14 -16 Hebron Road, Browns Bay, Auckland
View on mapERO’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 |
|
Curriculum |
Meeting |
|
Premises and facilities |
Meeting |
|
Health and safety |
Meeting |
|
Governance, management and administration |
Meeting |
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed non-compliances and is now taking reasonable steps to meet regulatory standards.
Kids Biz Preschool and Daycare is a privately owned service. The manager oversees daily operations with support from a team leader and teachers. Infants, toddlers and older children learn in a mixed-age group. The roll is ethnically diverse and includes a small number of Pacific children.
Adults providing education and care engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships. The service curriculum provides a language-rich environment that supports children’s learning. Children are supported to develop social competence and an understanding of appropriate behaviour.
The curriculum acknowledges and reflects the unique place of Māori as tangata whenua. Children are given opportunities to develop knowledge and an understanding of the cultural heritages of both parties to Te Tiriti o Waitangi.
Information and guidance is sought, when necessary, from external agencies to enable adults providing education and care to work effectively with children and their adults.
A next step is:
for teachers to support infants’ and toddlers’ exploration through an increased range of learning opportunities both indoors and outdoors.
Since the onsite visit, the service has provided ERO with evidence to show it has addressed the following non compliances:
Having a first aid kit that complies with the requirements of Appendix 1 (PF28).
Ensuring premises and equipment are kept safe and maintained in good condition (HS1).
Having a current fire evacuation scheme approved by the New Zealand Fire Service (HS4).
Ensuring heavy furniture that could fall or topple and cause serious injury or damage is secured (HS6).
Having a list of safety and emergency supplies and resources sufficient for the age and number of children and adults at the service, and details of how these will be maintained and accessed in an emergency (HS7).
Having evidence of how evaluation of drills has informed the annual review of the service’s emergency plan (HS8).
Having a procedure that ensures children are checked for warmth, breathing, and general wellbeing at least every 5 to 10 minutes, or more frequently according to individual needs (HS9).
Ensuring equipment, premises and facilities are checked every day of operation for hazards to children that includes, but is not limited to, cleaning agents, medicines, poisons, and other hazardous materials, electrical sockets and appliances (particularly heaters), hazards present in the kitchen and laundry facilities. This includes ensuring accidents/incidents records are analysed to identify hazards and appropriate action taken (HS12).
Having a record of excursions that includes the signature of the person responsible giving approval for the excursion take place (HS17).
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Patricia Davey
Director of Early Childhood Education (ECE)
13 September 2023
|
Early Childhood Service Name |
Kids Biz Preschool and Daycare |
|
Profile Number |
20585 |
|
Location |
Browns Bay, Auckland |
|
Service type |
Education and care service |
|
Number licensed for |
35 children, including up to 8 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
35 |
|
Review team on site |
May 2023 |
|
Date of this report |
13 September 2023 |
|
Most recent ERO report(s) |
Education Review, May 2020; Education Review June 2016 |
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.
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.
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Kids Biz Preschool and Daycare is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Kids Biz Preschool and Daycare is a privately owned, family-focused centre in Browns Bay, Auckland. The service operates in a converted house with a mixed-age group of infants, toddlers and older children. The service caters for a small number of Māori, Chinese and children from other cultures, as well as a large number of Pākehā children.
The centre’s philosophy places a high value on the importance of whanaungatanga and tuakana/teina. It encourages children to become lifelong learners, fostering mutual respect, social responsibility and a strong partnership between home and the centre.
The 2016 ERO report identified many areas of good practice and these have been maintained. Agreed next steps and identified areas of non-compliance have been addressed. Since the 2016 ERO review, teachers have participated in significant professional learning. As a result, there have been positive developments in teacher practice.
A focus on whanaungatanga/family connections is strongly evident in the centre. Children and parents are warmly welcomed. Children readily settle to play and confidently choose from a variety of play opportunities in the environment. They have opportunities to engage in sustained play and to work together with their peers. These opportunities help to promote tuakana/teina relationships and a strong sense of belonging.
Teachers foster positive relationships with children, and many children have established friendships. Teachers display nurturing relationships with children under two, who have opportunities to play in their own area. These younger children may interact with their older peers, developing their curiosity and exploration. Children's language is developed through increased conversations with teachers.
Older children can sustain their play that often extends across a range of play areas. Those nearing five years of age are encouraged to practise their self-managing skills in preparation for transition to school.
Teachers reflect on their own practice to improve outcomes for children. Their organised approach for individualised programme planning is based on children's personal interests and parent aspirations. Learning goals are responsive and modified through the programme to better support children's evolving learning. Portfolios present records of children's participation in the centre and foreground their learning dispositions.
Tikanga and te reo Māori are included in the environment and promoted through pōwhiri, karakia and waiata, and at meal and mat times. Displaying phrases to use more regularly would help to grow teacher confidence and capability.
The centre's philosophy is a guiding document for the centre. The strategic plan would be strengthened by aligning the strategic goals to this philosophy.
An experienced and well-qualified management team provides strong leadership. Teachers are respected and valued for their strengths. Managers continue to grow centre-wide leadership. Leaders and teachers make good use of external expertise to support their internal review processes and professional learning.
Centre leaders agree that next steps include:
continuing to strengthen internal evaluation capability across the centre
carrying out an in-depth review of how well the physical environment and resources support children's learning
increasing te ao Māori and Pacific cultures and languages throughout the programme and physical environment.
Before the review, the staff and management of Kids Biz Preschool and Daycare 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:
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.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki
28 May 2020
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.
|
Location |
Browns Bay, Auckland |
||
|
Ministry of Education profile number |
20585 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
35 children, including up to 8 aged under 2 years |
||
|
Service roll |
33 |
||
|
Gender composition |
Boys 17 Girls 16 |
||
|
Ethnic composition |
Māori |
2 |
|
|
Percentage of qualified teachers |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:9 |
Better than minimum requirements |
|
|
Review team on site |
January 2020 |
||
|
Date of this report |
28 May 2020 |
||
|
Most recent ERO report(s)
|
Education Review |
June 2016 |
|
|
Education Review |
November 2012 |
||
|
Education Review |
September 2009 |
||
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.
The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:
Very well placed
Well placed
Requires further development
Not well placed
ERO has developed criteria for each category. These are available on ERO’s website.
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Kids Biz Preschool and Daycare is a privately owned, full day, education and care service that caters for children from birth to school age. Children often play together in mixed age groups.
The centre's philosophy encourages the development of a family-based setting where the centre staff work in partnership with families, and where each child is valued as an individual.
The 2009 and 2012 ERO reports noted that programmes are largely teacher led and based on activities. This report also identifies the challenge for teachers of making the programme more responsive to children's individual and group interests.
Staff take pride in knowing the children and their families well. Children at the centre benefit from warm relationships with staff. They are well supported by teachers to become socially competent and they often build friendships with the other children.
Children enjoy many opportunities to play in mixed-age groups, and this enables siblings to be together. Older children support the younger children and are confident in their interactions with each other and with adults. Toddlers are able to learn though exploration and through imitating the older children.
The centre works well with parents, support workers and agencies to support children who have diverse needs. Teachers work closely with the parents of children with special needs and contribute to the development and implementation of individual education plans, as appropriate.
The educational programme includes periods of time for child-initiated play, mat times and agerelated learning times. During the mat times and group times there is a strong focus on what teachers want children to learn. During child-led play children are able to make choices and manage their own learning with teachers' support. The centre managers realise the importance of increasing opportunities for children to learn through play, and to enable more uninterrupted time for children to sustain their play.
Teachers are increasing their knowledge of te reo Māori through ongoing study. They are now more confident to speak Māori with children and the children are responding in te reo Māori. This helps to support the identity of Māori children, and contributes to all children's capacity to live with confidence in bicultural New Zealand. Developing a bicultural curriculum continues to be a priority for the service.
Teachers have been introduced to a model for observing children and are more confident in assessing children's learning, developing plans and monitoring children's progress. They now need further support to develop learning programmes that respond better to children's individual and group interests.
Centre managers are supporting teachers to improve their practice. The staff have taken part in significant professional learning and development in the areas of self review, and in planning and assessment. There are now good processes in place to guide self review and many staff have been involved in carrying out reviews to guide improvement.
The centre has strengthened its appraisal system. Teachers reflect on their practice in relation to the practicing teacher criteria and against the newly established job descriptions. The improved appraisal system should support ongoing improvements.
The centre manager agrees that it would be useful to review:
the centre philosophy to incorporate teachers' new learning from recent professional development, and to confirm their role in supporting children's widening interests and problem solving capabilities
the centre's timetable to increase opportunities for uninterrupted play so that children have greater control of their learning.
The centre could consider how to it might develop a more robust process for conducting regular internal evaluation in order to promote high quality practices and guide strategic planning.
Before the review, the staff and management of Kids Biz Preschool and Daycare 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:
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 recommends that centre managers review the provision of health and safety to ensure all potential risks in the environment are well managed.
ERO identified areas of non-compliance. To address these, the centre managers must:
secure furniture and equipment that could fall and cause injury or damage
ensure that risks to children and adults during excursions are clearly identified and strategies for their management are well documented.
Licencing criteria for Early Childhood Services, 2008, HS 6, 17.
The next ERO review of Kids Biz Preschool and Daycare will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
29 June 2016
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.
|
Location |
Browns Bay, Auckland |
||
|
Ministry of Education profile number |
20585 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
35 children, including up to 8 aged under 2 |
||
|
Service roll |
53 |
||
|
Gender composition |
Girls 31 Boys 22 |
||
|
Ethnic composition |
Māori Pākehā Asian African other European |
4 42 2 1 4 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:9 |
Better than minimum requirements |
|
|
Review team on site |
May 2016 |
||
|
Date of this report |
29 June 2016 |
||
|
Most recent ERO report(s)
|
Education Review |
November 2012 |
|
|
Education Review |
September 2009 |
||
|
Education Review |
September 2006 |
||
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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.