Busy Bees Whau Valley

Education institution number:
10379
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
62
Telephone:
Address:

25 Moody Avenue, Whangarei

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Bright Stars Early Education Centre - 17/05/2018

1 Evaluation of Bright Stars Early Education Centre

How well placed is Bright Stars Early Education 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

Bright Stars Early Education Centre changed ownership in August 2016 and is undergoing redevelopment. The centre is licensed for up to 65 children, including up to 20 under two years of age. The centre has three main buildings and adjoining outdoor areas that cater for age-related groups of children. More than half of the children identify as Māori, and there are small numbers of children from diverse ethnic backgrounds.

The new owner, Provincial Education Group, has a substantial management team to oversee the operation of a large number of early childhood centres throughout New Zealand. Operations and Education managers provide close support for the new centre manager and staff, including seven registered teachers. They are updating centre documentation.

The centre's philosophy, which is currently under review, is consistent with the principles of Te Whāriki, the early childhood curriculum. It acknowledges the dual heritage of Aotearoa New Zealand, and advocates for respectful and inclusive practices. The centre provides meals for children, and a van to transport children to and from the centre.

The 2014 ERO report identified that children were well cared for, that the programme was inclusive and that children were able to manage their own play. Identified key next steps related to developing consistently good practices across the centre and strengthening strategic planning. The new managers have reviewed many aspects of centre operations to support ongoing development in these areas.

The Review Findings

Children benefit from respectful relationships and interactions with teachers and other staff. They have significant uninterrupted periods that allow them to explore their environment and develop their play.

Children up to two years of age are respectfully nurtured. Their teachers are attentive. They monitor and respond appropriately to the needs, routines and rhythms of individual children. Children's interests and dispositions are supported in the programme.

The centre is inclusive of children of all cultures and those with additional learning needs. The fee structure and van transport assist parents to access early childhood education for their children.

The environment reflects children's cultures and successfully supports their learning. It is well designed and well resourced. Children move freely between the indoor and outdoor areas. The indoor area provides well for children to develop their play in a variety of spaces. Older children access the transition-to-schoolroom where there is a 'readiness for school' focus.

Centre managers recognise the importance of providing an environment that promotes children's oral language and early literacy development. Staff are enrolled in professional learning and development (PLD) that aims to enhance their knowledge and practices in this area. PLD to support teachers' engagement with Te Whāriki 2017 is also planned. This has the potential to strengthen partnerships with parents, and support assessment and planning.

Teachers recognise the need for a more bicultural approach to the educational programme. A plan has been established to support greater inclusion of te ao Māori by building teachers' knowledge of te reo and tikanga Māori.

Transitions into and through the centre, and on to school are well supported and managed. Parents of new children are encouraged to spend time in the centre. Children up to two years are able to get to know the teachers and children in the adjacent area. Centre staff have built a constructive relationship with the neighbouring primary school.

The centre manager and the area manager are well supported by Provincial Education managers. They work collaboratively to provide leadership for the centre. Other staff members are actively supported to take leadership roles. Managers have recently improved the teacher appraisal process. The system promotes teacher accountability and is improvement focused.

Key Next Steps

Centre managers agree that staff should:

  • strengthen their assessment of children's learning, planning of the educational programme, and evaluation of its impact on learning

  • continue to build a te ao Māori approach to the programme that acknowledges the aspirations of parents of Māori children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Bright Stars Early Education 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 Bright Stars Early Education Centre will be in three years.

Julie Foley

Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

17 May 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

Whangarei

Ministry of Education profile number

10379

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

65 children, including up to 20 aged under 2

Service roll

79

Gender composition

Boys 40, Girls 39

Ethnic composition

Māori
Pākehā
Indian
other ethnicities

43
24
4
8

Percentage of qualified teachers

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

February 2018

Date of this report

17 May 2018

Most recent ERO report(s)

Education Review

August 2014

Education Review

March 2012

Supplementary Review

June 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 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.

Bright Stars Early Education Centre - 18/08/2014

1 Evaluation of Bright Stars Early Education Centre

How well placed is Bright Stars Early Education 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

Bright Stars Early Education Centre offers full day education and care for children from six weeks to school age. The roll reflects Northland’s large Māori population and includes thirty-seven children of Māori descent and six Māori staff. The centre has merged its two licenses into one. It now caters for 65 children, including 20 children under two. It operates from two buildings on the same site to provide for the different age groups. Kowhai Room caters for children up to two years old, and Kauri Room caters for children over two. Children have ready access to separate outdoor areas.

The centre has undergone major change since Kauri Room’s 2011 and Kowhai Room’s 2012 ERO reviews, with changes in ownership, management and leadership. Bright Stars is a privately owned centre with the present owners taking over in September 2013. The owner delegates the management and leadership of the centre to the centre manager, who has a background in early childhood education. Team leaders have responsibility for care routines and the programme provided for the different rooms.

The centre manager and team leaders have prioritised building a professional team. A centre philosophy has been developed that promotes a focus on nurturing and responding to the child’s unique identity. Staff encourage the centre philosophy to be achieved in partnership with whānau in a safe and enjoyable environment.

The Kowhai Room promotes the RIE (Resources for Infant Educators) method of education. The RIE approach trusts the child to be an explorer and self learner. Methods used by teachers allow the child to be an active participant in care activities. RIE advocates allowing physical development to occur naturally with selected adult intervention.

ERO’s 2011 and 2012 reports recommended developments to the programme provided for children, the learning environment, and management processes. This 2014 ERO report acknowledges the progress made in these areas and outlines further improvements that would benefit children’s education.

The Review Findings

Children receive good quality care. Teachers are attentive to children and provide respectful care routines. There is a focus on supporting children to develop self-help skills. The RIE approach is evident in practice in the Kowhai Room, where children’s independent movement and development is well supported. Children in the Kauri Room are responding well to teaching strategies that support their growing social understandings and competencies.

A well managed transition programme supports children as they move from the Kowhai to the Kauri Room. Teachers implement effective practices that enable children with additional learning needs to be well included in the programme.

Children enjoy long periods of uninterrupted play. The outdoor environments provide children with a wide range of engaging activities, including physical play and enjoyment of the natural environment. Children of all ages play for sustained periods of time in the outdoor environment. They have good opportunities to use their imagination, solve problems and develop complex play experiences.

The indoor environment has separate play spaces that support children’s learning in different areas of the curriculum. Consideration could now be given to how these play areas can provoke greater interest and invite children to explore further in their play. Teachers also need to ensure that learning resources are easily accessible to children so they can make independent choices in their play.

The quality of teacher interactions with children is variable. There are some good examples of teachers being careful observers, allowing children to direct and make decisions about their own play. These teachers support children’s interests and facilitate their exploration, language development and engagement in learning.

The Kowhai Room has established a planning system that is focused on children’s learning and milestone developments. The planning and assessment of children’s learning is visible for parents and supports parent engagement in the process. Teachers in the Kauri Room use planning approaches that help teachers to focus on children’s individual interests and strengths, and to integrate a learning focus into the different areas of play.

Teachers provide literacy and numeracy learning through play throughout the day for all children. Children over two are grouped for mat times and provided with appropriate activities in relation to their age and developmental stage.

The centre programme includes initiatives that promote and foster success for Māori children. Māori teachers provide leadership in te Ao Māori. Te reo and tikanga Māori are integrated into the programme. Children are encouraged to use and share their language with teachers and peers. As a result, the cultural identity of Māori children is affirmed and contributes to their sense of belonging.

The centre manager and team leaders provide effective professional leadership. A regular appraisal system and professional development programme to support ongoing staff development is now in place.

Good management systems support good communication and efficient day-to-day operation of the centre. It is timely for the centre manager to now develop a strategic plan that clearly identifies the service’s priorities and associated goals towards achieving its vision. These goals could be supported by appropriate actions and resources to enable them to be achieved. Self-review practices are becoming established and have a focus on improving outcomes for children.

Key Next Steps

ERO and centre leaders agree that the key next steps to support ongoing improvements in the centre are for centre leaders to:

  • develop consistency of good teacher practice across the centre
  • document the service’s strategic priorities.

Management Assurance on Legal Requirements

Before the review, the staff and management of Bright Stars Early Education 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 Bright Stars Early Education Centre will be in three years.

Dale Bailey

National Manager Review Services Northern Region

18 August 2014

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

Whangarei, Northland

Ministry of Education profile number

10379

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

65 children, including up to 20 aged under 2

Service roll

77

Gender composition

Boys 45

Girls 32

Ethnic composition

Māori

NZ European/Pākehā

Irish/British

South African

Niue

Vietnamese

37

32

4

2

1

1

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

July 2014

Date of this report

18 August 2014

Most recent ERO report(s)

Previously reviewed as:

Bright Stars Under Twos

 

Education Review

March 2012

 

Previously reviewed as:

Bright Stars Over Twos

 

Supplementary Review

June 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 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.