Busy Bees Educational CC-Dannevirke - 28/02/2018

1 Evaluation of Busy Bees Educational CC-Dannevirke

How well placed is Busy Bees Educational CC-Dannevirke 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.


Busy Bees Educational CC-Dannevirke is a privately owned centre. It is licensed for 23 children, including ten up to two years of age. The service offers all-day sessions in a mixed-age environment. The service provider manages centre operation. The head teacher is responsible for the day-to-day running of the centre.

The March 2016 ERO report found significant improvement was needed in teaching and learning, appraisal and internal evaluation. Since that time the centre has received targeted support through a Ministry of Education programme, Strengthening Early Learning Opportunities (SELO). The centre has made considerable progress in addressing these areas, and is continuing to strengthen the key next steps identified in the previous ERO report. Change and improvement has been informed by evidence-based internal evaluation.

The centre employs six staff. Three are qualified teachers, two are in training and the centre owner is unqualified.

The service is part of the Tamaki Nui a Rua Hapori O Te Ako Kāhui Ako.

The Review Findings

The centre philosophy has been reviewed in partnership with parents and whānau. It is underpinned by four key aspects: relationships; respect; biculturalism; and learning and teaching. Further work is required to more clearly identify the intended outcomes for children. These should better inform the service's curriculum priorities.

Children enjoy friendships with their peers and play cooperatively. The environment promotes physical activity. Teachers work alongside children supporting their interests. The increased focus on open-ended, authentic resources is fostering children's imagination, creativity and problem solving.

Teachers have focused on strengthening the quality and consistency of their conversations with children to extend their learning. Some progress has been made. Teachers should allow time for children to respond, reflect and problem solve. This continues to be an area for further development.

Noticeable progress has been made in assessment and planning for children's ongoing learning. Parent and whānau aspirations are actively sought and inform planning for children. A newly introduced individual planning format is contributing to more consistent practice. It supports teachers to plan, extend and evaluate against children's individual goals. Further work is required to strengthen planning to more clearly focus on the identified learning outcomes and the role of the teacher in extending learning.

Children up to the age of two years have opportunities to learn alongside older children. Current provision of education and care for this age group does not adequately meet their needs. Teachers should develop their understanding of and implement high quality practices for infants and toddlers.

The revised appraisal process provides a sound framework to support teachers to develop their practice. It is aligned to current Education Council requirements. Teaching as inquiry is at the early stages of implementation. This requires further strengthening to show the impact of teaching strategies on outcomes for children.

Systems to guide centre operations and practices have been established. As changes are implemented, key policies and procedures should be reviewed to ensure they reflect current practice. The strategic plan clearly identifies the service's priorities for change and improvement. Action plans have been developed to progress strategic goals and monitor progress.

Leaders and teachers have developed their understanding of internal evaluation to inform change and improvement. Teachers now need time to consolidate their understanding and embed this in practice.

Key Next Steps

ERO identified an urgent priority for this service is to improve its provision for children up to the age of two years. Centre leaders agree that the key next steps are to continue to strengthen:

  • the philosophy to more clearly identify the intended outcomes for children

  • the quality of teachers conversation to extend children's learning

  • assessment, planning and evaluation to identify the role of teachers in extending children's learning

  • teacher inquiry.


Service leaders provide ERO with an action plan that identifies how they will address the priorities and key next steps. ERO will monitor the service's progress against this plan.

Management Assurance on Legal Requirements

Before the review, the staff and management of Busy Bees Educational CC-Dannevirke 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 Busy Bees Educational CC-Dannevirke will be in three years.

Alan Wynyard

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

28 February 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



Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

23 children, including up to 10 aged under 2

Service roll


Gender composition

Boys 17, Girls 16

Ethnic composition

Other ethnic groups


Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates


Reported ratios of staff to children

Under 2


Meets minimum requirements

Over 2


Better than minimum requirements

Review team on site

January 2018

Date of this report

28 February 2018

Most recent ERO report(s)

Education Review

March 2016

Education Review

March 2013

Education Review

March 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.