171 Pilkington Road, Point England, Auckland
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 Blossoms Educare Glen Innes are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
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Ngā Akatoro Domains |
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Learning Conditions
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Whakatō Emerging |
Blossoms Educare Glen Innes is one of 12 services in the Blossoms organisation. Staff are long serving and include nine qualified teachers and nine support staff. Most of the children enrolled are Māori. Blossoms organisational leaders provide professional guidance, and support to their services.
Children play and learn in three different areas. They confidently lead their own learning. A large outdoor playground offers physical challenges and reasonable risk taking for children, particularly for older children. Children with additional needs are well supported to access the curriculum experiences provided.
Infants and toddlers have close nurturing relationships with kaiako. An unhurried, calm pace to daily routines gives these younger children uninterrupted time to explore their environment and to make choices about their play.
Māori children and children of Pacific heritages experience a curriculum that values their cultures and languages. Leaders and teachers are beginning to engage with whānau Māori to include their ideas in the curriculum provided. Leaders have identified that they need to include te reo Māori, tikanga Māori and Māori knowledge and ways of knowing more explicitly, in the curriculum and in the practices of kaiako.
Leaders and kaiako are at the early stages of developing a shared understanding of how to document assessment of children’s learning. They need to focus on recording assessment that reflects the learning outcomes in Te Whāriki, the early childhood curriculum.
Leaders and kaiako implement policies and practices that aim to promote positive outcomes for children. There are systems in place for internal evaluation that contribute to improvements. Kaiako should continue to monitor and evaluate the impact of internal evaluation processes on outcomes for children.
Organisational governance and management systems operate with a high level of collaboration and relational trust. Kaiako are provided with a range of professional development opportunities and ongoing mentoring. Leaders proactively seek ways to enable children and whānau to access early childhood education. Blossoms leaders need to monitor that licensing requirements are being maintained at individual services.
Blossoms Educare Glen Innes will include the following actions in its Quality Improvement Planning:
To increase opportunities for whānau Māori to work in partnership with leaders and kaiako to identify curriculum priorities for their tamariki.
To use the learning outcomes in Te Whāriki to inform curriculum priorities and planning for children’s learning.
Organisational improvement actions are:
To implement a process of internal evaluation at an organisation level that contributes to ongoing improvement.
To monitor and regularly evaluate progress towards long-term goals with a focus on how well improvements made have impacted on children’s learning.
Before the review, the staff and management of Blossoms Educare Glen Innes 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.
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliances:
Having evidence of the annual review of the service’s emergency plan (HS7).
Having evidence of how evaluation of emergency drills has informed the annual review of the emergency management plan (HS8).
Maintaining a record of written authority from parents for the administration of medicine in accordance with the requirement for the category of medicine outlined in Appendix 3 (HS28).
Patricia Davey
Director of Early Childhood Education (ECE)
24 October 2023
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Early Childhood Service Name |
Blossoms Educare Glen Innes |
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Profile Number |
47264 |
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Location |
Glen Innes |
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Service type |
Education and care service |
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Number licensed for |
110 children, including up to 30 aged under 2 |
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Percentage of qualified teachers |
80-99% |
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Service roll |
90 |
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Review team on site |
July 2023 |
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Date of this report |
24 October 2023 |
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Most recent ERO report(s) |
Akanuku | Assurance Review, February 2021; Akanuku | Assurance Review, May 2019 |
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.
Regulatory standards |
ERO’s judgement |
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Curriculum |
Meeting |
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Premises and facilities |
Meeting |
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Health and safety |
Meeting |
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Governance, management and administration |
Meeting |
At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.
Blossoms Educare Glen Innes is a privately-owned early learning service. This is the second ERO review for Blossoms Educare.
The service is staffed by 11 qualified teachers and four teachers in training. The community is culturally diverse with many family members speaking more than one language.
The service curriculum respects and supports the right of each child to be confident in their own culture and encourages children to understand and respect each other. Children are provided with a range of experiences and opportunities to enhance their learning and development both indoors and outdoors, individually and in groups.
The centre programme supports children’s social competence and understanding of appropriate behaviour.
Next steps include increasing the range of opportunities children and their families have to share aspects of their culture with others in the service.
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:
Licensing Criteria for Early Childhood Education and Care Centres 2008.
The next ERO review is likely to be an Akarangi | Quality Evaluation
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
25 February 2021
| Early Childhood Service Name | Blossoms Educare Glen Innes |
| Profile Number | 47264 |
| Location | Glen Innes Auckland |
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Service type |
Education and care service |
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Number licensed for |
110 children, including up to 30 aged under 2. |
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Percentage of qualified teachers |
80%+ |
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Service roll |
94 |
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Ethnic composition |
Māori 31 |
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Review team on site |
November 2020 |
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Date of this report |
25 February 2021 |
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Most recent ERO report(s) |
Akanuku | Assurance Review May 2019 |
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.
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:
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:
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
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Regulatory standards |
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Curriculum |
Not meeting |
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Premises and facilities |
Not meeting |
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Health and safety |
Not meeting |
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Governance, management and administration |
Meeting |
At the time of the review, ERO identified areas of non-compliance with regulatory standards that are an unacceptable risk to children.
Blossoms Educare Glen Innes is licensed for 140 children. Up to 40 infants and toddlers occupy one room with access to an outdoor space. Up to 100 children aged from two to five years are cared for in a second room with a separate playground. The community is culturally diverse and many children and their families speak more than one language. This is the first ERO review of this service, which opened in September 2017. New teachers will be recruited as enrolments grow.
Teachers provide a programme that allows children to be involved in decisions about their learning experiences. The service curriculum provides children with a range of experiences and opportunities to enhance and extend their learning and development - both indoors and outdoors, individually and in groups.
Centre leaders must ensure that policies and procedures are followed. Aspects of teaching practices do not meet regulatory standards.
ERO found areas of non-compliance in the service relating to curriculum, health and safety, and premises and facilities, which include:
adults’ interactions with children and practices that demonstrate an understanding of children’s learning
the provision of first aid supplies and toileting facilities for children
procedures and practices for monitoring and recording sleep checks, hazard management, the documentation of food provided to children, and systems to administer medicine to children.
Licensing Criteria for Early Childhood Education & Care Service 2008, C3, 4, PF20,22,28, HS9,12,19,29;
Education (ECS) Regulations 2008, Regulation 43, 1a (ii, iii), 45 1a (ii) and 46, 1a, b, c (iii).
ERO recommends that the Ministry reassess the licence of Blossoms Educare Glen Innes. ERO will not undertake a further review of this service until the Ministry of Education is satisfied that the service meets regulatory standards.
The next ERO review of Blossoms Educare Glen Innes will be in consultation with the Ministry of Education.
Steve Tanner
Director Review and Improvement Services Northern
Northern Region
9 May 2019
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Early Childhood Service Name |
Blossoms Educare Glen Innes |
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Profile Number |
47264 |
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Location |
Auckland |
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Service type |
Education and care service |
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Number licensed for |
140 children, including up to 40 aged under 2 |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:4 - Better than regulatory standards |
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Over 2 |
1:8 - Better than regulatory standards |
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Service roll |
77 |
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Gender composition |
Boys 41 Girls 36 |
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Ethnic composition |
Māori 27 Samoan 21 Tongan 12 other ethnic groups 17 |
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Review team on site |
March 2019 |
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Date of this report |
9 May 2019 |
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Most recent ERO report(s)
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First ERO review of the service |
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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.