3 Iona Placce, Wiri, Auckland
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Blossoms Educare Limited are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
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Ngā Akatoro Domains |
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Learning ConditionsOrganisational Conditions |
Whakatō Emerging |
Blossoms Educare Limited is one of 12 services in the Blossoms organisation. Staff are long serving and include five qualified teachers and six support staff. This centre serves a largely Māori and Pacific community. Blossoms’ organisational leaders provide professional guidance and support to their services.
Children lead their play and make choices from the activities provided. They challenge themselves to try new activities and experiences. Respectful relationships between children are well supported by kaiako. Kaiako offer a range of learning opportunities that children can use to enhance their learning and development. Children with additional learning needs are well supported to be successful.
Infants and toddlers experience calm and unhurried routines. To support these younger children’s exploration the learning environment should be resourced with a wider variety of experiences.
Māori children experience a curriculum that values their language and culture. Kaiako integrate te reo Māori and tikanga Māori daily. Leaders and kaiako are developing a curriculum that is becoming responsive to children’s identity, cultures, and languages. To further strengthen assessment information, kaiako could document how parents/whānau are involved in their child’s learning, including the aspirations of whānau for their child’s learning.
Leaders and kaiako implement policies and practices that aim to promote positive outcomes for children. There are systems in place for internal evaluation that contribute to improvements. Kaiako should continue to monitor and evaluate the impact of internal evaluation processes on outcomes for children.
Organisational governance and management systems operate with a high level of collaboration and relational trust. Kaiako are provided with a range of professional development opportunities and ongoing mentoring. Leaders proactively seek ways to enable children and whānau to access early childhood education. Blossoms leaders need to monitor that licensing requirements are being maintained at individual services.
Blossoms Educare Limited will include the following actions in its Quality Improvement Planning:
To improve assessment practices so that information documented about children’s learning reflects the cultural contexts in which they live and includes culturally valued knowledge, skills, attitudes, and behaviours.
To implement internal evaluation processes that help kaiako evaluate the impact of changes made to teaching practices, policies, and procedures. This includes documenting how effectively these changes contributed to the learning and wellbeing of individuals and specific groups, as well as all children.
Organisational improvement actions are:
To implement a process of internal evaluation at an organisation level that contributes to ongoing improvement.
To monitor and regularly evaluate progress towards long-term goals with a focus on how well improvements made have impacted on children’s learning.
Before the review, the staff and management of Blossoms Educare Limited completed an ERO 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; safety checking; teacher registration; ratios)
relevant evacuation procedures and practices.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliances:
Developing a written emergency plan that is centre specific and includes evidence of review of the plan on an, at least, annual basis and implementation of improved practices as required (HS7).
Having evidence of review of emergency drills and how this has informed the centre’s emergency plan (HS8).
Having a record of excursions that includes assessment and management of risk, adult: child ratios and the signature of the Person Responsible for giving approval for the excursion to take place (HS17).
Having evidence of parental permission for any travel by motor vehicle (HS18).
Patricia Davey
Director of Early Childhood Education (ECE)
24 October 2023
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Early Childhood Service Name |
Blossoms Educare Limited |
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Profile Number |
25338 |
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Location |
Wiri, Auckland |
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Service type |
Education and care service |
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Number licensed for |
40 children, including up to 10 aged under 2 |
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Percentage of qualified teachers |
80-99% |
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Service roll |
50 |
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Review team on site |
June 2023 |
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Date of this report |
24 October 2023 |
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Most recent ERO report(s) |
Education Review, June 2020; Education Review, June 2016 |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Blossoms Educare Limited is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Blossoms Educare Limited is one of 11 services in the Blossoms Educare organisation. It provides full-day education and care for up to 40 children, including 10 under two years of age. The majority of children have Māori, Samoan or Indian backgrounds.
Children are cared for in two separate areas of the centre. Infants and toddlers have a small building and playground. Five teachers, including the centre manager, hold early childhood teaching qualifications.
The centre is focused on increasing participation in early childhood education, as part of a social enterprise model. The centre's philosophy supports free play and a family-friendly culture. Children and teachers model the intent of the philosophy.
The 2015 ERO report identified good practices. Areas for development included teaching and learning, planning and evaluation of children's learning, and appraisal processes. Teachers have undertaken significant work to improve these areas.
The centre is a member of Te Kaahui Ako O Manurewa | Community of Learning.
Children are supported to be relaxed and trusting with teachers who know them and their whānau well. Children settle enthusiastically at the start of the day, engaging friends in conversation. They move freely between the indoor and outdoor areas, demonstrating confidence in their physical skills, and a willingness to challenge themselves.
Children engage with prepared activities and experiences and make choices from a variety of resources and materials. Children benefit from long periods of uninterrupted play and make independent decisions about when they eat. Teachers are developing their focus on integrating literacy, mathematics and science as part of play.
Teachers are caring and attentive with infants and toddlers, providing a range of resources for independent exploration. As a new teaching team, they are still developing the programme. It would be useful for teachers to place a stronger focus on engaging children in more frequent interactions to encourage language development. Tuakana/teina relationships are evident as younger children watch and learn from their older peers. Transitions into and through the centre and on to school are well managed.
Professional development to increase teachers' understanding of good curriculum practices has had a positive impact on provision for children's learning. Teachers are aware that their journey is ongoing in strengthening assessment, planning and evaluation, and they are enrolled to continue with professional development this year.
Teachers work closely with children and prompt their thinking, sometimes using children's home languages. Teachers continue to build their confidence and competence in incorporating te reo Māori in the programme. Children have become enthusiastic about kapa haka and practice frequently. There is a focus on using gagana Samoa with children to acknowledge and support those with Samoan backgrounds. Teachers also support children with Indian heritage to value their languages and cultural identity. The centre's environment reflects families' cultures and is attractive and inviting.
Staff have developed strong links with families/whānau and the local community. Parents are invited to share their aspirations for their children. Teachers use this information to make decisions about programme planning. Parents who spoke with ERO during this review talked positively about their children's learning, teachers' support for children and whānau, and the centre's focus on cultural knowledge and languages.
Management of the centre is efficient. A review of the centre's philosophy review aligns with teaching practices and the strategic direction of the service. Internal evaluation is beginning to lead to positive change. Policies and procedures are regularly reviewed. The organisational structure provides ongoing support for staff and has a positive impact on children's learning outcomes. There is a focus on continual improvement through professional development.
Centre leaders agree that next steps include continuing their focus on improvements in:
programme planning, assessment and internal evaluation
support for children's learning and language development.
Before the review, the staff and management of Blossoms Educare Limited completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:
During the review, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
emotional safety (including positive guidance and child protection)
physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)
suitable staffing (including qualification levels; police vetting; teacher registration; ratios)
evacuation procedures and practices for fire and earthquake.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
To meet requirements, the service needs to improve its performance in the following areas:
furniture and items intended for children to sleep on (such as stretchers) that will be used by more than one child over time, are securely covered with or made of non-porous material (that is, a material that does not allow liquid to pass through it) that protects them from becoming soiled; allows for easy cleaning; and does not present a suffocation hazard to children.
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed a non-compliance relating to providing furniture intended for children to sleep on that are securely covered with non-porous material in accordance with the Licensing Criteria for Early Childhood Education and Care Services PF 30.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki
4 June 2020
The Education Review Office (ERO) is the government department that, as part of its work, reviews early childhood services throughout Aotearoa New Zealand. ERO’s reports provide information for parents and communities about each service’s strengths and next steps for development. ERO’s bicultural evaluation framework Ngā Pou Here is described in SECTION 3 of this report. Early childhood services are partners in the review process and are expected to make use of the review findings to enhance children's wellbeing and learning.
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Location |
Wiri, Auckland |
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Ministry of Education profile number |
25338 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
40 children, including up to 10 aged under 2 years |
||
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Service roll |
44 |
||
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Gender composition |
Boys 23 Girls 21 |
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Ethnic composition |
Māori |
13 |
|
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Percentage of qualified teachers |
80% + |
||
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Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:8 |
Better than minimum requirements |
|
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Review team on site |
January 2020 |
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Date of this report |
4 June 2020 |
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Most recent ERO report(s)
|
Education Review |
June 2016 |
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Supplementary Review |
June 2013 |
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Education Review |
May 2012 |
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ERO’s overarching question for an early childhood education review is ‘How well placed is this service to promote positive learning outcomes for children?’ ERO focuses on the following factors as described in the bicultural framework Ngā Pou Here:
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.
The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:
Very well placed
Well placed
Requires further development
Not well placed
ERO has developed criteria for each category. These are available on ERO’s website.
ERO reviews are tailored to each service’s context and performance, within the overarching review framework. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Blossoms Educare Limited is a privately owned centre located close to Wiri Central School. The service provides full day education and care for up to 40 children including up to 10 under two years old. Both age groups are mixed during outdoor play but the children under two have a separate indoor space. Almost all the children on the roll are Māori or from Pacific backgrounds. Staff reflect the families’ cultural diversity.
The centre is one of six in the South Auckland area operated by the owner. The service focuses on increasing participation in early childhood education by providing an affordable service. Currently there is no cost to any child attending the Blossoms Wiri centre. Staff benefit from frequent visits by the support team (including the owner) who foster improvement in the quality of teaching and learning, help with resource development and monitor centre operations. This team is building the capacity of staff to operate the centre more independently, with centre specific procedures under the group’s policies and goals.
The owner, two support team leaders and six staff members are registered teachers. Centre staff have an external appraiser and mentor who supports their ongoing development and endorses their practising certificates. Teachers also participate in ongoing professional development focused on enhancing the quality of teaching and learning in the centre.
In 2013 ERO undertook a supplementary review of the service to follow up a range of concerns identified during the 2012 ERO visit. The leaders and teachers had made progress in most areas and were continuing to improve programmes for children under two, and their assessment and evaluation practices. ERO recommended improvements to policies, procedures and aspects of the environment. These areas continue to be a focus for development for the centre.
Children are happy and settled in the centre. They have positive relationships with teachers and many are developing friendships with their peers. Children engage well in prepared activities and make choices from a good variety of resources. Older children are developing social skills through cooperative group play and tuakana/teina relationships between children are evident. Children benefit from sustained periods of uninterrupted play and are learning to regulate their own snack and meal times.
Toddlers explore the environment independently and play happily alongside older children. Teachers take shared responsibility for them outdoors, but toddlers would benefit from more specific supervision and play experiences that are planned to match their individual developmental needs and interests.
Teachers support children to engage with resources. They interact warmly with children and some use questions well to encourage ideas and foster children's interests. Teachers could now strengthen their focus on deepening children's learning through their individual interests. Teachers regularly include cultural activities in the programme. They recognise the need to build on their bicultural practices, improve their confidence in te reo and tikanga Māori, and increase the visibility of te ao Māori in the environment.
Teachers continue to improve planning, assessment and evaluation. They regularly discuss their observations of children’s interests and plan resources and activities to support related topics. As part of their ongoing professional development, teachers should review how well their planning guides their teaching practices. It may be useful to develop a shared understanding of the characteristics of an effective teacher and help each other to achieve these skills. A greater focus on integrating curriculum areas such as literacy, numeracy and science in children’s play could help teachers to develop more complex learning experiences. This would also provide meaningful contexts for enriching children's conversations.
Parents who were interviewed appreciate the experiences their children enjoy at the centre and the positive relationships they have with staff. They value the multicultural environment and the events that are celebrated. They also value the communication they have with staff, and the extent to which the service is responsive to family needs. Parents notice that their children develop their oral language in the centre and are pleased that they are always keen to attend.
The owner provides sound leadership for staff. She provides an inclusive environment, regularly consulting teachers and involving them in decisions about strategic goals and the centre’s philosophy and vision. The owner strongly encourages professional development and has helped teachers to extend their understanding of self review. The relatively new head teacher is being supported to strengthen her leadership of the centre. Some changes in the organisation of staff could further unite the teaching team. Leaders agree they should continue to enhance their internal evaluation processes and intend to use ERO's early childhood indicators of best practice to identify improvement goals.
Centre leaders agree that the key next steps for centre development should include:
Before the review, the staff and management of Blossoms Educare Limited completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:
During the review, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
emotional safety (including positive guidance and child protection)
physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)
suitable staffing (including qualification levels; police vetting; teacher registration; ratios)
evacuation procedures and practices for fire and earthquake.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
In order to improve practices centre leaders should review and tighten the processes for monitoring health and safety systems.
The next ERO review of Blossoms Educare Limited will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
24 June 2016
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.
|
Location |
Wiri, Auckland |
||
|
Ministry of Education profile number |
25338 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, including up to 10 aged under 2 |
||
|
Service roll |
44 |
||
|
Gender composition |
Boys 22 Girls 22 |
||
|
Ethnic composition |
Māori Pākehā Samoan Niue Cook Island Māori Cambodian other |
15 5 15 4 2 2 1 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
|
Over 2 |
1:7 |
Better than minimum requirements |
|
|
Review team on site |
April 2016 |
||
|
Date of this report |
24 June 2016 |
||
|
Most recent ERO report(s)
|
Supplementary Review |
June 2013 |
|
|
Education Review |
May 2012 |
||
|
Education Review |
March 2009 |
||
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.
The overall judgement that ERO makes and the timing of the next review will depend on how well placed a service is to promote positive learning outcomes for children. The categories are:
ERO has developed criteria for each category. These are available on ERO’s website.
ERO reviews are tailored to each service’s context and performance, within the overarching review framework. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.