804 Gladstone Road, Te Hapara, Gisborne
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 Bizzy Bodz Early Learning Centre Gisborne are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whāngai Establishing |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whāngai Establishing Whāngai Establishing |
This is one of two services that are privately-owned. The head teacher oversees daily operations. There have been significant leadership and staff changes since the last review. The philosophy places value on manaakitanga (kindness), whanaungatanga (belonging) and ko wai au (identity). Two thirds of children attending whakapapa Māori and small number are Pacific.
Children experience a developing curriculum that supports their physical and emotional wellbeing. Younger learners experience mostly unhurried, respectful teaching that supports sensory and active exploration within secure routines. Older children have some opportunities to lead their own learning through sustained play. However, these children are yet to independently access a wider range of resourcing to extend their complexity of play and promote higher thinking skills. Māori and Pacific cultures are integrated throughout the curriculum.
Children with additional needs’ interests are well known and teachers use these to guide participation. Leaders advocate for, and work in partnership with agencies and local schools to support, these children and their whānau.
Teachers are building upon positive relationships with whānau to increase the focus on teaching and learning. Parent and whānau goals for children are sought and, where gathered, are integrated into assessment. Teachers are increasingly aligning children’s learning with valued outcomes and agreed goals set with parents. Assessment shows children’s progress, skills, dispositions and some cultural values.
Evaluation practices have been utilised to generate shared priorities and to develop aspects of the daily curriculum. Leaders and teachers have regular opportunities for relevant professional learning. Relational trust and mentoring guides professional growth. To develop evaluation capability, stronger data gathering and critical reflection upon the impact of shifts in practice on children’s learning is needed.
Governance has mechanisms in place to support equity of access to learning for children and their whānau. A next step is for governance to develop, alongside leaders, a quality monitoring system and conditions to ensure systems are effectively implemented to guide ongoing progress.
Bizzy Bodz Early Learning Centre Gisborne will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Bizzy Bodz Early Learning Centre Gisborne 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)
9 September 2024
| Early Childhood Service Name | Bizzy Bodz Early Learning Centre Gisborne |
| Profile Number: | 46056 |
| Location | Gisborne |
| Service type | Education and care service |
| Number licensed for | 54 children, including up to 14 aged under 2 |
| Percentage of qualified teachers | 80-99% |
| Service roll | 47 |
| Review team on site | July 2024 |
| Date of this report | 9 September 2024 |
| Most recent ERO report(s) | Akanuku | Assurance Review, February 2021; Education Review, February 2018 |
ERO’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 |
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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.
Bizzy Bodz is one of centres in the North Island operating under the same ownership. The centre was previously called More For Kids. This is the service’s first ERO review. The all day education and care service moved from a provisional licence to a full licence in April 2020.
The philosophy is consistent with Te Whāriki, the early childhood curriculum. A range of experiences and activities enhances children’s learning indoors and outdoors, individually and in groups. Children’s preferences are respected and they are involved in decisions about their learning experiences.
The unique place of Māori as tangata whenua is acknowledged and reflected through teaching and learning. Te reo Māori is promoted to support a language-rich environment. The curriculum is inclusive and responsive to children as confident and competent learners.
Parents and whānau contribute to their children’s learning and to service operation.
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliance:
space is available for children aged two and older to sleep or rest for a reasonable period of time each day. If the space used for sleeping or resting is part of the activity space, there are alternative activity spaces for children not sleeping or resting as necessary.
[Licensing Criteria for Early Childhood Education and Care Centres, 2008, PF33]
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
12 February 2021
|
Early Childhood Service Name |
Bizzy Bodz Early Learning Centre Gisborne |
|
Profile Number |
46056 |
|
Location |
Gisborne |
|
Service type |
Education and care service |
|
Number licensed for |
38 children, including up to 12 aged under 2. |
|
Percentage of qualified teachers |
80%+ |
|
Service roll |
38 |
|
Ethnic composition |
Māori 34 |
|
Review team on site |
2 December 2020 |
|
Date of this report |
12 February 2021 |
|
Most recent ERO report(s) |
First ERO review of the service |
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.
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:
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:
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
MoreForKids Ltd provides all day education and care for up to 38 children, including 12 aged up to two years. Most children attending the centre are Māori. The service is located in Gisborne city.
The centre is owned by Pink Robin Limited. A manager is responsible for the day-to-day operation, and a supervisor leads the teaching staff.
Management's vision is for every child to develop a love of learning and know about their identity, language and culture. Leaders value te reo Māori me te ao Māori as integral parts of the curriculum.
In the past eighteen months, extensive property development has been undertaken to upgrade the indoor and outdoor learning environments. Provision for evacuation has been improved. More resources have been purchased for play.
Staffing has now stabilised after many changes in 2016. Leaders and teachers have participated in a range of external professional learning opportunities.
Teachers have a strong focus on supporting learners to follow their interests. Respectful interactions are evident. Children have fun and interact well with each other.
Older children make good use of materials and equipment to problem solve, create and explore. Physical activity is well promoted in the outdoor, well-shaded environment.
Teachers interact responsively with children aged up to two years. They give children space and time to lead their learning. The under-two area is well set up for children to explore, play freely and make choices. There are often opportunities for interactions with older children and siblings.
All teachers regularly plan for individual children's learning using observations and whānau aspirations. Learning stories (horopaki) record children's learning linked to Te Whāriki, the early childhood curriculum, and identify possible next steps. Leaders are supporting teachers to develop assessment to better outline children's progress and increase depth and complexity of their learning. Building all teachers capabilities and confidence in evaluating outcomes for children when planning and assessing is a next step.
Developing and maintaining positive learning partnerships with parents and whānau is a high priority at this service. Whānau input is sought and valued.
Māori children are well engaged in learning and benefit from a vision, values and range of strategies that affirm their language, culture and identities. Te reo Māori and te ao Māori are actively promoted and are integral to the curriculum. Tuakana teina relationships are encouraged and evident, with older children looking after those who are younger.
Following a review of the transition-to-school process, new practices have been successfully integrated into the regular daily programme. These recognise and build on four-year-old children's interests. Leaders and teachers continue to integrate literacy and numeracy learning into the curriculum.
Children with additional learning needs receive extra support from external agencies. Specialists work alongside whānau and teachers to scaffold each child's learning.
The manager and supervisor show a strong commitment to the service philosophy. Leaders focus on developing consistent, high quality teaching and model this themselves. High expectations are communicated. An improved appraisal process provides clear expectations and processes to support ongoing improvement of teacher practice. A next step is to further refine induction and mentoring for provisionally registered teachers.
The manager has developed a comprehensive policy framework to guide centre operation. A cycle for review of these policies is established and documented.
Leaders are focused on ongoing improvement to outcomes for children. Centre leaders and staff are beginning to use a planned and systematic approach to review the effectiveness of centre programmes and practices. As a result, decisions have been made that have led to improved outcomes for children.
The manager, supervisor and teachers should continue to:
Before the review, the staff and management of MoreForKids 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:
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 MoreForKids Ltd will be in three years.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
12 February 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 |
Gisborne |
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Ministry of Education profile number |
46056 |
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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 |
38 children, including up to 12 aged under 2 |
||
|
Service roll |
42 |
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Gender composition |
Girls 21, Boys 21 |
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Ethnic composition |
Māori |
35 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
December 2017 |
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|
Date of this report |
12 February 2018 |
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Most recent ERO report(s) |
Education Review |
February 2015 |
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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.