7 George Drive, Huntly
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Bizzy Bodz Early Learning Centre - Huntly is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Bizzy Bodz Early Learning Centre - Huntly is a privately-owned early childhood care and education centre, located on the southern side of Huntly. It is licensed for 46 children, including 16 up to the age of two. The current roll of 51 children includes 24 who are Māori. Other children in the centre come from a range of different cultures. The centre runs an all-day service from 7.00 am until 5.30 pm. There are two learning areas in the centre; one for children up to the age of two and one for children over two years.
The philosophy of the service is underpinned by ‘embedding manaakitanga and whanaungatanga in all that we do, we promote kindness, inclusiveness, trust, respect, empathy and integrity’.
New owners of the centre took over operation in March 2018. Since then a new head teacher has also been appointed. There have been some further changes in staffing. The new owners and operations manager provide oversight at a governance level. They work collaboratively with the head teacher who manages the centre on a day-to-day basis. Most of the staff are fully qualified.
Children benefit from responsive and caring relationships with teachers in a secure and stimulating environment. Teachers work alongside children to guide their learning. There are many opportunities for children to develop their social and emotional competencies. Inclusive practice supports the interests and needs of all children. Intentional teaching strategies are used to extend children's learning and progress over time. Children are enthusiastic, engaged and enjoy learning.
Partnerships with parents are fostered through a wide range of initiatives and opportunities to contribute to the life of the centre. Parents' views and aspirations for their children's learning are actively sought and responded to. Open, regular and timely communication has built trusting relationships and learning partnerships with many parents and whānau. Leaders identified continuing to strengthen relationships with whānau and the wider community as a next step, to further support and improve their involvement and cultural input within the centre.
Māori children's language, culture and identity are valued and affirmed across the centre through use of te reo me ngā tikanga Māori. Waikato-Tainui heritage is visible in the programme. Children of other cultures are also acknowledged through some use of basic home language by teachers and through cultural celebrations. Leaders and teachers identified continuing to develop teachers' knowledge and use of other languages and cultures as a next step, to further support diverse groups of children to achieve success.
Assessment, planning and evaluation reflect children's engagement in a broad curriculum and extension and progress over time. Individual learning plans show children's interests, strengths and needs.
A shared leadership approach is effectively building a collaborative team culture. Teachers feel supported and valued. Opportunities for leadership and professional growth are fostered with a shared focus on improving practice and learning outcomes for children. A new online appraisal system and regular policy review cycle are being implemented to strengthen processes and practice.
A collaborative approach to governance and management supports the enactment of the philosophy, vision and goals of the service. Strategic and annual planning are well aligned.
Leaders identified and ERO agree priority should be given to:
implementing the new online appraisal system to strengthen teaching practice
continuing to strengthen relationships with whānau and the wider community, to further support and improve their involvement and cultural input within the centre
continuing to develop teachers' knowledge and use of other languages and cultures across the centre, to further support diverse groups of children to achieve success.
Before the review, the staff and management of Bizzy Bodz Early Learning Centre - Huntly 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.
ERO found an area of non-compliance related to the health and safety standard. To meet requirements the service needs to improve its performance in the following area and ensure they:
eliminate, isolate or minimise any hazards to the safety of children - unsecured electric cord.
[Licensing Criteria for Early Childhood Education and Care Centres 2008 HS12].
Since the onsite review the service has provided ERO with evidence that shows it has addressed the non-compliance by eliminating the hazard to the safety of children.
To improve current practice, the early childhood leaders and service management should:
Darcy Te Hau
Acting Director Review and Improvement Services (Central)
Central Region - Te Tai Pūtahi Nui
18 June 2020
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 |
Huntly |
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Ministry of Education profile number |
30207 |
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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 |
46 children, including up to 16 aged under 2 |
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Service roll |
51 |
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Gender composition |
Male 26 Female 25 |
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Ethnic composition |
Māori |
24 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
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Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
December 2019 |
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Date of this report |
18 June 2020 |
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Most recent ERO report(s) |
Education Review |
July 2016 |
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Education Review |
November 2013 |
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Education Review |
November 2010 |
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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:
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.
Huntly Kidz Childcare Centre is a privately owned early childhood care and education centre located on the southern side of Huntly. It is licensed for 46 children including 16 up to the age of two. The current roll of 52 children are mainly Māori who whakapapa to hapū within Tainui. Other children in the centre come from a range of diverse ethnic backgrounds. The centre runs an all-day service from 7.00 am until 5.30 pm. There are two learning areas in the centre, one for children up to the age of two and one for children over two.
Since the last ERO review in 2013 the ownership and leadership of the centre has changed. The majority of teachers are also new to the centre. The new owners manage the centre on a day to day basis while the experienced head teacher provides professional and programme leadership to the teaching team. The majority of staff are fully qualified.
The new team has responded well to the areas for review and development identified in the last ERO report.
Children and their whānau are warmly welcomed into the centre and this contributes to a strong sense of whanaungatanga and belonging. Whānau aspirations for their children are valued. Teachers relate to children with respect and humility.
Children benefit from a programme based on Te Whāriki, the early childhood curriculum. Early concepts of literacy and mathematics are integrated meaningfully into children's play. They experience a programme including the arts, science and technology, construction and music and movement. The indoor environment for the under two children and the outdoor environment for the over twos have recently been refurbished in order to extend children's learning and thinking. Quality mat times provide opportunity for focussed literacy and mathematics learning. Flexible routines promote a sense of well-being and are used to develop children's independence and self-management skills.
Children's growing understanding of themselves as kaitiaki of the world around them is an ongoing curriculum focus. The development of social skills such as making and maintaining friendships and solving problems when playing together are encouraged.
Babies and toddlers are well provided for in a centrally located and well-equipped space. They are able to lead their own play and exploration. Teachers are gentle and caring. A structured but flexible transition in to the over-two area ensures their learning is not disrupted.
Children's identity as Māori is reinforced by deepening their understanding of atua Māori such as Tāne and Tāwhirimātea. The curriculum embraces this learning.
Teachers' planning begins with a focus on children's interests. A learning disposition such as building confidence or providing opportunities for trial and error is identified along with a valued outcome and for Māori children learning about a Māori view of creation. Activities and experiences that encompass these areas are then developed. Learning interests are more intentional and meaningfully integrated into children's play.
Assessment portfolios have recently been strengthened so that they clearly capture the child's interests and learning.
Teachers regularly reflect on their practice. Their skills in noticing and responding to children's ongoing learning has been strengthened through the appraisal process, as have their skills in managing children's behaviour.
ERO observed examples of open-ended questioning, support for oral language development, and supporting rather than directing children's play. This support is allowing teachers to systematically extend children's thinking and build complexity into their learning.
The head teacher has developed a strong, professional team culture. Teachers and leaders work collaboratively to ensure positive outcomes for children and whānau. High levels of trust and sound systems for giving and receiving feedback, managing change and maintaining effective working relationships are contributing to continuous and ongoing improvement in teacher practice. Teachers feel valued and are strongly committed to ensuring positive outcomes for all children and their whānau.
An effective mixture of centre-wide and individual professional development supports teacher's ongoing improvement. A new on-line appraisal system has enhanced the way they reflect on their practice and discuss the way they improve outcomes for children, parents and whānau.
The new owners have strengthened financial management and health and safety systems. A sound policy framework guides daily practice. A collaboratively developed strategic plan includes clear priorities for improving the quality of care and education at the centre. A newly developed process for self-review has led to meaningful change and continued improvement.
Equitable early childhood care and education is provided for children and their whānau in the Huntly community. Leaders value their community and continue to find ways of engaging with them in order to provide more learning opportunities for children. These engagements ensure the centre closely reflects the culture of the community and its aspirations.
In order to continue to improve practice the centre should:
strengthen the ways the children's Waikato-Tainui and Kīngitanga heritage is reflected and made visible in all aspects of the centre and its programme
continue to strengthen parent involvement and cultural input to ensure that all children's diverse cultural heritages are acknowledged and celebrated
establish a system of ongoing cyclic curriculum review to ensure that current theory and best practice is reflected in teacher practice and programme resources
strengthen planning and assessment for individual children to promote a more systematic response to each child's learning and development and show progress over time.
Before the review, the staff and management of Huntly Kidz Childcare Centre 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.
The next ERO review of Huntly Kidz Childcare Centre will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
Waikato/Bay of Plenty
15 July 2016
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 |
Huntly, Waikato |
||
|
Ministry of Education profile number |
30207 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
46 children, including up to 16 aged under 2 |
||
|
Service roll |
52 |
||
|
Gender composition |
Boys 33 Girls 19 |
||
|
Ethnic composition |
Māori Pākehā Other |
35 12 5 |
|
|
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 |
June 2016 |
||
|
Date of this report |
15 July 2016 |
||
|
Most recent ERO report(s)
|
Education Review |
November 2013 |
|
|
Education Review |
November 2010 |
||
|
Education Review |
January 2008 |
||
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.