministry of Education profile number |
30282 |
||
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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 |
25 children, aged under 2 |
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Service roll |
51 |
||
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Gender composition |
Boys 30 Girls 21 |
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Ethnic composition |
Māori Pākehā Chinese Other Niue Samoan |
1 44 2 2 1 1 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
|
Review team on site |
March 2017 |
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Date of this report |
6 June 2017 |
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Most recent ERO report(s)
|
Education Review |
February 2014 |
|
|
Education Review |
November 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.