Bloom Early Learning and Play

Education institution number:
47393
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
121
Telephone:
Address:

193A Parton Road, Papamoa, Tauranga

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1 ERO’s Judgements

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 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 Bloom Early Learning and Play are as follows:

Outcome Indicators

(What the service knows about outcomes for learners)

Whāngai Establishing

   Ngā Akatoro Domains

Learning Conditions
Whakaū Embedding
Organisational Conditions

Whakaū Embedding

2 Context of the Service

Bloom Early Learning and Play is a private, family owned and operated service. The centre places value on care, dedication, honesty, and love with ‘key’ teaching also an important part of the philosophy. This is the service’s first Akarangi | Quality Evaluation.

3 Summary of findings

Children benefit from responsive, caring relationships with teachers where:

  • their emotional well-being and social competence is supported

  • infants and toddlers experience calm environments

  • care routines are an integral part of the curriculum

  • their sense of security is given priority.

Children’s autonomy and choice are well supported because:

  • they have opportunities to lead their own learning

  • teachers respond to their interests and inquiries

  • infants and toddlers experience freedom of movement

  • learning environments are arranged to facilitate outdoor access throughout the day.

Teachers know children and their families well:

  • leaders and teachers recognise strong relationships as foundational for learning

  • whānau aspirations for children are gathered

  • parents and whānau are invited to contribute to curriculum decisions

  • assessments are mana enhancing and reflect children’s interests, dispositions, and learning.

Consistent use of learning outcomes in Te Whāriki, the early childhood curriculum, is yet to be embedded.

The inclusion of culture, language and identity within the curriculum is at an early stage:

  • Māori children experience some te reo and tikanga Māori within the programme

  • whānau Māori have some opportunities to contribute to policies and practices

  • there is some acknowledgement of diversity for children

  • the service is yet to develop a localised curriculum.

Evaluation and knowledge building is embedded in the policies, systems, and practices:

  • strategic planning is used alongside internal evaluation to realise the service’s values and priorities for children’s learning

  • robust systems support teachers to develop their capability and knowledge.

The service is not yet systematically monitoring and evaluating the impact of shifts in practice on outcomes for children.

4 Improvement actions

Bloom Early Learning and Play will include the following actions in its Quality Improvement Planning:

  • continue to build teaching capability to effectively respond to all children’s culture, language, and identity

  • develop a localised curriculum that aligns to strategic priorities and valued learning of children, families, kaiako and the wider community

  • consistently use the learning outcomes from Te Whāriki, the early childhood curriculum, across planning, assessment, and evaluation

  • extend evaluative capacity and systematically monitor and evaluate the impact of changes made to practices, policies, and procedures, on outcomes for children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Bloom Early Learning and Play 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.

6 Actions for Compliance

The service provided ERO with evidence that shows it has addressed the following non-compliance:

  • ensuring laundry facilities are checked as part of daily hazard management (HS12).

[Licensing Criteria for Early Childhood Education & Care Services 2008]

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

21 April 2022 

7 About the Early Childhood Service

Early Childhood Service Name

Bloom Early Learning and Play

Profile Number

47393

Location

Tauranga

Service type

Education and care service

Number licensed for

125 children, including up to 34 aged under 2

Percentage of qualified teachers

80-99%

Service roll

141

Ethnic composition

Māori 16%, NZ European/Pākehā 63%, Indian 4%, Other ethnic groups 17%

Review team on site

February 2022

Date of this report

21 April 2022

Most recent ERO report(s) Akanuku | Assurance Review, July 2019

ERO’s judgement

Regulatory standards

Curriculum

Meeting

Premises and facilities

Meeting

Health and safety

Meeting

Governance, management and administration

Meeting

At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.

Background

Bloom Early Learning and Play is a privately owned and operated service. It was established in 2018. The service has 13 qualified and registered teachers and six unqualified teachers. It is a purpose-built facility with five age-based learning areas. This is the centre’s first ERO review.

Summary of review findings

Children experience respectful and engaged interactions. Learning and relationships are enhanced by teachers who have a good understanding of children’s development. The curriculum is inclusive, responsive and children’s preferences are respected. A language-rich programme is promoted, and a wide range of learning experiences are provided. The large outdoor area fosters children’s confidence and competence enabling them to take risks and face challenges.

The services strategic and annual plans are in place and guide daily operations. Policies and procedures are reviewed regularly and parents are invited to be part of this process, contributing to the development of the service.

Next ERO Review

The next ERO review is likely to be an Education Review.

Phil Cowie

Director Review and Improvement Services

Central Region

22 July 2019

Information about the service

Early Childhood Service Name

Bloom Early Learning and Play

Profile Number

47393

Location

Papamoa

Service type

Education and care service

Number licensed for

125 children, including up to 34 aged under 2

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Under 2

1:3 - Better than regulatory standards

Over 2

1:7 - Better than regulatory standards

Service roll

120

Gender composition

Male 62% Female 38%

Ethnic composition

Māori 10%
NZ European/Pākehā 68%
Other 22%

Review team on site

May 2019

Date of this report

22 July 2019

Most recent ERO report(s)

First ERO review of the service

General Information about Assurance Reviews

All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include:

Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.

ERO undertakes an Assurance Review process in any service:

  • 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 Assurance Review process is determined to be appropriate.

Management Assurance on Legal Requirements

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 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 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.