Blockhouse Bay Baptist Kindergarten

Education institution number:
20021
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
25
Telephone:
Address:

506 Blockhouse Bay Road, Blockhouse Bay, Auckland

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Blockhouse Bay Baptist Kindergarten

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

Since the onsite visit, the service has provided ERO with evidence that shows it has addressed non-compliances and is now taking reasonable steps to meet regulatory standards.

Background

Blockhouse Bay Baptist Kindergarten is an established non-profit community-based service. It is founded on Christian beliefs with links to the Blockhouse Bay Baptist Church. A qualified centre manager is responsible for daily operations, supported by a board of trustees. Approximately half of the children enrolled are Chinese, and there are small numbers of Māori and Pacific learners attending.

Summary of Review Findings

Adults providing education and care engage in meaningful positive interactions to nurture reciprocal relationships. They provide a language-rich environment which supports children’s learning.

The service’s curriculum respects and supports the right of each child to be confident in their own culture and encourages children to understand and respect other cultures. It acknowledges and reflects the unique place of Māori as tangata whenua. The curriculum provides children with the opportunity to develop knowledge and understanding of the cultural heritages of both parties to Te Tiriti o Waitangi.

Better monitoring is required to ensure that compliance against the regulatory standards is maintained.

Key Next Step

A next step is to develop shared understandings of the relevant theories of practice which contribute to teachers’ thinking and valued practices at this service. 

Actions for Compliance

Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliance:

  • Ensuring windows accessible to children are either made of safety glass, covered by adhesive film, or effectively guarded by barriers (PF7).

  • Having a tempering valve or other accurate means of limiting hot water temperature (PF24).

  • Having a written emergency plan that includes a list of safety and emergency supplies and resources sufficient for the ages and number of children and adults at the service, and details of how these will be maintained and accessed in an emergency (HS7).

  • Ensuring adults providing education and care carry out the relevant emergency drills on at least a three-monthly basis (HS8).

  • Checking the premises and facilities every day of operation for hazards to children, which include the full consideration of criterion (HS12).

  • Ensuring that the temperature of the warm water delivered from taps that are accessible to children is no higher than 40°C (HS13).

  • Ensuring that water stored in any hot water cylinder is kept at a temperature of at least 60°C (HS14).

  • Seeking parental permission and approval of the adult: child ratios for regular excursions (HS17).

  • Undertaking safety checking of every children’s worker every three years and maintaining a complete record of these checks (GMA7A).

Next ERO Review

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

Patricia Davey
Director of Early Childhood Education (ECE)

2 August 2023 

Information About the Service

Early Childhood Service Name

Blockhouse Bay Baptist Kindergarten

Profile Number

20021

Location

Blockhouse Bay, Auckland

Service type

Education and care service

Number licensed for

30 children over the age of 2 years

Percentage of qualified teachers

100%

Service roll

23

Review team on site

May 2023

Date of this report

2 August 2023

Most recent ERO report(s)

Education Review, July 2018; Education Review, March 2014

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.

Blockhouse Bay Baptist Kindergarten - 30/07/2018

1 Evaluation of Blockhouse Bay Baptist Kindergarten

How well placed is Blockhouse Bay Baptist Kindergarten 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

Blockhouse Bay Baptist Kindergarten, located in Auckland is a community-based early childhood centre licensed for 30 children aged over two years to five years old. The well-established centre is founded on Christian values and beliefs and offers full-day as well as sessional options. Children attending the centre are reflective of the diverse and multicultural groups in the local community.

The centre is a non-profit community based organisation. It is operated by a management board of trustees. The board meets regularly, maintains the facility and contributes to the strategic direction. The head teacher leads a team of dedicated and well qualified early childhood teachers.

The centre philosophy underpins all developments and practices in the centre. Children are encouraged to become explorers of their own knowledge and manage their own learning. Partnerships with parents are valued.

The very good practices identified in the 2014 ERO report are well embedded. The highly effective teaching and learning environment noted at that time continues to be evident. Centre leaders have been highly responsive to areas identified by ERO for ongoing development

The Review Findings

The clear vision and aspirations of the head teacher for high quality early childhood education are reflected in the centre management and the outcomes for the children. Children are at the heart of the centre. Parents, whānau and children are warmly welcomed. The inclusive and very well resourced centre creates an environment that is nurturing and promotes a strong sense of belonging and wellbeing for children.

Children are supported to be friendly, articulate and inquisitive learners. They make independent choices and freely access a wide range of play activities. Children play well alongside each other and enthusiastically join in group learning activities. They concentrate well and as a result enjoy long periods of sustained play. The calm, unhurried pace of the programme allows time for them to explore and make independent choices. Children respond well to the expectations and culture of the centre.

Children are viewed as capable, confident learners. The inquiry-based programme promotes opportunities for children to extend their thinking, curiosity and creativity. Children contribute to and evaluate their own learning. Teachers skilfully facilitate opportunities that challenge children's understandings, extend their vocabulary and support complexity in their play. Opportunities for literacy, numeracy and science are naturally woven into the day's programme.

Te Whāriki, the early childhood curriculum, underpins learning. Children's individual progress is evaluated regularly and documented through good quality portfolios. Parents value the opportunity these portfolios provide to share their children's learning journey with wider whānau. Teachers have a sound understanding of parents' aspirations, values and insights into children's strengths and needs. Teachers work collaboratively with parents to respond to children's learning needs. Parents speak highly of the education opportunities available to their children. Transitions within the centre and to school are well managed.

A strong commitment to biculturalism is evident in the environment and through centre practices. Te reo and tikanga Māori are woven through the programme. Teachers confidently use te reo Māori in waiata and wall displays. Children's cultures and their backgrounds are respected. Teachers could enhance the visibility of children's home languages and cultures in portfolios.

Centre leaders and teachers use high quality evaluation processes to support continual improvement Teachers are supported to be reflective practitioners. Robust induction and appraisal programmes promote teacher inquiry, and establish expectations for high quality teaching. A mentor supports the team to critique their practice, and consider ways to enhance learning outcomes for children. Professional learning extends teachers' practice and capability.

Effective governance guides centre operations. Strong strategic and annual planning supports the centre's sustainability. Trusting relationships have been established between the centre leaders and the board of trustees. Comprehensive policies and procedures, and clear systems guide professional practice. The philosophy is reviewed annually. During the next review of the philosophy, it would be timely to ensure that it affirms the effective bicultural practice that is evident in the centre.

Key Next Steps

Centre leaders agree that the key next steps include:

  • promoting opportunities to visually reflect each child's culture, language and identity in their portfolios

  • using internal evaluation to sustain high expectations and best practice.

Management Assurance on Legal Requirements

Before the review, the staff and management of Blockhouse Bay Baptist Kindergarten 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 Blockhouse Bay Baptist Kindergarten will be in four years.

Julie Foley

Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

30 July 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

Blockhouse Bay, Auckland

Ministry of Education profile number

20021

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children over 2 years of age

Service roll

49

Gender composition

Girls 29 Boys 20

Ethnic composition

Māori
Pākehā
Chinese
Pacific
other

1
22
13
4
9

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Over 2

1:7

Better than minimum requirements

Review team on site

July 2018

Date of this report

30 July 2018

Most recent ERO report(s)

 

Education Review

March 2014

Education Review

March 2011

Education Review

April 2008

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.

Blockhouse Bay Baptist Kindergarten - 28/03/2014

1 Evaluation of Blockhouse Bay Baptist Kindergarten

How well placed is Blockhouse Bay Baptist Kindergarten to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Blockhouse Bay Baptist Kindergarten provides high quality education and care that promotes the wellbeing and learning of all children attending.

ERO's findings that support this overall judgement are summarised below.

Background

Blockhouse Bay Baptist Kindergarten, located in Auckland, operates in a remodelled house. The kindergarten is a community-based, sessional early childhood centre founded on Christian values and beliefs. It is licensed for 30 children aged two to five years. The well established centre with long-serving teachers continues to provide a high quality learning environment for children and families. Parents are very positive about the education and care their children receive.

Successive ERO reports have commented on the positive and affirming relationships among teachers, children and their families. The child-centred programme, which values input from children and parents, continues to be a feature of the centre. The very good practices noted in previous ERO reviews have been sustained and contribute to creating a highly effective learning environment.

The centre has responded well to ERO’s 2011 recommendation by continuing to use the centre’s existing self-review processes to support and extend the high quality education and care that it provides.

The Review Findings

Children, parents and whānau are warmly received into the centre. Individual children and their families are highly respected and valued. Children are settled with a strong sense of belonging and wellbeing.

Children are empowered to be confident and capable learners. They set their own goals to support their interests and learning. Children respond well to the unhurried pace of the programme and explore, investigate and make independent choices from the wide range of resources. They benefit from ‘sustained teaching episodes’ which allow them to learn in creative and imaginative ways for as long as they determine.

Teachers know children well. They facilitate their learning and are skilled in supporting and challenging children to extend their understandings. Te Whāriki, the early childhood curriculum underpins the learning programme. Teachers successfully and naturally weave literacy, numeracy and science into the curriculum and provide children with many opportunities to develop skills and knowledge in these areas.

Children’s cultural backgrounds are recognised and respected. Teachers are committed to biculturalism and acknowledge the unique place of Māori. The use of te reo and tikanga Māori is valued and encouraged. Teachers and parents work collaboratively to enrich Pacific children’s culture, language and identity. They are inclusive of children with special learning needs.

High quality, innovative processes for programme planning and assessment are evident. Children’s portfolios are a useful record of their learning and development over time. These contribute to positive outcomes for children. Teachers have established good processes around children’s transition to school. They have developed positive relationships with local schools.

The centre is well governed and managed. Management systems and expectations are clearly set out and reviewed. Teachers have a commitment to ongoing individual and whole-centre professional learning. A recent increase in children under the age of three has prompted teachers to further strengthen and reflect on current teaching strategies for toddlers. A centre culture of ongoing improvement and ‘wanting to be great not good’ underpins centre operations.

Key Next Steps

ERO affirms the key next steps that teachers have identified to:

  • continue strengthening self review and strategic planning for continuous improvement
  • continue to building leadership capability among teachers to sustain high quality learning and teaching
  • continue using research and review for children with diverse learning needs
  • continue further investigating teaching strategies which enhance positive learning outcomes for toddlers.

Management Assurance on Legal Requirements

Before the review, the staff and management of Blockhouse Bay Baptist Kindergarten 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 Blockhouse Bay Baptist Kindergarten will be in four years.

Dale Bailey

National Manager Review Services

Northern Region

28 March 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

Blockhouse Bay, Auckland

Ministry of Education profile number

20021

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 0 aged under 2

Service roll

62

Gender composition

Boys 31

Girls 31

Ethnic composition

Māori

NZ European/Pākehā

Indian

Chinese

Fijian

Samoan

other

6

32

12

4

1

1

6

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Over 2

1:6

Better than minimum requirements

Review team on site

February 2014

Date of this report

28 March 2014

Most recent ERO report(s)

Education Review

March 2011

 

Education Review

April 2008

 

Education Review

June 2005

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.