Bizzy Bodz Early Learning Centre Gisborne

Education institution number:
46056
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
36
Telephone:
Address:

804 Gladstone Road, Te Hapara, Gisborne

View on map

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

Bizzy Bodz is one of centres in the North Island operating under the same ownership. The centre was previously called More For Kids. This is the service’s first ERO review. The all day education and care service moved from a provisional licence to a full licence in April 2020.

Summary of Review Findings

The philosophy is consistent with Te Whāriki, the early childhood curriculum. A range of experiences and activities enhances children’s learning indoors and outdoors, individually and in groups. Children’s preferences are respected and they are involved in decisions about their learning experiences.

The unique place of Māori as tangata whenua is acknowledged and reflected through teaching and learning. Te reo Māori is promoted to support a language-rich environment. The curriculum is inclusive and responsive to children as confident and competent learners.

Parents and whānau contribute to their children’s learning and to service operation.

Actions for Compliance

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

  • space is available for children aged two and older to sleep or rest for a reasonable period of time each day. If the space used for sleeping or resting is part of the activity space, there are alternative activity spaces for children not sleeping or resting as necessary.

[Licensing Criteria for Early Childhood Education and Care Centres, 2008, PF33]

Next ERO Review

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

Phil Cowie

Director Review and Improvement Services (Central)

Central Region | Te Tai Pūtahi Nui

12 February 2021

Information About the Service

Early Childhood Service Name

Bizzy Bodz Early Learning Centre Gisborne

Profile Number

46056

Location

Gisborne

Service type

Education and care service

Number licensed for

38 children, including up to 12 aged under 2.

Percentage of qualified teachers

80%+

Service roll

38

Ethnic composition

Māori 34
NZ European/Pākehā 3
Other Ethnic Groups 1

Review team on site

2 December 2020

Date of this report

12 February 2021

Most recent ERO report(s)

First ERO review of the service

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.

1 Evaluation of MoreForKids Ltd

How well placed is MoreForKids Ltd 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

MoreForKids Ltd provides all day education and care for up to 38 children, including 12 aged up to two years. Most children attending the centre are Māori. The service is located in Gisborne city.

The centre is owned by Pink Robin Limited. A manager is responsible for the day-to-day operation, and a supervisor leads the teaching staff.

Management's vision is for every child to develop a love of learning and know about their identity, language and culture. Leaders value te reo Māori me te ao Māori as integral parts of the curriculum.

In the past eighteen months, extensive property development has been undertaken to upgrade the indoor and outdoor learning environments. Provision for evacuation has been improved. More resources have been purchased for play.

Staffing has now stabilised after many changes in 2016. Leaders and teachers have participated in a range of external professional learning opportunities.

The Review Findings

Teachers have a strong focus on supporting learners to follow their interests. Respectful interactions are evident. Children have fun and interact well with each other.

Older children make good use of materials and equipment to problem solve, create and explore. Physical activity is well promoted in the outdoor, well-shaded environment.

Teachers interact responsively with children aged up to two years. They give children space and time to lead their learning. The under-two area is well set up for children to explore, play freely and make choices. There are often opportunities for interactions with older children and siblings.

All teachers regularly plan for individual children's learning using observations and whānau aspirations. Learning stories (horopaki) record children's learning linked to Te Whāriki, the early childhood curriculum, and identify possible next steps. Leaders are supporting teachers to develop assessment to better outline children's progress and increase depth and complexity of their learning. Building all teachers capabilities and confidence in evaluating outcomes for children when planning and assessing is a next step. 

Developing and maintaining positive learning partnerships with parents and whānau is a high priority at this service. Whānau input is sought and valued.

Māori children are well engaged in learning and benefit from a vision, values and range of strategies that affirm their language, culture and identities. Te reo Māori and te ao Māori are actively promoted and are integral to the curriculum. Tuakana teina relationships are encouraged and evident, with older children looking after those who are younger.

Following a review of the transition-to-school process, new practices have been successfully integrated into the regular daily programme. These recognise and build on four-year-old children's interests. Leaders and teachers continue to integrate literacy and numeracy learning into the curriculum.

Children with additional learning needs receive extra support from external agencies. Specialists work alongside whānau and teachers to scaffold each child's learning.

The manager and supervisor show a strong commitment to the service philosophy. Leaders focus on developing consistent, high quality teaching and model this themselves. High expectations are communicated. An improved appraisal process provides clear expectations and processes to support ongoing improvement of teacher practice. A next step is to further refine induction and mentoring for provisionally registered teachers.

The manager has developed a comprehensive policy framework to guide centre operation. A cycle for review of these policies is established and documented.

Leaders are focused on ongoing improvement to outcomes for children. Centre leaders and staff are beginning to use a planned and systematic approach to review the effectiveness of centre programmes and practices. As a result, decisions have been made that have led to improved outcomes for children.

Key Next Step

The manager, supervisor and teachers should continue to:

  • develop a shared understanding of high quality assessment and evaluation processes that supports ongoing improvement to outcomes for children.

Management Assurance on Legal Requirements

Before the review, the staff and management of MoreForKids Ltd 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 MoreForKids Ltd will be in three years.

Alan Wynyard
Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

12 February 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

Gisborne

Ministry of Education profile number

46056

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

38 children, including up to 12 aged under 2

Service roll

42

Gender composition

Girls 21, Boys 21

Ethnic composition

Māori
Pākehā
Filipino
Indian

35
  4
  2
  1

Percentage of qualified teachers

0-49%       50-79%       80%+

Based on funding rates

80% +

Reported ratios of staff to children

Under 2

1:5

Meets minimum requirements

Over 2

1:10

Meets minimum requirements

Review team on site

December 2017

Date of this report

12 February 2018

Most recent ERO report(s)

Education Review

February 2015

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.