14-16 Pohutukawa Place, Bell Block, New Plymouth
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Lollipops Bell Block, has been owned and operated by Evolve Education Group 5 Ltd (Evolve) since October 2016. It was licensed as a single service in early 2017, through the merger of Bubbles Bell Block Infants and Toddlers, Bubbles Bell Block Junior Centre and Bubbles Bell Block Preschool. At that time the Ministry of Education placed the service on a provisional licence. A full licence was re-issued in February 2018.
Full-day education and care is provided in the purpose-built facility. There are separate learning spaces for infants, toddlers and young children. Most teachers are qualified.
The service is licensed for 126 children including 22 aged up to two. Of the 110 children enrolled, 24 are Māori and three Samoan.
Governance and management is undertaken by Evolve. An area manager, appointed in 2017, has overall responsibility for all Evolve early learning services in this region. Since the November 2014 ERO report of Bubbles Bell Block services, a new centre manager has been appointed with oversight for day-to-day operation. There has been a high turnover of staff. The service is recruiting to fill current vacancies.
The philosophy is currently under review.
The previous 2014 ERO reviews identified significant areas for development for owners, managers and teachers to improve and develop their understanding and practices in: self review; planning, assessing and evaluating individual children's learning; developing a shared understanding of high quality interactions that build and extend children's language and thinking; annual and strategic planning to better inform centre priorities for teaching and learning; strengthening appraisal; and ensuring teaching practice always reflects current early childhood best practice and Te Whāriki (2017), the early childhood curriculum. Non compliance with regulations was also identified.
A Ministry of Education, funded programme of support, Strengthening Early Learning Opportunities (SELO) was provided in November 2015. Additional professional development was also accessed. Some progress is evident and areas of compliance have now been addressed.
This review was part of three in the Evolve organisation.
Children engage in sustained play in a curriculum where they have choices about their participation. The physical environment includes equipment and activities that promote challenge and exploration. Opportunities for children to participate in learning about science are well integrated into the programme.
Infants experience a warm, responsive and unhurried programme. The use of rich oral language is valued and promoted by teachers and is a strength in this room. Routines are promoted as teachable moments.
Leaders agree they should continue to support teachers to consistently implement high quality practices that are focused on extending children's thinking and learning.
Bicultural practice is an area identified for continuing development. Evolve's policy guidelines about support for children's cultures and identities provides clear expectations for teacher practice. Leaders should use this policy to monitor how well staff are meeting these expectations. Teachers and leaders are committed to strengthening their knowledge of culturally responsive practice.
Group planning is based on children's interests. Intentional teaching extends identified interests and strengthens links to home settings. This teaching approach is a recent development and ongoing support is provided by the area manager.
Limited progress has been made in developing and implementing suitable assessment practice. A next step for leaders is to develop clear procedures for assessment to support teachers' shared understanding of expectations. These should acknowledge and support:
individualised and regular planning for all children, that includes reflection of their cultures, languages and identities
seeking and planning to meet parents' aspirations for their children's learning
ways to add challenge and complexity to children's learning
making visible individual children's progress over time.
Increased monitoring and evaluation is required so leaders know how effectively centre assessment expectations are being implemented. This is a priority.
Regular visits by the area manager are valued by centre leaders. To strengthen support, visit reports should be more comprehensive and evaluative. It is timely for Evolve to promote deeper understanding of the shifts in practice required to fully enact the intent of Te Whāriki (2017), the early childhood curriculum.
A well-considered process for transitioning children into, between rooms and on to school is in place. The next step is to formalise the approach to ensure it is sustained practice.
A focus on improvement is evident. The appraisal process has been strengthened to better support growth in teacher practice. Clear goals for leadership are evident. Leaders are focused on improving the quality of education and care. Collaborative ways of working are fostered. Professional development is valued and aligned to centre priorities.
New ownership in 2016 prompted an in-depth review of the centre philosophy. Wide consultation has taken place and has informed decisions about the development of this process. This now needs to be completed with urgency.
Strategic and annual planning appropriately reflect centre priorities for teaching and learning. Internal evaluation is not yet an established practice. Leaders agree a next step is to support teachers' understanding of the importance of scrutinising the curriculum and teacher practices to identify areas requiring improvement. At governance level internal evaluation is being used well to support improvement.
Useful systems are in place to monitor health and safety, recruitment and legislative requirements.
At centre level, leaders and ERO agree next steps are to continue to strengthen:
the quality and consistency of teaching practice
culturally responsive practice to better respond to all learners
the quality, consistency and monitoring of assessment for learning
understanding and use of internal evaluation for improved outcomes.
At governance and management level, next steps are to strengthen:
area manager visit reports that provide a fuller picture of the centre's performance overtime and next steps for improved outcomes
support for teachers to fully enact the intent of Te Whāriki (2017), the early childhood curriculum.
The service will provide ERO with an action plan to show how the key next steps outlined in this report will be addressed. ERO will request progress updates.
Before the review, the staff and management of Lollipops Bell Block 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.
The next ERO review of Lollipops Bell Block will be in three years.
Alan Wynyard
Director Review and Improvement Services
Te Tai Pokapū - Central Region
15 November 2018
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.
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Location |
New Plymouth |
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Ministry of Education profile number |
46108 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
126 children, including up to 22 aged under 2 |
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Service roll |
110 |
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Gender composition |
Boys 56, Girls 54 |
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Ethnic composition |
Māori |
24 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
September 2018 |
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Date of this report |
15 November 2018 |
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Most recent ERO report(s) |
Education Review |
November 2014 |
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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:
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.
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Bubbles Bell Block Preschool requires further development of teaching practices, leadership and management, and systems to be well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Bubbles Bell Block Preschool is a newly established, privately owned full day education and care service, located in suburban New Plymouth. It is one of three centres, on the same site that come under the Bubbles umbrella. The service caters for 60 children aged from three years and six months to school age, 13 of who are Māori.
Centre owners are responsible for governance and management of the centre. A programme manager (PM) is responsible for the day-to-day operation of the preschool with support from an operations manager. Teachers are qualified in early childhood education. They have developed their philosophy collaboratively with parents and the community. It states: ‘respect for ourselves, for our community and our environment.’
The building is purpose built, spacious and designed to cater easily with the large number of children attending. The grounds are being developed with consideration for children’s learning needs. Children have many opportunities to develop their physical and coordination skills.
This review was part of a cluster of seven reviews in the Bubbles organisation.
Children participate in a curriculum that is both child and adult-initiated. Planning is informed by children’s observed interests. Assessment, in the form of observations of children’s involvement in the programme and some narratives about learning, are contained in portfolios. These are available to children who eagerly use them to revisit and share their learning with others.
Assessment illustrates continuity of children’s learning. Individual and group learning and creativity are valued and displayed throughout the environment. The PM acknowledges that planning, assessment and evaluation practices require further development. ERO agrees with this identified next step to improve the curriculum.
Children’s whakapapa is celebrated on centre walls. Teachers integrate te reo me ngā tikanga Māori throughout the curriculum. Children are becoming aware of Aotearoa/New Zealand’s dual cultural heritage. Teachers have recently participated in professional learning and development to enhance their bicultural practice. A next step is for staff to make use of Ka Hikitia: Accelerating Success and Tātaiako: Cultural Competencies for Māori Learners. Adults are committed to further developing their understanding of ways of teaching that reflect and respond to Māori learners.
Children with diverse needs are supported and included. Teachers are welcoming to all children and their parents and whānau. Children show confidence and high levels of independence. They play cooperatively with peers.
Teachers have positive, sensitive and responsive relationships with children. Children have opportunities to be teachers as well as learners. Teachers frequently participate in children’s play. Sustained, shared teaching episodes extend children’s thinking and value their contribution to the learning experience. ERO recommends that leaders and teachers review the formal "Topclass" programme for four-year-olds and how it aligns to current best practice and Te Whāriki, the early childhood curriculum.
Self review continues to be an area for development. The owners, managers and teachers need to distinguish between reviewing for accountability and evaluating for improvement. Developing robust ways of knowing the impact of teaching practices and policies on children’s learning and development should lead to improved outcomes for children.
The PM agrees with ERO that processes to support and build teaching capability need to be strengthened. Appraisal needs to align with the Registered Teacher Criteria. Opportunities for centre leaders to inquire into and improve their leadership are an important next step to strengthen outcomes for children and the quality of teaching.
The Bubbles 2014-to-2015 management plan requires strengthening. The focus of the plan is on centre operations and a broad teaching and learning objective for the seven centres. Consideration should be given to developing a plan collaboratively with teachers and parents that identifies priorities and associated goals to strengthen individual centre operations. This should include governors and managers developing a better understanding of their respective roles and responsibilities.
Owners, managers and teachers should improve and develop their understanding and practices in:
self review to more clearly show the impact of teachers’ practices and learning on outcomes for children
assessment and programme planning, including how this information is used to plan for and extend individual children's learning
annual and strategic planning to better inform centre priorities for teaching and learning
developing a shared understanding of high quality interactions that build on and extend children’s language and thinking
strengthening appraisal processes, including a focus on appropriate leadership goals
ensuring that teaching practice always reflects current early childhood best practice and the early childhood curriculum, Te Whāriki.
Before the review, the staff and management of Bubbles Bell Block Preschool 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.
ERO identified areas of non-compliance relating to governance and management and the provision of an effective early childhood curriculum for children. To meet requirements the service needs to ensure that:
the service is effectively governed and managed in accordance with good management practices, in particular review practices, appraisal, strategic and annual planning. [Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA6, GMA7]
the practices of adults providing education and care demonstrate an understanding of children’s development and knowledge of relevant theories and practice in early childhood education. [Licensing Criteria for Early Childhood Education and Care Service 2008, C4]
To improve current practice, centre management should make sure that all non-registered personnel, including managers and volunteers, are police vetted every three years.
ERO recommends that the service consult with the Ministry of Education and plan to address the key next steps and actions outlined in this report.
The next ERO review of Bubbles Bell Block Preschool will be within two years.
Joyce Gebbie
National Manager Review Services Central Region
21 November 2014
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 |
New Plymouth |
||
|
Ministry of Education profile number |
46108 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
60 children aged over 2 |
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|
Service roll |
60 |
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Gender composition |
Girls 33, Boys 27 |
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Ethnic composition |
Māori NZ European/Pākehā Other ethnic groups |
13 42 5 |
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Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
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Reported ratios of staff to children |
Under 2 |
N/A |
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Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
November 2014 |
||
|
Date of this report |
21 November 2014 |
||
|
Most recent ERO report(s) |
First ERO report |
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:
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.