Bloesem 2021 Limited

Education institution number:
45291
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
35
Telephone:
Address:

13 Newton Street, Mt Maunganui, Tauranga

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Bloesem 2021 Limited

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

Meeting

Governance, management and administration

Meeting

At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.

Background

This is one of two privately-owned Bloesem centres under the same ownership. Previously known as Newton Street Childcare, it was re-licensed under new ownership in August 2022. The centre owner, supported by an education leader, guides a team of fully qualified teachers. Over a third of children enrolled are Māori.

Summary of Review Findings

Teachers demonstrate an understanding of children’s learning and development, and knowledge of relevant theories and practice in early childhood education. The curriculum is inclusive and responsive to children as confident and competent learners. Their preferences are respected, and they are involved in decisions about their learning experiences.

Children have a range of experiences and opportunities to enhance and extend their learning and development, both indoors and outdoors, individually and in groups. A philosophy statement guides the service. A system for review and evaluation is in place to maintain and improve the quality of the service.

Key Next Steps

Next steps include:

  • continuing to develop the local curriculum to reflect the things that are important to children and their families, to kaiako and the wider community

  • continuing to embed the learning outcomes in Te Whāriki, the early childhood curriculum, within the local curriculum work

  • further strengthening how children and their families can see aspects of their own individual cultures in the enacted curriculum, and through planning and assessment practices.

Next ERO Review

The next ERO review is likely to be an Akarangi | Quality Evaluation.

Patricia Davey
Director of Early Childhood Education (ECE)

3 August 2023

Information About the Service

Early Childhood Service Name

Bloesem 2021 Limited

Profile Number

45291

Location

Mt Maunganui, Tauranga.

Service type

Education and care service

Number licensed for

53 children, including up to 15 aged under 2

Percentage of qualified teachers

100%

Service roll

34

Review team on site

June 2023

Date of this report

3 August 2023

Most recent ERO report(s)

Education Review, June 2018; Education Review, July 2015.

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.

Newton Street Childcare Ltd - 26/06/2018

1 Evaluation of Newton Street Childcare Ltd

How well placed is Newton Street Childcare Ltd 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

Newton Street Childcare is a privately owned, full-day education and care service located in Mt Maunganui. It is licensed for 45 children, including 12 under the age of two years. The centre caters for a diverse community, including children whose first language is not English. At the time of this ERO review there were 47 children enrolled, 13 of whom identify as Māori.

The centre provides for children over two in a mixed-age tuakana-teina setting. Children under two are cared for in separate indoor and outdoor areas.

One of the centre owners is the manager and head teacher. She has governance and management responsibilities including oversight of strategic planning and compliance with legislative requirements. She also oversees staff performance management and leadership of learning, and is supported by a team leader who oversees the children under two years of age. The centre staff is a team of ten, the majority of whom are qualified ECE teachers. This is a new teaching team since the previous ERO report in 2015.

The aim of the centre is to develop and foster each child’s physical, intellectual, emotional, social and language skills, and provide a positive foundation for future learning and life skills. Centre management has responded well to the previous ERO review in 2015, addressing all areas that were identified for further development.

The Review Findings

The curriculum is responsive to children’s needs and emerging interests. Assessment information focuses on dispositional learning and identifying possible developmental pathways for each child. There is a strong focus on promoting positive behaviour and children’s social literacy. The environment and resources support children’s play and exploration in all learning areas, including literacy and numeracy.

Each child's language, culture and identity is recognised and supported, and there are opportunities for parents and whānau to be actively involved in learning activities. There has been a deliberate and planned response to building teachers’ cultural competence. Productive relationships have been established with local marae. Children participate in a wide range of experiences focused on developing their sense of well-being and belonging.

Aspects of teacher practice effectively promote positive learning outcomes for children. Key teachers assist the formation of secure relationships, and children, parents and whānau are warmly welcomed into the centre. Teachers are inclusive in their practice and use appropriate strategies to support children with additional needs, including children whose first language is not English.

Children up to two years of age are cared for through responsive interactions in a settled environment. Transitions within the centre are sensitively managed. Children experience learning in a nurturing and welcoming environment.

Leadership is effectively building capability within the centre. Useful practices have been developed to create a strong culture of collaboration and shared learning. Leaders have established a thorough inquiry framework and provide relevant professional development opportunities. Teachers reflect on and evaluate their teaching practice through a process that is ongoing and intentional. Children benefit from a centre culture that is underpinned by positive relationships for learning.

Centre governance creates conditions that support positive learning outcomes for children. The centre annual plans are focused on teaching and learning, and regular self review is informed by focused inquiries undertaken by leaders and teachers. Positive working relationships to support professional learning have been developed with other early childhood centres. Useful systems and processes contribute to sustained improvements to centre operations.

Key Next Steps

The centre leaders and ERO agree that key next steps are:

  • to continue to promote intentional teaching for consistency across the centre

  • to undertake centre-wide professional development on the revised Te Whāriki in order to inform the local curriculum

  • to increase ways to include parent voice in assessment.

Management Assurance on Legal Requirements

Before the review, the staff and management of Newton Street Childcare Ltd 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.

ERO identified areas of non-compliance. The service provider must ensure that:

  • furniture or equipment that could topple and cause injury or damage is secured
  • the premises conform to any relevant bylaws of the local authority.
    [Licensing criteria for Education and care centres 2008, HS6, PF3].

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Newton Street Childcare Ltd will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer Waikato

Te Tai Miringa - Waikato / Bay of Plenty Region

26 June 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

Location

Tauranga

Ministry of Education profile number

45291

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

45 children, including up to 12 aged under 2

Service roll

47

Gender composition

Boys 30 Girls 17

Ethnic composition

Māori
Pākehā
Cook Island
Latin American
Other

13
23
3
5
3

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Under 2

1:4

Better than minimum requirements

Over 2

1:6

Better than minimum requirements

Review team on site

May 2018

Date of this report

26 June 2018

Most recent ERO report(s)

 

Education Review

July 2015

Education Review

March 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 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.

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.

Newton Street Childcare Ltd - 24/07/2015

1 Evaluation of Newton Street Childcare

How well placed is Newton Street Childcare 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

Newton Street Childcare (previously known as Global Kids) is located in the industrial area of Mount Maunganui. The centre is licensed to provide all-day education and care for 48 children, including 8 up to two years of age. Currently, there are 27 children enrolled and 19 of these children are of Māori descent.

ERO’s most recent review of the centre was in March 2014. At that time, significant areas of centre operation were found to be of concern and needing urgent improvement. These related to self review and strategic planning, performance management, including appraisal, and professional learning and development.

During 2014, there was significant support from the Ministry of Education (MoE). This was designed to assist the previous owner/manager to affect change. In October 2014, the centre was sold to the current owners who have taken prompt action to bring about required changes within a short timeframe. Ongoing development has occurred to address the areas outlined above.

The new owners are providing informed leadership. One owner is a qualified and experienced early childhood educator and is leading teaching and learning. There has been a significant change to staffing. The centre now employs three qualified, full time teachers, and one who is unqualified but experienced. Stability of staffing has been restored, teachers are being well led, and are supported to build on and improve their practice. Considerable work has already been undertaken to improve the environment and resourcing. The centre is clean, well presented and resourced, and provides a welcoming place for children and their families.

The Review Findings

The new owners bring experience and knowledge to the centre. They are providing well informed management and leadership, contributing to positive learning outcomes for centre children.

Strategic planning and self review: A strategic plan that sets direction and prioritises areas for development has been developed. Management’s vision for the centre is clearly expressed and sound financial provision is made for identified priorities. Teachers have been consulted about this development plan, and have ownership and understanding of the centre future direction. High priority has been placed on developing an environment that is well resourced and inviting for children, along with building reciprocal relationships with parents and whānau and the centre’s profile in the community. Management is committed to better communication and is introducing different ways, including the use of information and communication technologies, to improve the two-way flow of information between the centre and homes.

An inclusive and carefully structured model for self review has been introduced by the centre’s professional leader/owner. She is working collaboratively with teachers to inquire into the effectiveness of the centre’s curriculum and their teaching practice. Careful consideration is given to ‘transition to school’ practices, resulting in informed changes to the centre programme. Teachers now place greater priority on the development of early literacy and mathematical concepts in the context of meaningful play throughout the day. The leader is building positive relationships with schools in the community, and providing useful information to parents to facilitate a positive and happy transition process for five year olds.

Leadership of teaching and learning: Teachers, children and parents are benefitting from the professional approach of the centre’s professional leader. The collaborative and considered style of the leader is enabling teachers to develop confidence as educators and they express a greater sense of enjoyment and pride in their work with the children.

Professional learning and development for teachers is well underway. The centre philosophy has been a major focus for review and teachers are expressing ownership. However, the leader recognises the need for further review to include recently employed staff, and to deepen teachers’ understanding and knowledge of the key concepts/ideas within this philosophy statement.

Through early reflections and review, the professional leader has quickly identified aspects of teaching practice that need immediate work. She works alongside teachers in the programme, models the expected practice, and supports and encourages them to build on and improve their practice. Assessment and planning practices have been central to her work with teachers and there has been a strong focus on strengthening children’s emergent interests and the learning that is observable in play.

A strategic priority is to build the capability of teachers over time. The recently introduced self review process is already leading to good decision making about relevant professional learning and development for teachers. Management recognises the importance of aligning this training with appraisal goals and the centre’s agreed priority areas for development.

Key Next Steps

The following areas should continue to be priorities for ongoing centre development:

  • Professional learning and development: Continue to build teachers’ understanding and knowledge about best practice, in relation to the centre philosophy for learning and teaching.
  • Assessment, planning and evaluation: Teachers would benefit from a programme of ongoing, whole-staff professional learning from an external facilitator. This should enable them to develop a shared understanding of assessment, leading to consistent practice across the centre and improved learning outcomes for babies, toddlers and young children.
  • Curriculum review and development: Continue to work collaboratively with teachers to reflect on and inquire into the effectiveness of the curriculum. The centre should consider ways of involving parents in this process, and give particular attention to biculturalism to ensure that children have many opportunities to develop an appreciation of Aotearoa/New Zealand’s dual cultural heritage.
  • Performance management: Develop and embed an appraisal process for teachers that is sufficiently robust, and which is aligned with professional development and centre strategic priorities.

Management Assurance on Legal Requirements

Before the review, the staff and management of Newton Street Childcare 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 Newton Street Childcare will be in three years.

Graham Randell

Deputy Chief Review Officer Northern (Acting)

24 July 2015

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

Location

Mt Maunganui

Ministry of Education profile number

45291

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

48 children, including up to 8 aged under 2

Service roll

27

Gender composition

Boys 14

Girls 13

Ethnic composition

Māori

Pākehā

19

8

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

1:4

Better than minimum requirements

 

Over 2

1:7

Better than minimum requirements

Review team on site

June 2015

Date of this report

24 July 2015

Most recent ERO report(s)

Education Review

March 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 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.

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.