Busy Bees Douglas Street

Education institution number:
30248
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
91
Telephone:
Address:

41 Douglas Street, Whakatane

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Douglas St Early Learning Centre - 28/03/2019

1 Evaluation of Douglas St Early Learning Centre

How well placed is Douglas St Early Learning Centre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Douglas St Early Learning Centre is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

Douglas Street Early Learning Centre is located in Whakatane and provides education and care for children from birth to school age. The centre is locally known as Little Orchards Douglas Street. The four rooms known as Kea, Pounamu, Kōwhai and Pohutakawa constitutes one of two Douglas Street licences on the same site. The centre is licensed for up to 75 children, including 28 aged up to two years. At the time of this ERO review the centre had a total roll of 131 children, including 66 of Māori descent.

In November 2017 the service changed ownership. It now operates under the company Provincial Education Group Ltd, which sets the vision for all its centres. The management structure includes two company directors, an operation’s manager and an education manager who oversees the quality of education and care across 50 centres. They are supported by a large team of regional managers and support staff.

The centre manager began her role in November 2018. She oversees both licences on the Douglas Street premises and the nearby Little Orchards McGarvey Road centre. There have been significant changes in personnel and leadership since the last ERO review in 2016.

Ngā amorangi whakaahuatanga hei kōkiri i te mātauranga momoho o te wāheke – transformative leaders driving education success is the vision for the organisation. The core values of whānau, respect, adventure and passion underpin the centre’s philosophy. The aim of Douglas Street Early Learning Centre is to create a home-like environment that reflects the unique natural surroundings and stimulates learning through a wide range of positive experiences.

The areas identified in the 2016 ERO report for improvement in appraisal, local curriculum, partnerships with parents, daily transitions, and self review have recently been reviewed.

The Review Findings

Children play and learn independently, and know and understand their environment well. Equitable access to learning opportunities and experiences is a priority for the leaders and teachers. Creativity and problem solving are actively encouraged through play. Children are provided with feedback that affirms their successes. Positive interactions and nurturing relationships with children and whānau support their sense of belonging and security.

An inclusive culture celebrates and acknowledges children's diverse needs. Teachers work alongside parents and agencies to plan and implement meaningful experiences and strategies. Children with additional needs fully participate and engage in the programme for learning.

Responsive caregiving contributes to high quality provision of education and care for children up to the age of two. Teachers are highly observant of individual children’s nonverbal cues and preferences. Secure relationships, alongside the purposeful resourced environment promotes exploration, curiosity and risk taking. Calm and unhurried interactions support children’s confidence and sense of belonging.

Teachers manage children's transitions into, through and beyond the centre effectively. They carefully consider each child's readiness and confidence. Staff work alongside parents and whānau to ensure individual's rhythms and routines are maintained during these important times. The centre has recently reviewed the daily transitions to minimise interruptions to children’s learning pathways and promote sustained engagement.

Leaders and teachers know children and their whānau well. An effective balance between teacher-led and child-initiated learning was evident. Teacher’s engage in focussed learning conversations and open-ended questioning to prompt children's thinking. A clear focus on social and emotional competence is evident. The wide range of experiences and opportunities supports a rich curriculum. The spacious and well-resourced environment supports children's curiosity, challenge and active play.

Children's culture, language and identity is actively promoted throughout the centre. Teachers are confidently and competently using te reo and tikanga Māori, the local environment, and culturally responsive practice throughout everyday conversations and interactions. This is contributing to the extension of the local curriculum. Te ao Māori is naturally woven throughout the programme and empowers children’s knowing, understanding and ways of being.

Learning portfolios reflect and celebrate individual children’s interests and strengths well. They include parent's appreciation of children’s engagement and participation in play. The approaches to assessment, planning and evaluation have recently been reviewed. As a result, clear expectations and templates have been developed to guide and improve teacher practice. Implementing and embedding this approach should enhance the:

  • visibility of children's culture, language and identity through assessment

  • documenting of whānau contribution to teaching and learning

  • recording of how teacher’s add depth and complexity to the children’s learning over time.

Leadership has introduced a collaborative approach to decision making and change. Through coaching and improved self review, leaders are improving many aspects of centre practice, including teacher capability. These recent developments are supporting the consistency of practice for high-quality education and care centre wide.

The Provincial Education Group provides comprehensive systems, policies and procedures to guide centre practice. The new centre manager is developing organised systems and documentation to enhance the enactment of the Provincial Education Group strategic plan. The centre philosophies are currently being reviewed in line with parent voice, the Provincial Education Group’s overarching philosophy, values and mission, and the principles of Te Whāriki.

Key Next Steps

To support and build ongoing improvements the key next steps for the centre are to:

  • strengthen teachers' understanding of effective assessment, planning and evaluation processes

  • ensure daily transitions minimise interruptions to children's learning

  • robustly implement all policies and procedures for accountability and quality.

Management Assurance on Legal Requirements

Before the review, the staff and management of Douglas St Early Learning Centre 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.

To improve current practice, the centre management should ensure all policies and procedures are robustly implemented and outcomes recorded in line with current legislation and Provincial Education Group Ltd expectations.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Douglas St Early Learning Centre will be in three years.

Phil Cowie

Director Review and Improvement Services Central

Central Region

28 March 2019

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

Location

Whakatane

Ministry of Education profile number

30248

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

75 children, including up to 28 aged under 2

Service roll

131

Gender composition

Boys 62% Girls 38%

Ethnic composition

Māori
Pākehā
Other

50%
38%
12%

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Under 2

1:5

Meets minimum requirements

Over 2

1:5

Better than minimum requirements

Review team on site

January 2019

Date of this report

28 March 2019

Most recent ERO report(s)

Education Review

March 2016

Education Review

June 2012

Education Review

November 2008

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.

Little Orchard Preschool Douglas St 2 - 21/03/2016

1 Evaluation of Little Orchard Preschool Douglas St 2

Little Orchard Preschool Douglas St 2 How well placed isto 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

Little Orchards Preschool-Douglas Street 2, located in Whakatane, provides education and care for children from three years to school age. Known as the Kowhai and Pohutukawa rooms, it is one of four Little Orchards licences on the same site. The centre is licenced for up 55 children across both rooms. At the time of this ERO review the centre had a total roll of 128, including 60 children of Māori descent.

Little Orchard’s philosophy makes a commitment to creating a warm, loving and safe environment that complements the home and reflects New Zealand’s unique natural heritage. Core values associated with whānau/family, respect, adventure and passion are also promoted. The Kowhai and Pohutukawa rooms have a particular focus on child-initiated play and exploration as valued learning.

Since the previous ERO review in June 2012 there have been significant changes to the Little Orchards’ organisation. A new general manager has been appointed as well as a centre leader, to provide professional leadership for all of the Douglas Street licences. Each room has a leader who provides day-to-day direction for staff and an overview of the programme. Seven of the nine staff members are qualified and registered early childhood teachers.

As was the case at the time of the previous ERO review, children in these rooms (dependent of age) are also enrolled at Little Orchard Douglas Street 40332 or Little Orchard Alexander Avenue 45095 for mornings or afternoons. This change-over is so that children also experience an approach to teaching and learning that is based on the teachings of Maria Montessori. The 2012 ERO report identified a need for centre leaders to review this structure in order to promote continuous learning pathways for children. The centre has surveyed teachers and parents as part of a self review of the transition process and the survey response was positive. ERO asks that there is an ongoing review and monitoring of this practice to continue to raise and maintain the quality of this practice for ensuring security and confidence for individual children.

The Review Findings

Room leaders have complementary skills and strengths. They work well together and provide effective leadership for their teams. Leaders make a valued contribution to the strategic direction of Little Orchards through the development of bicultural practices, te reo and tikanga Māori. They are acknowledged by management for their strong work ethic, belief in children as learners and are seen as positive role models for other staff. The room leaders also work collaboratively with the centre leader and other room leaders in the Little Orchards organisation with a strong focus on meeting the needs of children and families.

Children benefit from having opportunities to:

  • follow their interests, set their own goals and challenges in a child-initiated and play-based programme

  • take an interests and develop skills in literacy, mathematics, science and creative arts in contexts that are meaningful to them

  • develop relationships with both older and younger peers in an inclusive environment that celebrates diversity and supports needs

  • to explore, play and learn in the spacious and well-designed indoor and outdoor areas that feature a wide range of equipment and resources, fruit trees, vegetable gardens and significant grassed areas

  • readily access carefully presented equipment and resources, particularly in the Pohutukawa room, that is maintained throughout the day, with teachers fostering children’s sense of responsibility for the learning environment.

ERO observed high levels of sustained and meaningful play by individuals and small groups of children. Well-managed, flexible routines support children to sustain their play throughout the morning. The programme is enhanced by trips into the local environment as well as attendance at important community events.

Individual assessment portfolios are well presented and provide a record of children’s participation in aspects of the programme. They are easily accessible for both children and their parents. Teachers are strengthening their assessment, planning and evaluation understanding and practices. The use of learning story assessments to show how programme experiences have supported children’s learning is an example of good evaluation practice.

Children are happy and settled. They benefit from the calm and settled atmosphere created by teachers who foster a culture of care and respect. Teachers engage in play alongside children, adding depth to their play, ideas and learning through meaningful conversations, questions and responses.

The new general manager has established useful systems, and policies and procedures that support the general operations of the Little Orchards licences. A clear strategic plan has been developed to guide centre development. This plan is regularly monitored by the general manager and owners. A comprehensive teacher appraisal process has been introduced. The general manager should now align these processes to meet the requirements of the Education Council. The centre owners’ commitment to providing a quality service is reflected in the extensive professional development that is made available to teaching staff.

Teachers place priority on establishing meaningful relationships with parents. However, the current approach to moving children between the two separate licences each day hinders teachers’ ability to establish meaningful learning partnerships with parents and whānau.

Teachers are well supported by room leaders to regularly use te reo Māori in their daily interactions with children. They acknowledge the importance of incorporating local Māori history, traditions and places of significance into the programme. This needs to be an area for ongoing development.

The centre leader has a reflective approach to ongoing development and has been working hard to strengthen communication among teachers across all Douglas Street and Alexandra Street licences. She has established positive relationships with teachers, parents and children. Priority should be given to providing ongoing support for the centre leader to strengthen leadership for learning across this service. The room leader has a strong focus on improvement and development of the Tui room. She has successfully led the review of the room’s programme. The room leader works collaboratively with teachers in the Tui room and accesses support and guidance from the centre leader and other room leaders in the Little Orchards organisation.

Key Next Steps

Key next steps for centre leaders are to:

  • Relook at the daily interchange of children between the three rooms with a view to to minimising transitions and interruptions to children’s learning pathways, and to build stronger continuity and learning partnerships with children, parents and whānau.

  • Continue to develop assessment records to more consistently capture children’s learning and development over time, including their interests, passions and dispositions. In addition, strengthen the alignment between assessments of children and programme planning for extending their learning.

  • Provide professional development for centre leaders and teachers to strengthen self review by enhancing collective understanding and involvement.

Recommendation

ERO recommends that the service works with the Ministry of Education to undertake in-depth self review of daily transitions for children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Little Orchard Preschool Douglas St 2 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 Little Orchard Preschool Douglas St 2 will be in three years. 

Lynda Pura-Watson
Deputy Chief Review Officer

21 March 2016

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

Location

Whakatane

Ministry of Education profile number

30248

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

55 children, including 9 up to 2 years

Service roll

128

Gender composition

Boys   70
Girls   58

Ethnic composition

Māori
Pākehā
Other Ethnicity
Samoan
Tongan

60
57
  9
  1
  1

Percentage of qualified teachers

0-49%       50-79%       80%+

Based on funding rates

80% +

Reported ratios of staff to children

Over 2

1:7

Better than minimum requirements

Review team on site

November 2015

Date of this report

21 March 2016

Most recent ERO report(s)

Education Review

June 2012

Education Review

November 2008

Education Review

September 2005

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.