Honey Bees

Education institution number:
46310
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
46
Telephone:
Address:

Level 5 127 Hobson Street, Auckland CBD, Auckland

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1 Evaluation of Honey Bees

How well placed is Honey Bees to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Honey Bees is very well placed to promote positive learning outcomes for children.

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

Background

Honey Bees is a privately owned centre that delivers care and education for children over two years of age. It is located on the fifth floor of an inner-city building, which has been designed to provide a bright and spacious setting for children. Most parents work and/or live nearby and many are recent immigrants.

The owners are involved in the centre's operation. The teaching team is led by a head teacher and an assistant head teacher. The centre employs six qualified teachers, a teacher assistant, office manager, part-time administrator and a chef/housekeeper. The staff reflects the cultural diversity and bilingual skills of the children who attend.

The philosophy honours the bicultural heritage of Aotearoa New Zealand and children's cultural diversity. It promotes a commitment to Reggio Emilia approaches and environmentally friendly practices. The philosophy views children as confident and competent learners and values children's creativity, fun and learning through play.

Leaders and staff have sustained the positive aspects and progressed the areas for development that were identified in the 2015 ERO report.

The Review Findings

Children are well respected as individuals, and supported to develop a strong sense of wellbeing and belonging. They are confident decision makers and collaborators, and experience authentic opportunities to communicate and investigate their ideas. Children spend much of their day in group or individual play. They develop their own learning goals and explore and extend their interests. Children visit the local community parks and facilities and teachers are continuing to enrich these excursions with other outdoor experiences and school visits.

High quality leadership is enabling teachers to provide a rich bicultural programme. It is strongly underpinned by Te Whāriki, the early childhood curriculum, the centre philosophy and the principles of Reggio Emilia. Leaders continue to support teachers to deepen their understanding of the 2017 revision of Te Whāriki.

Leaders and teachers have embedded internal evaluation for continual improvement. Leadership inquiries have improved the team's responsiveness to children's cultures, languages and diverse needs. Leaders agree that they should continue to progress this work to support children's diverse needs, and further promote Māori and Pacific children's success.

Children with additional learning needs benefit from a well-embedded, inclusive and individualised approach that supports their progress and development. Leaders and teachers work collaboratively with parents/whānau and external professional agencies to regularly review children's learning goals. Targeted professional development assist teachers to support children and whānau to achieve these learning goals.

Planning, assessment and evaluation processes are well embedded. The visually attractive records of learning and online portfolios are effective ways to share children's learning with parents. Teachers use photographic and documented records to highlight the value of play, and invite parent contributions to programme planning. The teaching team works collaboratively to provide a highly responsive programme that supports children's individual and emerging interests.

Leaders are open to learning, and foster a culture of improvement based on relational trust. They model high quality leadership through good mentoring approaches, and support staff to build their individual professional practice. Appraisals for teachers are robust and meet Teaching Council requirements. Leaders are continuing to support teachers to implement their own inquiries and promote distributed leadership.

Leaders have implemented effective systems and processes to support the centre's vision for providing high quality education and care for children. A sound policy base that reflects recent changes and legislated requirements is in place. The 2019 strategic plan is responsive to staff and parent input and includes curriculum and professional development goals. Leaders could enhance strategic planning by identifying specific outcomes for children, and through systematic internal evaluation to monitor progress towards those outcomes. This could include documenting a cyclical three year process that specifies responsibilities, budget, timeframes and review.

Key Next Steps

Centre leaders agree that the priorities for continual improvement include:

  • refining internal evaluation systems and processes

  • continuing to build staff evaluation capability

  • increasing opportunities for emerging leaders.

Management Assurance on Legal Requirements

Before the review, the staff and management of Honey Bees 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.

Steve Tanner

Director Review and Improvement Services Northern

Northern Region

8 March 2019

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

Auckland CBD

Ministry of Education profile number

46310

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children aged over 2 years

Service roll

52

Gender composition

Girls 26 Boys 26

Ethnic composition

Māori
Pākehā
Chinese
other ethnic groups

1
10
18
23

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Over 2

1:8

Better than minimum requirements

Review team on site

January 2019

Date of this report

8 March 2019

Most recent ERO report(s)

Education Review

September 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 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.

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.

1 Evaluation of Honey Bees

How well placed is Honey Bees 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

Honey Bees is a privately run inner-city centre that provides care and education for children over the age of two. The centre opened eighteen months ago. It has been thoughtfully designed to maximise the advantages of its fifth floor, bright and spacious setting. It caters for parents who work in the city, as well as locally-based families.

The centre is led by its owners and head teacher. The owners have a high profile in the centre and are fully involved in its operation. The head teacher has responsibility for daily operations in terms of programme planning and delivery. She is supported by a recently appointed assistant. All teachers are qualified and registered.

Centre leaders and teachers have collaborated well to meet their vision of promoting creativity, fun and learning, and their philosophy based on building each child’s strengths, interests and abilities. They have made impressive progress in establishing high quality provisions for children and their families within a short timeframe.

The Review Findings

Children receive a warm welcome into the centre. They play and learn in a supportive and peaceful environment, receiving high levels of care from respectful and thoughtful adults. Children are very settled. They respond positively to centre routines and to the sensitive support they receive from teachers. Children approach adults with confidence, play happily with and alongside each other, and quickly develop the independence needed to initiate their own play and learning.

Teachers clearly view children as confident and capable learners. They implement programmes that privilege all forms of play and that encourage children’s in-depth exploration of the world around them. Teachers engage children in high levels of conversation, enriching their language and understanding, and supporting them to create, problem solve and investigate. Teachers’ high expectations and skilled practices successfully promote children’s acquisition of early literacy, numeracy and scientific skills and understandings.

The programme is highly responsive to children’s emergent interests. It includes activities and resources that celebrate both bicultural New Zealand and the different cultures of children who attend. Parents have many meaningful opportunities to have a voice in the programme provided for their children. They are provided with very well presented assessment portfolios that contain rich evidence of children’s participation, new learning, growth and development.

Centre leaders are energetic, enthusiastic and future-focussed. Their high quality practices support and promote the professional development of teachers. Thoughtful and realistic self review guides centre operations and helps ensure responsiveness to the needs of children and their families. High quality leadership and increasingly effective long-term planning position the centre very well to retain its strengths and promote ongoing improvement.

Key Next Steps

The centre leaders and ERO agree that key next steps in the centre’s very good provisions could now include:

  • increasing the focus placed on the learning of individual children in programme plans
  • seeking more ways of helping parents understand the purposes and practices of high quality early childhood education, and of participating in the programme planning for their own children
  • increasing cultural responsiveness and opportunities for children to hear different languages in the centre
  • including a curriculum/programme-based goal in the centre’s strategic plan
  • accessing professional development to ensure more speedy implementation of new teacher appraisal and certification requirements.

Management Assurance on Legal Requirements

Before the review, the staff and management of Honey Bees 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 Honey Bees will be in three years. 

Graham Randell

Deputy Chief Review Officer Northern (Acting)

7 September 2015

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

Auckland CBD

Ministry of Education profile number

46310

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

38 children, including up to 0 aged under 2

Service roll

40

Gender composition

Girls 22 Boys 18

Ethnic composition

Māori

Pākehā

Chinese

Indian

Samoan

other

1

23

8

3

1

4

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Over 2

1:8

Better than minimum requirements

Review team on site

July 2015

Date of this report

7 September 2015

Most recent ERO report(s)

No previous ERO reports

 

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.