Go Bananas Childcare Boutique Centre

Education institution number:
34043
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
15
Telephone:
Address:

82 Rimu Street, Hamilton Central, Hamilton

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Go Bananas Childcare Boutique Centre

ERO’s Judgements

Akarangi | 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 Go Bananas Childcare Boutique Centre are as follows:

Outcome Indicators

(What the service knows about outcomes for learners)

Whakawhanake Sustaining

Ngā Akatoro Domains

 

Learning Conditions
Organisational Conditions

Whakaū Embedding

Whakaū Embedding

2 Context of the Service

Go Bananas Childcare Boutique Centre is one of 14 education and care services governed under the Go Bananas Childcare umbrella organisation. Approximately half of tamariki identify as Māori, a small number as Indian. The service philosophy places value on fun play-based learning, partnerships with parents, and cultural diversity.

3 Summary of findings

Tamariki benefit from a curriculum that is highly responsive to their culture, language, and identity. Their whakapapa is integrated into learning experiences. A well-considered planned approach to learning supports children’s understanding of their own and other cultures. Kaiako cultural knowledge is well used to affirm the cultural identities of tamariki. Assessment practises reflect learning of tamariki over time and valued learning outcomes from Te Whāriki, the early childhood curriculum. Naturally developed tuakana-teina (older-younger child) relationships support the learning of younger tamariki. Tamariki demonstrate a strong sense of belonging.

Leaders and the recently established teaching team have well-developed learning focused partnerships with whānau. Parent aspirations are highly reflected in assessment, planning and evaluation practice. Kaiako work alongside whānau to support transitions into the service. Parents actively contribute to service review and evaluation. The mana and wairua of tamariki are enhanced.

Leaders implement comprehensive and systematic internal evaluation processes. They regularly reflect on the impact of the curriculum on the learning of tamariki. Supported by an external mentor, professional growth cycles and internal evaluations build professional knowledge. Monitoring the impact of improvement actions on outcomes for tamariki over time is an ongoing focus.

Sound governance systems and processes guide service operations and promotes children’s wellbeing. Policies and procedures make explicit the expectation that kaiako will deliver a bicultural curriculum. Extensive resources are allocated to ensure equity of access and inclusion and build professional capability of leaders in curriculum design and evaluation. Governance supports conditions that enable equitable opportunities to learn.

4 Improvement actions

Go Bananas Childcare Boutique Centre will include the following actions in its Quality Improvement Planning:

  • Monitor the impact of improvement actions on outcomes for individual and groups of tamariki over time to better understand how well the service is achieving its learning priorities.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Go Bananas Childcare Boutique Centre 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.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

31 January 2023 

6 About the Early Childhood Service

Early Childhood Service Name

Go Bananas Childcare Boutique Centre

Profile Number

34043

Location

Hamilton

Service type

Education and care service

Number licensed for

27 children, aged over 2

Percentage of qualified teachers (delete if not applicable)

80-99%

Service roll

14

Review team on site

November 2022

Date of this report

31 January 2023

Most recent ERO report(s)

Akanuku | Assurance Review, January 2021; Education Review, June 2017

Go Bananas Childcare Boutique Centre - 21/01/2021

ERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.

ERO’s Judgement

Regulatory standards

ERO’s judgement

Curriculum

Meeting

Premises and facilities

Meeting

Health and safety

Meeting

Governance, management and administration

Meeting

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

Background

Go Bananas Childcare Boutique Centre is a privately-owned early learning service that was purchased by Impressions Waikato Ltd in July 2019. The service is led by a head teacher. Teachers are supported by a director of professional practice, a curriculum manager and the service owners.

Summary of Review Findings

The curriculum provides a language-rich environment that supports children’s learning. Parents and whānau are provided with opportunities to be involved in decision making about their children’s learning.

The curriculum is informed by assessment, planning and evaluation. Positive steps are taken to respect and acknowledge the aspirations held by parents and whānau for their children.

The curriculum provides children with a range of experiences and resources that enhance their learning and development.

Procedures are in place to manage health and safety requirements.

Key Next Steps

Next steps include:

  • continuing to develop the local curriculum to reflect what is important to children and their families, to kaiako and the wider community
  • continuing to support children to develop their social competency and interactions with others.

Next ERO Review

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

Phil Cowie

Director Review and Improvement Services

Central Region | Te Tai Pūtahi Nui

21 January 2021

Information About the Service

Early Childhood Service Name

Go Bananas Childcare Boutique Centre

Profile Number

34043

Location

Hamilton

Service type

Education and care service

Number licensed for

27 children aged over 2 years

Percentage of qualified teachers

80%+

Service roll

18

Gender composition

Male 9, Female 9

Ethnic composition

Māori 7, NZ European/Pākehā 5, Other ethnic groups 6

Review team on site

November 2020

Date of this report

21 January 2021

Most recent ERO report(s)

 

Previously operating as Paddingtons Rimu Street – Education review, June 2017

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 regulated 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; police vetting; teacher certification; ratios)
  • evacuation procedures and practices for fire and earthquake.

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.

Paddingtons Rimu Street - 13/06/2017

1 Evaluation of Paddingtons Rimu Street

How well placed is Paddingtons Rimu Street 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

Paddingtons Rimu Street, is located in the suburb of Maeroa, Hamilton. It is an all-day education and care service licensed for 27 children over two years of age. The service has changed ownership since the last ERO review in 2014. It is now one of many early childhood education facilities owned and operated by the private company, Evolve Group Limited.

Positive findings from 2014 ERO review continue to be evident. The centre manager and the majority of centre staff are qualified teachers and long-serving. Developments since 2014 include adopting a cluster support network between centre managers from the Evolve Group and introducing on-line child assessment portfolios. In addition an up-dated appraisal system has been implemented to meet the revised requirements of the New Zealand Education Council.

The centre has experienced changes in management. Evolve's area manager is new to her role and is working collaboratively with the centre manager to review and implement expectations and practice. Evolve is currently in the process of evaluating its guidelines for centre practice, with a focus on further developing strategic and internal evaluation processes.

The philosophy has recently been reviewed in consultation with families. It documents the aims to 'provide an environment that supports children to be independent thinkers and problem solvers. Together with parents provide a safe, happy homelike environment that empowers children to develop as capable and confident learners'.

The Review Findings

Children and their families are warmly welcomed into the centre where teachers have created a friendly, inclusive home-like environment. Teachers have successfully established trusting, respectful and supportive relationships with children and their families. Children's transitions into the centre are sensitively managed. Teachers ensure a personalised approach to supporting the needs of each child. Positive relationships across the centre promote children's sense of belonging and wellbeing, and helps them to experience success in learning.

Teachers understand the importance of working in partnership with children's families. They are responsive to children's holistic development and make meaningful connections to children's life experiences to support learning. Many parents feel comfortable to stay, contribute and participate in children's learning. Individual assessment portfolios provide a rich record of children's engagement in learning, and capture their learning within the context of their play and exploration. Portfolios are also available for families on the internet, enabling extended family to be involved in, and informed about children's learning.

Teachers model values of whanaungatanga and use basic te reo Māori. They have prioritised te reo and tikanga Māori as a strategic goal for ongoing development for teachers' professional learning. Relationships strongly support Māori children's participation and promote whānau partnerships. Teachers have identified the need to strengthen the visibility of Māori language, culture and identity within documented assessments.

Multi-culturalism is embraced by teachers. Children and their families for whom English is their second language appreciate the way teachers have worked with them to find out about their culture and language, and explore effective ways for communicating and sharing information. Parents are invited to share cultural traditions, music and what is important to them as a family. Children in the centre are learning to appreciate and understand the cultural identity of their peers.

Children have fun and enjoy an environment that caters for a variety of diverse interests. They are empowered to lead their own learning through active exploration and investigation. Children are viewed by teachers as capable. They confidently set their own challenges for learning within a social setting alongside their peers. Literacy, mathematics and other curriculum areas are well integrated through children's play. Teachers plan additional experiences for older children with fun, games and experiences to further extend their thinking and learning, as well as support children's transition to school.

Teachers are skilled at noticing, recognising and responding to children's learning. They skilfully extend children's learning through intentional teaching strategies, encouraging children to reflect on prior knowledge, think creatively, and use their imagination. New concepts are introduced through children's interests, and teachers extend learning by encouraging children to inquire and seek meaning. Children are well supported to develop as capable and confident learners.

Centre leadership works collaboratively with Evolve management and service leaders. Regular meetings support a professional learning culture where teachers reflect on practice, and discuss how centre systems can contribute to positive outcomes for children. Internal evaluation processes include spontaneous and planned reviews of the learning programme and centre operations. The area manager is working collaboratively with teachers to further strengthen programme assessment, planning and evaluation practices. These processes are effective contributing to the centre's ability to sustain effective practices that result in ongoing development and improvement for children.

Key Next Steps

ERO and the centre manager agree that key next steps are for:

  • Evolve management to improve procedures and guidelines for internal evaluation, assessment, and programme planning

  • teachers to consolidate strategic internal evaluation practices that enable them to continually improve their effectiveness in promoting positive outcomes for children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Paddingtons Rimu Street 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 Paddingtons Rimu Street will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer Waikato/Bay of Plenty

13 June 2017 

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

Hamilton

Ministry of Education profile number

34043

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

27 children, including up to 0 aged under 2

Service roll

27

Gender composition

Boys 17 Girls 10

Ethnic composition

Māori

Pākehā

Cook Island Māori

Samoan

Other

6

15

1

1

4

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Over 2

1:10

Meets minimum requirements

Review team on site

May 2017

Date of this report

13 June 2017

Most recent ERO report(s)

 

Education Review

June 2014

Education Review

February 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.