Busy Bees Pioneer Highway

Education institution number:
45580
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
104
Telephone:
Address:

715 Pioneer Highway, Takaro, Palmerston North

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The Cubbyhouse Childcare Centre - 19/06/2018

1 Evaluation of The Cubbyhouse Childcare Centre

How well placed is The Cubbyhouse 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.

Background

The Cubbyhouse Childcare Centre is one of four private early childhood centres under common ownership. It is licensed for a maximum of 130 children, including 35 aged up to two years. Of the 119 children enrolled, 16 identify as Māori. Children learn in four separate rooms, across two neighbouring buildings, with shared outdoor areas.

The two owners/directors have oversight of personnel and financial management. Responsibility for day-to-day operation and curriculum implementation is delegated to a manager. Each classroom is overseen by a team leader. Of the 19 permanently employed teachers, 15 are registered.

Since the October 2015 ERO report there have been significant changes in service leadership. A new centre manager was employed at the start of 2017. Of the three new team leaders appointed, two were internal promotions.

The philosophy underpinning teaching and learning emphasises partnerships with parents, inclusion, acknowledgement of the dual heritage of New Zealand and the use of the environment to support learning.

The previous ERO report identified the need to further develop group learning experiences, leadership, teacher appraisal and evaluation. Some progress has been made in each of these areas.

This review was part of a cluster of four in the Cubbyhouse umbrella organisation.

The Review Findings

Children experience a play-based curriculum with opportunities to lead their own learning. Teachers work to implement practices that promote children's independence, self-management and empowerment as learners. Routines are increasingly flexible and children are offered choices about decisions that affect them.

The outdoor environment is carefully planned to encourage exploration and challenge. Further thought should be given to the accessibility and presentation of indoor resources to promote children’s sustained interest and creative self-expression.

Provision for infants and toddlers is well developed. Consistent caregiving supports secure and trusting relationships between children and adults. Key teachers are attuned to children's cues and effectively promote their sustained engagement in play and learning.

Strategies that promote educational success for Māori children are strengthening within the service. Leaders and teachers are developing their knowledge and understanding of teaching from a te ao Māori perspective. A growing relationship with local iwi is resulting in relevant, place-based teaching practices. Staff should now ensure these strategies are embedded across the service.

Children requiring additional learning support are identified and assisted to participate fully in the programme. Teachers work collaboratively with outside agencies and parents and whānau to identify and progress their learning goals.

Children’s transitions in and through the service are carefully considered. Teachers and families work together to plan an approach that maintains children's relationships and supports their wellbeing. Information about local schools is provided to parents. Strengthening relationships and information sharing with these schools to support the continuity of children’s learning is an ongoing focus.

Strong relationships with parents are evident. Use of an online program is supporting improved communication between teachers and families about aspects of children's learning. Leaders and teachers have identified that developing learning centred partnerships with parents is a priority to better gather and progress parent aspirations for their children's learning.

A comprehensive approach to planning the programme is in place, linked to children's interests and the centre philosophy. It is timely for the team to review this philosophy in collaboration with parents, whānau and the community. This should lead to clear identification of valued learning outcomes for children at the service.

Children's portfolios show their participation in the programme and regular revisiting of their learning. Teachers should create a stronger focus on outcomes for individual children, to effectively support decision making about teaching strategies that progress their learning over time. Finding ways to support children's ongoing reflection on their learning and achievement, and increasing the acknowledgment of families' cultures, language and identities in learning records are priorities.

The teaching team’s understanding and use of internal evaluation are developing. Identification of high quality outcomes linked to service priorities should support enhanced decision making for improvement of learning, teaching and operation.

Good support is available for teachers and leaders to develop their practice. Opportunities for leadership and collaboration are promoting a positive team culture. The appraisal process continues to evolve. Leaders should continue to embed the new system and ensure:

  • teachers’ goals are development focused

  • regular, formal observations of practice are undertaken in relation to teachers’ goals

  • evidence of teacher practice is relevant and clearly demonstrates progress towards goals and teaching standards

  • teachers’ inquiries into their practice are linked to measurable and improved outcomes for children.

Some well-aligned governance and management processes support improvement in practice and operation over time. Regular, comprehensive management reporting provides assurance that expectations for operation are being met. Leaders work collaboratively to identify and progress strategic priorities. ERO has identified that next steps at governance level are to:

  • review the overarching Cubbyhouse philosophy

  • establish a planned approach to implementation of a bicultural perspective across the Cubbyhouse organisation

  • further develop the strategic framework to better define goals, actions and desired outcomes and strengthen alignment with developmental processes.

Key Next Steps

ERO, the director and manager agree that priorities at centre level are to:

  • review the centre philosophy

  • continue to strengthen opportunities for child choice and creative self-expression

  • further develop planning for learning

  • embed strategies that promote educational success for Māori children.

At governance level, priorities are to support development of:

  • a strategic approach to implementing Te Tiriti-based practice

  • understanding and use of internal evaluation at all levels

  • the teacher appraisal process

  • an improved strategic planning framework to promote sustainability of operation.

Management Assurance on Legal Requirements

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

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

19 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

Palmerston North

Ministry of Education profile number

45580

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

130 children, including up to 35 aged under 2

Service roll

119

Gender composition

Boys 68, Girls 51

Ethnic composition

Māori
Pākehā
Other ethnic groups

16
91
12

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

1:8

Better than minimum requirements

Review team on site

May 2018

Date of this report

19 June 2018

Most recent ERO report(s)

Education Review

October 2015

Education Review

September 2013

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.

The Cubbyhouse Childcare Centre - 06/10/2015

1 Evaluation of The Cubbyhouse Childcare Centre

How well placed is The Cubbyhouse 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.

Background

The Cubbyhouse Childcare Centre (Palmerston North) is a purpose built, privately owned centre. The service is licensed for 130 children, including 35 up to two years, in three age-appropriate learning areas.

The two directors of the services provide governance and ongoing management support to the centre manager who oversees the day-to-day operation of the centre and is responsible for building professional practice. Four team leaders guide curriculum implementation, assessment and evaluation practice.

The centre manager and team leaders all hold practising certificates. Three staff are provisionally registered and involved in ongoing mentoring as they work toward full teacher registration status.

In September 2013 ERO undertook the first review of this centre and signalled a return within two years. ERO indentified management needed to improve centre systems, leadership, and teaching and learning practices in order to meet the regulatory requirements and promote more positive outcomes for children.

Centre management, with the Ministry of Education, formulated a development plan to address key issues. External support, Strengthening Early Learning Opportunities (SELO), contributes to improved centre practices, management, leadership and teacher capability.

Centre systems and processes have improved significantly. The priority for development continues to be strengthening the leadership of teaching to provide a more consistent delivery of the curriculum for all children. Managers and teachers have recently strengthened their supervision and security processes and practices in relation to children’s safety.

The Review Findings

Positive practices identified in the previous ERO report have been sustained. These include practices that nurture infants and toddlers. Constancy of caregiver supports their need for strong and secure attachments. Teaching is based on sound philosophies and current thinking about best practice for younger children. Key primary caregivers build relationships with children and whānau, encourage a sense of belonging, and a calm setting for the youngest children.

Parents, teachers and children have collaboratively developed the centre philosophy. A shared vision and strategic direction have been established. This promotes a common understanding among leaders and teachers of the centre’s vision and goals. A sound guiding document is in place.

The incorporation of te ao Māori in the programme has been enhanced as a result of increased teacher knowledge, confidence and comprehensive self review. Attractive and spacious learning environments provide children with many opportunities to explore and investigate.

Leaders and teachers continue to develop assessment practices. Planning and assessments are beginning to show the progression of children’s learning over time, making this and teaching practices more visible. It is timely to review group learning experiences to ensure they are responsive to all children’s strengths, interests and needs.

The recent introduction of e-portfolios is improving parent access to information about their child, leading to greater whānau participation and feedback. Parents’ aspirations are valued.

Systems are now in place, particularly through appraisal, to build teacher and leader capacity. Management’s use and understanding of Tātaiako: Cultural Competencies for Teachers of Māori Learners and the ERO early childhood review framework, Ngā Pou Here, is positively impacting on the quality of teaching and children’s learning.

Leadership opportunities are shared across centre staff. Externally facilitated professional learning and development (SELO) is strengthening teachers’ skills and confidence to lead. Leaders plan to engage a private facilitator to further improve centre leadership practices.

Teachers are reflective practitioners and a strong focus on continual improvement is evident. Processes are being developed for the induction of new teachers and the use of inquiry to support provisionally registered teachers. However, leaders and ERO agree that appraisal still requires strengthening to ensure consistency of effective teaching practice.

Steady progress continues against the service’s development plan and contributes to improved governance and management. Self review for improvement is better understood and several useful reviews have been undertaken. This foundation work positions leaders well to prioritise developments, monitor progress and increase the quality of service provision. Developing the use of review and evaluation, particularly in relation to the development plan, remains a focus.

Key Next Steps

ERO identified the centre should continue to:

  • review group learning experiences
  • develop centre leadership
  • embed robust teacher appraisal and for improving teaching practices based on the centre philosophy
  • improve review and evaluation, particularly in relation to gauging the impact of the centre development plan on improving outcomes for children and their families.

Management Assurance on Legal Requirements

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

Joyce Gebbie

Deputy Chief Review Officer Central

6 October 2015

2 Information about the Early Childhood Service

Location

Palmerston North

Ministry of Education profile number

45580

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

130 children, including up to 35 aged under 2

Service roll

109

Gender composition

Boys 57,

Girls 52

Ethnic composition

Māori

Pākehā

Other ethnic groups

31

65

13

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

1:8

Better than minimum requirements

Review team on site

August 2015

Date of this report

6 October 2015

Most recent ERO report(s)

Education Review

September 2013

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.