Bay Buddies Preschool Tamatea

Education institution number:
55280
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
20
Telephone:
Address:

247 Westminster Avenue, Tamatea, Napier

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Bay Buddies Preschool Tamatea

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 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 Bay Buddies Preschool Tamatea are as follows:

Outcome Indicators

(What the service knows about outcomes for learners)

Whakatō Emerging

Ngā Akatoro Domains

 
Learning Conditions
Organisational Conditions

Whakatō Emerging

Whāngai Establishing

2 Context of the Service

Bay Buddies Preschool Tamatea is one of two local centres in the Bay Buddies group. Children play and learn in two aged-based areas.  An established centre manager leads a team of four qualified teachers from diverse cultures.  A small number of Māori children and those of Pacific heritages are enrolled.

3 Summary of findings

Children capably lead their own learning in a curriculum which encompasses self-directed activity, hands-on learning, and collaborative play. A calm, purposeful environment and freely accessible resources encourage exploration and investigation. Children support each other in their play and learn from one another.

Teachers are in the very early stages of developing their understanding of Te Whāriki, the early childhood curriculum. The Te Whāriki, learning outcomes, do not yet consistently provide the basis for assessment for children’s learning. Growing teacher knowledge and understanding of Te Whāriki is a key focus for service leaders. 

Te reo Māori and tikanga Māori are in the early stages of practice, heard through routines and rituals. Some cultures are celebrated.  Teachers are yet to implement strategies so that all children see and hear their culture language and identity reflected in the curriculum.

Teachers maintain respectful relationships with parents and external agencies to support children’s learning and wellbeing. Infants and toddlers experience a consistent approach to their care through responsive verbal, and non-verbal communication with their teachers. Children with additional learning needs are well-supported.

The centre manager purposefully leads teachers to enact the service philosophy and vision. Systems and processes to collaborate and share good practice are established. Work is ongoing to build teachers’ capability in evaluation for improvement and is well supported and carefully monitored by the centre manager. 

Outcomes for children and their whānau are promoted through well-developed policies and procedures. Leaders responsible for governance and management ensure that opportunities for professional learning and development focus on building the capability of teachers and leaders.

4 Improvement actions

Bay Buddies Preschool Tamatea will include the following actions in its Quality Improvement Planning:

  • Leaders to continue to develop teachers’ understanding of Te Whāriki and build capability to effectively use the learning outcomes to plan, implement, and evaluate a culturally responsive curriculum.
  • Continue to build team capability and capacity to do and use review and evaluation to know the effectiveness of actions taken in improving children’s outcomes.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Bay Buddies Preschool Tamatea 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.

6 Actions for Compliance 

ERO identified the following non-compliance:

  • recording outcomes from the review and evaluation process. Outcomes show how the service has regard for the Statement of National Education and Learning Priorities (NELP) in its operation.

Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA6.

7 Recommendation to Ministry of Education   

ERO recommends the Ministry follows up with the service provider to ensure non-compliances identified in this report are addressed.

Patricia Davey
Director of Early Childhood Education (ECE)

6 March 2024 

8 About the Early Childhood Service 

Early Childhood Service NameBay Buddies Preschool Tamatea
Profile Number55280
LocationNapier
Service type Education and care service
Number licensed for 27 children, including up to 11 aged under 2
Percentage of qualified teachers 80-99%
Service roll22
Review team on siteDecember 2023
Date of this report6 March 2024
Most recent ERO report(s)Akanuku | Assurance Review, December 2022; Education Review, November 2018

Bay Buddies Preschool Tamatea

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

The service provides a Montessori education environment through a structured learning space where everything has a purpose and place. Their vision is to instil independence and resilience for children’s lifelong learning journey. A fifth of children identify as Māori and a small number as Pacific. The service has new management.

Summary of Review Findings

The service is responsive to children as capable and confident learners. They are involved in decisions about their experiences and engage in positive interactions which enhance their learning. Positive steps are taken to acknowledge parent aspirations.

The curriculum is underpinned by Te Whāriki, the early childhood curriculum. Children are provided with a range of learning experiences to enhance and extend their learning and development. Opportunities for indoor and outdoor play, for individuals and groups, are structured into daily routines.

A policy framework and an annual plan guide centre operations. Health and safety practices are monitored, and changes made when required.

Key Next Steps

Next steps include:

  • increase opportunities that children have to hear and speak te reo Māori

  • increase the range of opportunities children and their families have to share aspects of their culture with others in the service.

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

1 December 2022 

Information About the Service

Early Childhood Service Name

Bay Buddies Preschool Tamatea

Profile Number

55280

Location

Tamatea, Napier

Service type

Education and care service

Number licensed for

27 children, including up to 11 aged under 2

Percentage of qualified teachers

80-99%

Service roll

20

Review team on site

October 2022

Date of this report

1 December 2022

Most recent ERO report(s)

Education Review, November 2018; Education Review, February 2015

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 regulatory 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; safety checking; teacher certification; ratios)

  • relevant evacuation procedures and practices.

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.

Happy Days Child Care Centre Tamatea - 27/11/2018

1 Evaluation of Happy Days Child Care Centre Tamatea

How well placed is Happy Days Child Care Centre Tamatea 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

Happy Days Child Care Centre Tamatea was previously known as Chipmunks Childcare Centre. The service was purchased by new owners in January 2018. The licensee also operates Happy Days Child Care Centre in Taradale.

The centre opens from 7:30am until 5:30pm. It is licensed for 27 children, including 11 up to the age of two years. There are 47 children on roll, including eight Māori children. The centre is a mixed-age environment with a separate area for infants and toddlers.

The February 2015 ERO report, under Chipmunks Childcare Centre Napier, identified key next steps as building leadership capacity and review and evaluation. Progress is ongoing.

Happy Days Child Care Centre opened with a new manager and teaching team. The manager is a provisionally registered teacher and is co-owner of the centre.

The Review Findings

The philosophy promotes a focus on relationships, learning through play, bicultural practice and exploration of a wide range of curriculum areas. Aspects of the philosophy are evident in practice. Children play and learn across all areas of the centre. Older children regularly visit their younger siblings. Relationships with parents and families are warm and responsive. There is a sense of whānau and friendship.

Teachers role model social skills and positive interactions. They support children to express opinions and use effective questioning techniques to extend their interest and learning. Children know what they do well and are encouraged to share their successes.

Infants and toddlers play and learn in a relaxed, calm environment. Responsive care-giving supports their need for security and consistency. Effective teaching strategies promote their emerging language skills and sense of self.

A system of planning and assessment of children's learning is in place. This records children's interests and participation in the programme. Some stories show children's learning and progress over time. A key next step is to strengthen assessment practice. This includes sharing expectations for teachers and promoting strategies to improve consistency across the teaching team.

A bicultural approach to supporting children's learning is visible in the environment, resources and routines. Some teachers speak te reo Māori naturally and frequently. Older children are learning their pepeha and some use kupu spontaneously in their play. Teachers and leaders recognise a need to strengthen their knowledge and understanding of supporting Māori children's learning.

Internal evaluation is in the early stages. Regular spontaneous review is evident and teachers reflect on their practice. A next step is for teachers to strengthen their knowledge and understanding of internal evaluation and begin to measure the impact of their teaching and curriculum on learning outcomes for children.

The appraisal process needs improvement to better support teachers to learn and grow their practice. Managers should ensure that appraisal meets the requirements of the Education Council. The centre manager should seek an appropriate appraiser.

Systems and processes that contribute to the smooth and efficient management of the centre are not yet well embedded. The manager needs further support to continue to develop her leadership and to more effectively implement quality control measures in regard to the curriculum and health and safety.

Key Next Steps

Leaders and ERO agree on the following key next steps for Happy Days Child Care Centre Tamatea:

  • build teachers' knowledge and understanding of assessment for learning and internal evaluation
  • support the centre manager to continue to develop her leadership capability.

Management Assurance on Legal Requirements

Before the review, the staff and management of Happy Days Child Care Centre Tamatea 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.

ERO identified areas of non-compliance relating to management and health and safety.

To meet requirements the service needs to improve its performance in the following areas:

  • record keeping when children leave the premises on an excursion, including the assessment and management of risk
  • implementing suitable human resource management practices in relation to staff appraisal. 
    [Licensing Criteria for Early Childhood Education and Care Centres 2008, HS17, GMA7]

In order to improve practice leaders should strengthen practice in relation to accident and medication recording and more effectively monitor the implementation of health and safety practices. In addition, ensure that all toilets are readily accessible and safe for children. Since the on-site stage of the ERO review, the owners have responded quickly to address the health and safety concerns and the accessibility of the toilet.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Happy Days Child Care Centre Tamatea will be in three years.

Alan Wynyard

Director Review and Improvement Services

Te Tai Pokapū - Central Region

27 November 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

LocationNapier
Ministry of Education profile number55280
Licence typeEducation & Care Service
Licensed underEducation (Early Childhood Services) Regulations 2008
Number licensed for27 children, including up to 11 aged under 2
Service roll47
Gender compositionBoys 27, Girls 20
Ethnic compositionMāori 
Pākehā 
Other ethnic groups
8
35 
4

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +
Reported ratios of staff to childrenUnder 21:3Better than minimum requirements
Over 21:6Better than minimum requirements
Review team on siteOctober 2018
Date of this report27 November 2018

Most recent ERO report(s)

 

Education ReviewFebruary 2015
Education ReviewMay 2013
Education ReviewFebruary 2010

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.