208 Williams Street, Kaiapoi
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for HoNey BeeZ Preschool and Nursery are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whakaū Embedding |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whakaū Embedding Whāngai Establishing |
HoNey BeeZ Preschool and Nursery is a small, privately-owned early childhood service. The owner manages the service with support from a head teacher, a kaiwhakatere (community liaison) kaiako and a team of mostly qualified kaiako. Two thirds of children are of Māori whakapapa. A small group of children from Pacific heritages attend. The centre environment is home-like. Since the 2021 ERO review there has been progress with the quality and consistency of documentation, including incorporating parent aspirations and teaching strategies.
Children experience a well-considered, authentic bicultural curriculum drawn from a kaupapa Māori approach. Their Ngā Uara Ako (values) of aroha, whanaungatanga, manaakitanga, kotahitanga, tuakana/teina, kaitiakitanga and ako are strongly evident in practice. Children demonstrate confidence and a sense of belonging reflecting their understanding in te ao Māori. The learning environment clearly reflects mana whenua. Established networked relationships with local iwi, marae and kura enhance children's learning by working collaboratively as a learning community. Te reo Māori and tikanga Māori are valued and an integral part of teaching and learning.
Infants and toddlers are well supported. They experience a calm slow pace that provides them with time to lead their own learning. Kaiako are responsive to their verbal and non-verbal cues and work in partnership with parents and whānau to understand their routines and needs.
Children are the primary consideration in decision making. Parents and whānau collaborate with kaiako in the design of the curriculum. Their perspectives are gathered and used to inform planning and assessment. Kaiako are using the learning outcomes from Te Whāriki, the early childhood curriculum, to plan for children's learning. They are yet to use this information to clearly show progression of learning over time.
Children have equitable opportunities to learn. Barriers are intentionally removed for children to fully access and participate in the curriculum. Ongoing funding for the kaiwhakatere role continues to provide high levels of pastoral support for parents and whānau.
Management and kaiako are improvement focused and have some established quality improvement systems in place. Leaders acknowledge there is a need for clearer guidance about how they will do and use internal evaluation for sustained improvement.
HoNey BeeZ Preschool and Nursery will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of HoNey BeeZ Preschool and Nursery completed an ERO 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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Patricia Davey
Director of Early Childhood Education (ECE)
16 July 2024
| Early Childhood Service Name | HoNey BeeZ Preschool and Nursery |
| Profile Number | 45079 |
| Location | Kaiapoi, North Canterbury |
| Service type | Education and care service |
| Number licensed for | 35 children, including up to 7 aged under 2 |
| Percentage of qualified teachers | 100% |
| Service roll | 44 |
| Review team on site | May 2024 |
| Date of this report | 16 July 2024 |
| Most recent ERO report(s) | Akarangi | Quality Evaluation, September 2021; Education Review, April 2018 |
Akarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama- indicators of quality for early childhood education: what matters most (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for HoNey BeeZ Preschool and Nursery are as follows:
Outcome Indicators | ERO’s judgement |
| What the service knows about outcomes for learners | Whakaū Embedding |
Ngā Akatoro Domains | ERO’s judgement |
He Whāriki Motuhake The learner and their learning | Whakawhanake Sustaining |
Whakangungu Ngaio Collaborative professional learning builds knowledge and capability | Whāngai Establishing |
Ngā Aronga Whai Hua Evaluation for improvement | Whāngai Establishing |
Kaihautū Leaders foster collaboration and improvement | Whakaū Embedding |
Te Whakaruruhau Stewardship through effective governance and management | Whāngai Establishing |
HoNey BeeZ Preschool and Nursery is a small, privately owned service. The owners co-manage the service, with the support of two head teachers and a kaiwhakatere (community liaison) teacher. Most teachers are qualified. About two thirds of the children and staff identify as Māori. The centre is in a home-like setting.
Children show a strong sense of belonging, confidence, and engagement. Respectful, responsive, learning-focused relationships with children are very evident. Teachers effectively support children’s social and emotional competence, oral language development, exploration, and physical challenge.
The quality of assessment and planning records varies. Documentation does not clearly show children’s progress in relation to the learning outcomes in Te Whariki, the early childhood curriculum. Parents and wider whānau contribute in a variety of ways to the curriculum.
The service consistently implements a responsive curriculum, that strongly reflects Māori concepts, such as kaitiakitanga, kotahitanga, manaakitanga and ako. Children’s confidence in te ao Māori and te ao Pākehā is very evident. Te reo me ngā tikanga Māori is naturally woven into daily learning. Positive relationships with the local kura, iwi and marae contribute to children’s mana as Māori and the rich bicultural curriculum.
Infants and toddlers benefit from nurturing and respectful relationships. Teachers work closely with parents to understand each child, create a home away from home, and enable their learning.
Children have equitable opportunities to learn. The owners intentionally remove barriers to participation. They have created a role and sourced funding for a kaiwhakatere who provides high levels of pastoral support for families. This enables teachers to focus on children’s learning and wellbeing. Children with additional learning needs are well supported.
Leaders and teachers are reflective, improvement focused and collaborative. Well-considered improvement goals and deliberate appointment of staff who share the service’s vision and reflect its diversity, contribute to this.
A comprehensive review of the service’s values resulted in deeper understanding and enactment of these. However, internal evaluation could be better used to identify which practices have the most positive impact for learners. Lack of clarity about some systems and expectations has resulted in some variability in practice.
HoNey BeeZ Preschool and Nursery will include the following actions in its Quality Improvement Planning. These are to continue to embed:
Before the review, the staff and management of HoNey BeeZ Preschool and Nursery 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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
9 September 2021
| Early Childhood Service Name | HoNey BeeZ Preschool and Nursery |
| Profile Number | 45079 |
| Location | Kaiapoi |
| Service type | Education and care service |
| Number licensed for | 35 children, including up to 7 aged under 2. |
| Percentage of qualified teachers | 80-99% |
| Service roll | 46 |
| Ethnic composition | Māori 30, European/Pākehā 12, other ethnic groups 4. |
| Review team on site | June 2021 |
| Date of this report | 9 September 2021 |
| Most recent ERO report(s) | Education Review, April 2018; Education Review, January 2015. |
Not well placed | Requires further development | Well placed | Very well placed |
HoNeyBeeZ Preschool & Nursery is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
HoNey BeeZ Preschool & Nursery is a privately-owned and operated service providing education and care for 35 children from 0 to 5 years of age. The centre provides a home-like environment, where children learn and play in two separate spacious spaces.
The service's vision and philosophy are based on supporting children to, 'walk with ease between te ao Māori and Pākehā.' Children's sense of belonging within a positive and nurturing environment is a key focus for teachers. Awareness of and respect for the natural world is strongly promoted throughout the centre.
Since the 2015 ERO review there have been a number of changes in staffing, including a new centre manager who was appointed in 2017. There is a mix of qualified early childhood teachers as well as some teachers in training. The service has also introduced new assessment and appraisal systems.
The philosophy and vision are strongly evident throughout all aspects of the centre and clearly underpin key documentation and centre operations. Teachers integrate a bicultural curriculum in ways that are meaningful for children and respectful of the Māori culture. They regularly use te reo Māori within the daily programme and include Māori values within all aspects of daily practices and documentation.
Children and their whānau experience a positive and inclusive learning environment. Teachers and leaders know children well and are responsive to their individual interests and needs. They foster strong, responsive and respectful relationships across the centre. Children benefit from positive and caring interactions with their teachers and peers.
Children play well together and independently for sustained periods of time. They are provided with a varied range of learning experiences and have free choice in their learning. They are encouraged to follow their interests and have easy access to a variety of natural and creative resources. The expansive environment enables children to have many opportunities for exploration and physical challenge.
Teachers use a range of useful strategies that help children to:
Children in the nursery experience nurturing and caring interactions and relationships. Teachers provide unhurried, child-paced routines to suit individual needs and emerging interests. They foster close partnerships with parents to support children's learning and development. Transitions into the nursery and then onto the preschool are well considered and personalised.
Centre leaders and teachers make good links with the local community. They use local resources and personnel to support the programme and children's learning.
Strong leadership within the centre is helping to build a culture of shared ownership and responsibility. This is contributing to the ongoing development of teachers' knowledge and understanding about quality learning and teaching. Leaders have a clear sense of direction and have managed change well. They encourage a culture of collaboration. Leaders and teachers are reflective and focused on improving outcomes for children.
Leaders and teachers need to develop and embed planning and assessment processes. This includes:
Leaders also agree that the key next steps for the centre are to:
Before the review, the staff and management of HoNey BeeZ Preschool & Nursery 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:
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 HoNey BeeZ Preschool & Nursery will be in three years.
Dr Lesley Patterson
Deputy Chief Review Officer
Te Waipounamu - Southern Region
10 April 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.
| Location | Christchurch | ||
| Ministry of Education profile number | 45079 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 35 children, including up to 7 aged under 2 | ||
| Service roll | 40 | ||
| Gender composition | Boys 21: Girls 19 | ||
| Ethnic composition | Māori Pākehā Other ethnicities | 18 19 3 | |
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates | 80% + | ||
| Reported ratios of staff to children | Under 2 | 1:2 | Better than minimum requirements |
| Over 2 | 1:4 | Better than minimum requirements | |
| Review team on site | January 2018 | ||
| Date of this report | 10 April 2018 | ||
Most recent ERO report(s)
| Education Review | January 2015 | |
| Education Review | November 2011 | ||
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.