Blossoms Educare Rangiora Limited

Education institution number:
47327
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
41
Telephone:
Address:

8-10 Johns Road, Rangiora

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Blossoms Educare Rangiora Limited

1 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 (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.

ERO’s judgements for Blossoms Educare Rangiora Limited are as follows:

Outcome Indicators

ERO’s judgement

What the service knows about outcomes for learners

Whakatō Emerging

Ngā Akatoro Domains

ERO’s judgement

He Whāriki Motuhake

The learner and their learning

Whakatō Emerging

Whakangungu Ngaio

Collaborative professional learning builds knowledge and capability

Whāngai Establishing

Ngā Aronga Whai Hua

Evaluation for improvement

Whakatō Emerging

Kaihautū

Leaders foster collaboration and improvement

Whāngai Establishing

Te Whakaruruhau

Stewardship through effective governance and management

Whakatō Emerging

2 Context of the Service

Blossoms Educare Rangiora Limited is one of eleven services under an Auckland owner. Most teachers are qualified educators, and many are new to the service. The centre manager is supported by national managers. The 2018 ERO Akanuku | Assurance review found the service was taking reasonable steps to meet regulatory standards.

3 Summary of Findings

Children lead their learning in a play-based curriculum. The curriculum is well resourced, responsive to children’s interests and prioritises positive social and emotional dispositions. Infants and toddlers experience a calm, caring and nurturing environment with teachers that are attuned to their needs and learning. Children with additional needs are well supported. Children are supported to be confident and show a sense of belonging.

Leaders and teachers are in the early stages of:

  • using the learning outcomes from Te Whāriki, the early childhood curriculum to plan, evaluate and show children’s progress in learning

  • acknowledging children’s individual cultures and language in planning and learning records

  • integrating te reo and tikanga Māori into the programme

  • seeking and responding to parents’ aspirations for their children's learning

  • gathering parents’ and whānau voice to inform the service’s philosophy and learning priorities.

Leaders are providing support for teachers to build their professional knowledge and expertise. Managers and leaders are in the early stages of establishing conditions to support and maintain ongoing improvement. Overall, ERO found limited:

  • understanding and use of effective internal evaluation steps to inform and drive improvement

  • monitoring, reporting or quality assurance systems between the service and the governing body

  • long or short-term planning for improvement. 

4 Improvement actions

Blossoms Educare Rangiora Limited will include the following actions in its Quality Improvement Planning. These are to build:

  • teacher understanding and use of the learning outcomes from Te Whāriki to inform assessment and planning, and evaluation of children’s progress over time

  • teacher capability to meaningfully integrate te reo Māori and te ao Māori into the curriculum

  • leaders’ and teachers’ understanding and use of internal evaluation and its process steps, including gathering a wider range of evidence to inform collaborative sense making and planned actions for improvement

  • effective monitoring, quality assurance and reporting systems so that leaders and managers are well informed about children’s learning, health, safety and wellbeing.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Blossoms Educare Rangiora 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:

  • 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. 

Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini

28 March 2022 

6 About the Early Childhood Service

Early Childhood Service Name

Blossoms Educare Rangiora Limited

Profile Number

47327

Location

Rangiora, Christchurch    

Service type

Education and care service

Number licensed for

50 children, including up to 24 aged under 2

Percentage of qualified teachers

80-99%

Service roll

42

Ethnic composition

Māori 7, NZ European/Pākehā 31, Other ethnic groups 4

Review team on site

January 2022

Date of this report

28 March 2022

Most recent ERO report(s)

Education Review, July 2019

Blossoms Educare Rangiora Limited - 05/07/2019

ERO’s judgement

Regulatory standards

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

Blossoms Educare Rangiora Limited received its full licence in September 2018. It is located in Rangiora, Christchurch and provides all-day education and care from Monday to Friday. The owner/centre manager leads a team of six qualified teachers. This is the service’s first ERO review.

Summary of review findings

Leaders and teachers plan and implement a programme based on Te Whāriki, the early childhood curriculum. A range of individual and group experiences support the interests, needs and capabilities of infants, toddlers and older children. There are opportunities for children to be confident in their own culture and to understand the cultural heritages of both parties to te Tiriti o Waitangi.

There are suitable governance and management structures. Parents and whānau contribute to their child’s learning and the operations of the service. Self review and teacher appraisal supports leaders and teachers to improve and sustain quality education and care practices.

Next ERO Review

The next ERO review is likely to be an Education Review.

Lesley Patterson

Director Review and Improvement Services Southern

Southern Region

5 July 2019

Information about the service

Early Childhood Service Name

Blossoms Educare Rangiora Limited

Profile Number

47327

Location

Rangiora, Christchurch

Service type

Education and care service

Number licensed for

children, including up to aged under 27424

Percentage of qualified teachers

80% +

Reported ratios of staff / adults to children

Under 2

Better than regulatory standards1:4 -

Over 2

Better than regulatory standards1:8 -

Service roll

36

Gender composition

Girls 22, Boys 14

Ethnic composition

Māori 6
NZ European/Pākehā 22
Other ethnicities 8

Review team on site

May 2019

Date of this report

5 July 2019

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:

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 Assurance Review process in any 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 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 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 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.