193A Parton Road, Papamoa, Tauranga
View on mapAkarangi | 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 Bloom Early Learning and Play are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whāngai Establishing |
Learning Conditions |
Whakaū Embedding |
Organisational Conditions |
Whakaū Embedding |
Bloom Early Learning and Play is a private, family owned and operated service. The centre places value on care, dedication, honesty, and love with ‘key’ teaching also an important part of the philosophy. This is the service’s first Akarangi | Quality Evaluation.
Children benefit from responsive, caring relationships with teachers where:
their emotional well-being and social competence is supported
infants and toddlers experience calm environments
care routines are an integral part of the curriculum
their sense of security is given priority.
Children’s autonomy and choice are well supported because:
they have opportunities to lead their own learning
teachers respond to their interests and inquiries
infants and toddlers experience freedom of movement
learning environments are arranged to facilitate outdoor access throughout the day.
Teachers know children and their families well:
leaders and teachers recognise strong relationships as foundational for learning
whānau aspirations for children are gathered
parents and whānau are invited to contribute to curriculum decisions
assessments are mana enhancing and reflect children’s interests, dispositions, and learning.
Consistent use of learning outcomes in Te Whāriki, the early childhood curriculum, is yet to be embedded.
The inclusion of culture, language and identity within the curriculum is at an early stage:
Māori children experience some te reo and tikanga Māori within the programme
whānau Māori have some opportunities to contribute to policies and practices
there is some acknowledgement of diversity for children
the service is yet to develop a localised curriculum.
Evaluation and knowledge building is embedded in the policies, systems, and practices:
strategic planning is used alongside internal evaluation to realise the service’s values and priorities for children’s learning
robust systems support teachers to develop their capability and knowledge.
The service is not yet systematically monitoring and evaluating the impact of shifts in practice on outcomes for children.
Bloom Early Learning and Play will include the following actions in its Quality Improvement Planning:
continue to build teaching capability to effectively respond to all children’s culture, language, and identity
develop a localised curriculum that aligns to strategic priorities and valued learning of children, families, kaiako and the wider community
consistently use the learning outcomes from Te Whāriki, the early childhood curriculum, across planning, assessment, and evaluation
extend evaluative capacity and systematically monitor and evaluate the impact of changes made to practices, policies, and procedures, on outcomes for children.
Before the review, the staff and management of Bloom Early Learning and Play 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.
The service provided ERO with evidence that shows it has addressed the following non-compliance:
ensuring laundry facilities are checked as part of daily hazard management (HS12).
[Licensing Criteria for Early Childhood Education & Care Services 2008]
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
21 April 2022
|
Early Childhood Service Name |
Bloom Early Learning and Play |
|
Profile Number |
47393 |
|
Location |
Tauranga |
|
Service type |
Education and care service |
|
Number licensed for |
125 children, including up to 34 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
141 |
|
Ethnic composition |
Māori 16%, NZ European/Pākehā 63%, Indian 4%, Other ethnic groups 17% |
|
Review team on site |
February 2022 |
|
Date of this report |
21 April 2022 |
| Most recent ERO report(s) | Akanuku | Assurance Review, July 2019 |
|
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.
Bloom Early Learning and Play is a privately owned and operated service. It was established in 2018. The service has 13 qualified and registered teachers and six unqualified teachers. It is a purpose-built facility with five age-based learning areas. This is the centre’s first ERO review.
Children experience respectful and engaged interactions. Learning and relationships are enhanced by teachers who have a good understanding of children’s development. The curriculum is inclusive, responsive and children’s preferences are respected. A language-rich programme is promoted, and a wide range of learning experiences are provided. The large outdoor area fosters children’s confidence and competence enabling them to take risks and face challenges.
The services strategic and annual plans are in place and guide daily operations. Policies and procedures are reviewed regularly and parents are invited to be part of this process, contributing to the development of the service.
The next ERO review is likely to be an Education Review.
Phil Cowie
Director Review and Improvement Services
Central Region
22 July 2019
|
Early Childhood Service Name |
Bloom Early Learning and Play |
|
|
Profile Number |
47393 |
|
|
Location |
Papamoa |
|
|
Service type |
Education and care service |
|
|
Number licensed for |
125 children, including up to 34 aged under 2 |
|
|
Percentage of qualified teachers |
80% + |
|
|
Reported ratios of staff to children |
Under 2 |
1:3 - Better than regulatory standards |
|
Over 2 |
1:7 - Better than regulatory standards |
|
|
Service roll |
120 |
|
|
Gender composition |
Male 62% Female 38% |
|
|
Ethnic composition |
Māori 10% |
|
|
Review team on site |
May 2019 |
|
|
Date of this report |
22 July 2019 |
|
|
Most recent ERO report(s) |
First ERO review of the service |
|
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 Home-based Education and Care Services 2008
the Licensing Criteria for Hospital-based 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.
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.
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.