9 Glenorchy Street, Glen Eden, 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.
Biggles Childcare operates from two buildings, providing separate areas for children over and under two years of age. One of the owners provides governance and operational support, while the other owner, who is a qualified teacher, supports the curriculum. The teaching team includes a qualified centre manager and team leader, four qualified teachers, four unqualified staff, and a cook.
Adults providing education and care engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships. The service curriculum provides children with a range of experiences and opportunities to enhance their learning and development individually and in groups.
The service curriculum supports children’s developing social competence and understanding of appropriate behaviour. Regular opportunities are provided for parents to communicate with staff about their child and share specific evidence of children's learning.
Ongoing monitoring to ensure that policies and procedures are followed, and health and safety practices are consistently implemented are required to meet regulatory compliance.
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliances:
Windows or other areas of glass accessible to children are either made of safety glass or covered by a film or effectively guarded by barriers (PF7).
Equipment and material stored safely so that equipment and materials can be easily and safely accessed by adults, and where practicable, by children (PF8).
Ensuring a first aid kit that is easily recognisable and readily accessible to adults (PF28).
A current fire evacuation scheme approved by the New Zealand Fire Service (HS4).
Securing heavy furniture, fixtures, and equipment that could fall or topple and cause serious injury or damage (HS6).
Maintaining 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).
Documenting a sleep procedure that includes children not having access to food or liquids while in bed; a record of the time each child attending the service sleeps, and checks made by adults during that time (HS9).
Ensuring equipment, premises, and facilities checked on every day of operation for hazards to children (HS12).
Completing documentation required for excursions, including the names of adults and children involved, the time and date of the excursion, the location, evidence of parental permission and approval of adult:child ratios for regular excursions, special excursions, and the signature of the person responsible giving approval for the excursion to take place (HS17).
Ensuring medicine (prescription and non-prescription) is not given to a child unless there is written authority (appropriate to the category of medicine) of a parent (HS28).
Ensuring the following documents are prominently displayed at the service for parents and visitors: the Education (Early Childhood Services) Regulations 2008, the Licensing Criteria for Early Childhood Education and Care Centres 2008; and the full names and qualifications of each person counting towards regulated qualification requirements (GMA1).
Displaying written information letting parents know how to access the most recent Education Review Office report regarding the service (GMA2).
Providing written information to parents about the amount and details of the expenditure of any Ministry of Education funding received by the service (GMA3).
Documenting a process for human resource management that includes discipline/dismissal procedures (GMA7).
An annual budget that guides financial expenditure (GMA9).
Ensuring enrolment records are maintained for each child that meet the requirements of the Early Childhood Education Funding Handbook (GMA10).
Maintaining an attendance record that shows the times and dates of every child’s attendance at the service; and meets the requirements outlined in the Early Childhood Education Funding Handbook (GMA11).
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
15 September 2022
|
Early Childhood Service Name |
Biggles Childcare |
|
Profile Number |
45314 |
|
Location |
Glen Eden, Auckland |
|
Service type |
Education and care service |
|
Number licensed for |
40 children, including up to 12 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
35 |
|
Ethnic composition |
Māori 9, NZ European/Pākehā 12, Indian 5, other ethnic groups 9 |
|
Review team on site |
May 2022 |
|
Date of this report |
15 September 2022 |
|
Most recent ERO report(s) |
Education Review, April 2019; Education Review, March 2015 |
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 regulated 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; police vetting; teacher certification; ratios)
evacuation procedures and practices for fire and earthquake.
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 |
Biggles Childcare is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Biggles Childcare is a privately owned centre that operates in two adapted residential buildings; the Cub House for infants and toddlers, and the Bear House for older children. The Bear House has a large outdoor area. The centre is licensed for 40 children, including 12 children under the age of two years. Approximately 25 percent of children have Māori or Pacific heritage.
New owners purchased the centre in October 2018. One of the owners manages the daily operations of the centre. He is focused on continuing to work in partnership with parents and whānau, building teacher expertise and providing a positive learning environment.
The centre's current philosophy emphasises relationships, children's social competency, and values the multicultural diversity of the community. Teachers, managers, parents and whānau are in the process of reviewing the philosophy.
ERO's 2015 review identified the need to redevelop the outdoor environment for infants and toddlers. There is still some work needed to develop a high quality area for this age group. The centre responded well to prioritising the development and implementation of a teacher appraisal system aligned to Education Council requirements. Improving planning and assessment systems, and establishing clear responsibilities for managers and leaders, continue to be priorities for the new owner and centre staff.
Children are confident learners. They settle quickly on arrival and are warmly welcomed by teachers. They lead the direction of their play and move freely between indoor and outdoor areas. Children play well together and have good relationships with each other. They experience trusting and respectful relationships with staff. Children have a strong sense of belonging, and their culture and identity is celebrated.
Infants and toddlers experience good quality care. They have kind and caring relationships with teachers. Teachers work closely with families to ensure that home routines are followed. They are increasingly communicating with parents and whānau about their children's learning and development.
The programme responds effectively to children's interests. Teachers recognise the importance of children learning through play. They plan collaboratively and have regular professional discussions about children's learning and wellbeing. Teachers know children well and work positively with parents and whānau to support children's learning.
Teachers continue to strengthen planning and assessment practices. This is impacting positively on the quality of the programmes provided for children. Centre leaders are committed to building their leadership capacity and capability. Teachers increasingly have opportunities to participate in professional learning and development that promotes positive outcomes for children.
Teachers' commitment to New Zealand's bicultural heritage is evident. Children respond positively to the use of te reo Māori and tikanga practices in the centre. The learning environment is enhanced through teachers' use of natural materials.
Policies and procedures have been established and continue to be developed. Internal evaluation for future improvement is focused on achieving positive outcomes for children. The new owners are managing a time of significant change and transition for the centre. Strategic and annual plans that outline areas for further development and ongoing improvement have been developed.
The owner, centre leaders and ERO agree the key next steps include:
strengthening curriculum planning and assessment systems to focus on children's individual learning dispositions, interests and strengths
reviewing the centre philosophy, programme and teacher practice to align more closely with Te Whāriki 2017, the early childhood curriculum
establishing clear roles and responsibilities for the management, leadership and teaching teams.
Before the review, the staff and management of Biggles Childcare 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
18 April 2019
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 |
Glen Eden, Auckland |
||
|
Ministry of Education profile number |
45314 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, including up to 12 aged under 2 |
||
|
Service roll |
56 |
||
|
Gender composition |
Girls 30 Boys 26 |
||
|
Ethnic composition |
Māori |
7 |
|
|
Percentage of qualified teachers |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
|
Over 2 |
1:7 |
Better than minimum requirements |
|
|
Review team on site |
February 2019 |
||
|
Date of this report |
18 April 2019 |
||
|
Most recent ERO report(s)
|
Education Review |
March 2015 |
|
|
Education Review |
June 2012 |
||
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.
Biggles Childcare is a privately owned centre in Glen Eden, West Auckland. The centre offers full and part time education and care for up to 52 preschool children including up to 12 infants and toddlers. The centre operates in two adapted residential buildings, the Cub House for infants and toddlers and the Big House for older children. The Big House has a large outdoor area. The owner has plans to redevelop the outdoor area for the infants and toddlers. This redevelopment should be a high priority.
The centre is managed by the owner, with the programme overseen by a team leader. The teaching team comprises of fully and provisionally registered teachers. They work as a collaborative team and celebrate the languages and cultures of their diverse community.
In 2012 ERO identified some very good features in centre practices. Caring respectful relationships with children and their families continue to be evident in the centre. The owner has strengthened the management team to focus on continuous improvement.
Children are welcomed, valued and have a strong sense of belonging in the centre. They are active explorers and quickly settle into the centre at an activity of interest. Infants and toddlers benefit from a programme in which responsive, and trusting relationships ensure their daily needs are met with care and sensitivity by teachers.
Older children enjoy playing together and independently. They are trusted to make their own choices and have established genuine friendships with teachers and peers. They are encouraged to interact positively with each other and engage in activities for long periods of time. Well established routines provide a sound emotional environment for children.
The curriculum is underpinned by the principles of Te Whāriki, the early childhood curriculum and influenced by the Reggio Emilia and Magda Gerber approaches. Teachers plan separately for each age group, incorporating children's interests and responding to younger children's developmental needs. They analyse learning, particularly in relation to children’s developing dispositions and schema, and use this to plan programmes. Individual children’s portfolios provide an informative record of their developmental milestones and participation in the programme.
Programme evaluation is at the development stage. Teachers reflect and review programmes collaboratively. However, programme evaluations are descriptive and do not yet recognise the learning that has occurred aligned to programme goals. Centre leaders recognise that further professional learning would benefit staff to develop a shared understanding and clear expectations of the use of high quality assessment, planning and evaluation processes. This learning could help teachers to extend children’s learning and support older children to take a lead role in their learning.
Teachers establish warm and trusting relationships with children and their whānau. They provide many opportunities for children to celebrate their own and each other’s cultures. Visual prompts displayed in the learning environments support teachers’ use of te reo Maori.
Centre leaders are well placed to build on practices that promote positive outcomes for children. They have revised and improved their strategic plan and developed annual plans for centre operations and property development. Children, parents and staff contribute to ongoing self review that is focused on improving practices and outcomes for children.
The owner, centre leaders and ERO agree that the key next steps should include:
Before the review, the staff and management of Biggles Childcare 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.
To improve practice the owner should ensure that all non-teaching staff are police vetted every three years and appraisal for all staff is undertaken annually.
The next ERO review of Biggles Childcare will be in three years.
Dale Bailey
Deputy Chief Review Officer Northern
20 March 2015
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 |
Glen Eden, Auckland |
||
|
Ministry of Education profile number |
45314 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, including up to 12 aged under 2 |
||
|
Service roll |
49 |
||
|
Gender composition |
Boys 33 Girls 16 |
||
|
Ethnic composition |
Māori Pākehā Samoan Indian Middle Eastern other European other Pacific other |
10 18 5 3 2 4 4 3 |
|
|
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 |
January 2015 |
||
|
Date of this report |
20 March 2015 |
||
|
Most recent ERO report(s) |
Education Review |
June 2012 |
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.