Busy Bees Masterton

Education institution number:
45719
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
64
Telephone:
Address:

45 Te Ore Ore Road, Homebush-Te Ore Ore, Masterton

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The Cubbyhouse Childcare (Masterton ) Ltd - 19/06/2018

1 Evaluation of The Cubbyhouse Childcare (Masterton) Ltd

How well placed is The Cubbyhouse Childcare (Masterton) Ltd 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.

Background

The Cubbyhouse Childcare (Masterton) Ltd is one of a cluster of four private early childhood centres under common ownership. It is licensed for a maximum of sixty children, including twenty aged up to two years. Of the 75 children enrolled, 10 identify as Māori. Children learn in four separate classrooms with shared areas.

The two owners/directors have oversight of personnel and financial management. Responsibility for day-to-day operation and curriculum implementation is delegated to a manager. Of the nine permanently employed teachers, six are registered.

The philosophy underpinning teaching and learning emphasises the importance of acknowledging whānau beliefs and aspirations, valuing tamariki for who they are and encouraging their independence. Core Cubbyhouse values of fun, integrity, respectful relationships and creativity are also emphasised.

The October 2015 ERO report identified that some routines and group learning experiences needed further development to better respond to children’s interest and needs. The teacher performance management process also required further development.

This review is one of a cluster of four in the Cubbyhouse umbrella organisation.

The Review Findings

Teachers are working to implement practices that promote children's independence, self-management and empowerment as learners. The outdoor environment is carefully planned to encourage exploration and challenge. Routines are increasingly flexible and children are offered choices about decisions that affect them. The team should continue to focus on maximising:

  • opportunities for children to explore and investigate in their own ways

  • the accessibility and presentation of indoor resources to promote children’s sustained interest and creative self-expression.

Provision for infants and toddlers is well developed. Consistent caregiving supports secure and trusting relationships between children and adults. Key teachers are attuned to children's cues and effectively promote their sustained engagement in play and learning.

An authentic approach is taken to the development of a bicultural perspective in the programme and practices that should support success for Māori children as Māori. Aspects of tikanga are a regular part of the programme. Whakawhanaungatanga and manaakitanga are particularly in evidence. Links with Ngāti Kahungunu have been explored and plans put in place for a programme led by Rangitāne o Wairarapa.

Children requiring additional learning support are identified and assisted to participate fully in the programme. Teachers work collaboratively with outside agencies and parents and whānau to identify and progress their learning goals.

Children’s transitions to and through the service are carefully considered. Teachers and families work together to plan an approach that maintains children's relationships and promotes their wellbeing.

Support is provided to assist children's transition to school. Information about local schools is made available to parents. Transition reports provide valuable information about children as learners. The development of relationships with local new-entrant teachers is well facilitated through local cluster group meetings. Leaders should continue to seek ways to share information with school personnel to support the continuity of children’s learning.

A comprehensive approach to planning the programme is in place which is linked to children's interests and parents' and whānau aspirations. Use of an online program is supporting improved communication between teachers and families about aspects of children's learning. Assessment records show that some teachers are putting in place strategies to support the progress of individual children over time.

Teachers should work on maximising the focus on outcomes for individual children to effectively support decision making about next learning and teaching steps. The manager and senior teacher agree that finding ways to support children's ongoing reflection on their learning and achievement, and increasing the acknowledgment of families' cultures, language and identities in learning records, are also priorities for development.

The teaching team’s understanding and use of internal evaluation is developing. Identification of high quality outcomes linked to service priorities should support enhanced decision making about next development steps for learning, teaching and operation.

A collaborative, collegial team culture and distributed leadership opportunities are in place. The manager's approach is clearly focused on ways to improve outcomes for children, in line with sound philosophical values. The planned philosophy review being undertaken alongside teachers' investigation into the revised early childhood curriculum, Te Whāriki, should support the team to redefine the valued outcomes that meet the needs and aspirations of the current centre learning community.

Good support is available for teachers and leaders to develop their practice. The appraisal process continues to evolve. Leaders should continue to consider ways that ensure:

  • teachers’ goals are development focused

  • regular, formal observations of practice are undertaken in relation to teachers’ goals

  • evidence of teacher practice is relevant and clearly demonstrates progress towards goals and teaching standards

  • teachers’ inquiries into their practice are linked to measurable and improved outcomes for children.

Some well-aligned governance and management processes support improvement in practice and operation over time. Regular management reports provide assurance that expectations for operation are being met. Leaders work collaboratively to identify and progress strategic priorities. Next steps at governance level are to:

  • review the overarching Cubbyhouse philosophy

  • establish a planned approach to implementation of a bicultural perspective across the Cubbyhouse organisation

  • further develop the strategic framework to better define goals, actions and desired outcomes, and strengthen alignment with teacher development and planned internal evaluation.

Key Next Steps

ERO, the director and manager agree that priorities at centre level are to continue to strengthen:

  • opportunities for child choice and creative self-expression

  • planning for learning.

At governance level, priorities are to support development of

  • a strategic approach to implementing Te Tiriti-based practice

  • understanding and use of internal evaluation at all levels

  • the teacher appraisal process

  • an improved strategic planning framework to promote sustainability of operation.

Management Assurance on Legal Requirements

Before the review, the staff and management of The Cubbyhouse Childcare (Masterton) Ltd 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 The Cubbyhouse Childcare (Masterton) Ltd will be in three years.

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

19 June 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

Location

Masterton

Ministry of Education profile number

45719

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

60 children, including up to 20 aged up to 2 years

Service roll

75

Gender composition

Boys 38, Girls 37

Ethnic composition

Māori
Pākehā
Pacific

10
59
6

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

1:8

Better than minimum requirements

Review team on site

May 2018

Date of this report

19 June 2018

Most recent ERO report(s)

Education Review

October 2015

Education Review

September 2013

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.

The Cubbyhouse Childcare (Masterton ) Ltd - 07/10/2015

1 Evaluation of The Cubbyhouse Childcare (Masterton) Ltd

How well placed is The Cubbyhouse Childcare (Masterton) Ltd 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.

Background

The Cubbyhouse Childcare is one of three privately owned centres in the North Island. It is located on the outskirts of Masterton. The service is licensed to provide all day education and care for a maximum of 60 children, including 20 up to two years, in three age-appropriate learning spaces.

The two directors of the services provide governance and ongoing management support to the centre manager who oversees the day-to-day operation of the centre and is responsible for building professional practice. Key teachers guide curriculum implementation, assessment and evaluation practice.

The centre manager and key teachers all hold practising certificates. Two staff are provisionally registered and involved in ongoing mentoring as they work toward full teacher registration status. The centre’s teaching team also includes two in training for teaching qualifications and an untrained support person.

In September 2013 ERO undertook the first review of this centre and signalled a return within two years. Significant changes to staffing have taken place since then. ERO indentified management needed to improve centre systems, leadership, and teaching and learning practices in order to meet the regulatory requirements and promote more positive outcomes for children.

Centre management, with the Ministry of Education, formulated a development plan to address key issues. External support, Strengthening Early Learning Opportunities (SELO), contributes to progress in centre practices, management, leadership and teacher capability.

The directors have focused on establishing an effective organisational culture, a collaborative teaching team and positive educational partnerships with families and whānau.

The Review Findings

Positive practices identified in the previous ERO report have been sustained. Families are well informed about their children’s learning and care. Infants and toddlers are cared for in a nurturing, warm environment. Learning through Māori culture and te reo Māori is visible across the centre. Many children continue to be engage well with others of similar age

Planned and spontaneous experiences for children are becoming more responsive to children’s interests as a result of teachers developing a shared understanding of the service’s philosophy. This reflects the principles and strands of Te Whāriki, the early childhood curriculum. Leaders and teachers are clearer about the desired outcomes they seek for children. This provides a positive platform for learning.

Leaders’ and teachers’ professional development enhances children’s care and learning. Steady progress is evident in relation to a well-considered strategic plan and supporting development plan. These have the potential to further enhance children’s experiences and to sustain improvements made to the environment and programme.

Ongoing review of the centre philosophy contributes to aspects of the curriculum becoming an integral part of children’s early childhood experience. This is particularly noticeable for the youngest children. Inclusive practice and a focus on supporting children’s cultures and languages across the three age groups have improved.

Teachers are trialling a framework for assessment, programme planning and evaluation. The aim of this child-centred programme is for adults to notice individual interests and support learning through specific strategies. Although there is some variability in the quality of teachers’ interactions with children, they continue to make steady progress.

The teachers know children and their preferences well. Families are informed about how the programme supports children’s developing skills, knowledge and competencies.

Children’s transitioning into the centre and between learning spaces is well considered. This is determined by the child's readiness, and in consultation with families and whānau.

As children get older they are involved in more teacher-led group learning experiences. These have an emphasis on the inclusion of te ao Māori, literacy and mathematical skills. However, further review is needed to ensure that children are able to fully follow their interests within the centre programme.

The centre directors and teaching staff work collaboratively. External SELO support increases teachers’ curriculum knowledge and supports the development of systems and processes to promote the service’s strategic direction. Self review for both accountability and improvement is well understood and contributes positively to improved practice.

Leaders and teachers are reflective practitioners. Performance management systems are in place and support improved practice. Appraisal of teaching staff and mentoring programmes for provisionally registered teachers aligns to the services strategic direction and improving teachers’ knowledge. The use of Tātaiako: Cultural Competencies for Teachers of Māori Learners, contributes positively to teachers' culturally responsive practices.

Key Next Steps

It is timely to review centre routines and group learning experiences to ensure they are responsive to children’s strengths, interests and needs. This should consider:

  • how well children guide their own learning with adult support within centre routines
  • the continuity of care, nurture and a responsive curriculum to all age groups by building on the teacher practice guidelines for infants and toddlers
  • review centre practices to enable children fuller access to physical learning spaces and resources to pursue their ideas and to increase the complexity of learning and play.

To embed key systems, centre directors should review and develop teacher performance management processes to:

  • include leadership goals and specific support for staff in mentoring and coaching roles
  • strengthen observational feedback to better support individual teachers
  • to ensure the endorsement of teacher practising certificates reflects the requirements of the Education Council of Aotearoa New Zealand.

Management Assurance on Legal Requirements

Before the review, the staff and management of The Cubbyhouse Childcare (Masterton) Ltd 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 The Cubbyhouse Childcare (Masterton) Ltd will be in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

7 October 2015

2 Information about the Early Childhood Service

Location

Masterton

Ministry of Education profile number

45719

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

60 children, including up to 20 aged under 2

Service roll

66

Gender composition

Girls 33,

Boys 33

Ethnic composition

Māori

Pākehā

Other ethnic groups

18

40

8

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

1:10

Meets minimum requirements

Review team on site

August 2015

Date of this report

7 October 2015

Most recent ERO report(s)

Education Review

September 2013

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.