110 Tomoana Road, St Leonards-Napier/Hastings, Hastings
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 Bay Buddies Preschool are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whakatō Emerging |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whakatō Emerging Whāngai Establishing |
Bay Buddies Preschool is one of two local centres in the Bay Buddies group. Children play and learn in three age-based areas. An established centre manager leads a newly established team of six qualified teachers. A small number of Māori children and those of Samoan heritage are enrolled.
Children capably lead their own learning in a curriculum which encompasses self-directed activity, hands-on learning, and collaborative play. A calm, purposeful environment and freely accessible resources encourage their exploration and investigation. Children support each other in their play and learn from one another.
Learning outcomes in Te Whāriki, the early childhood curriculum, do not yet consistently provide the basis for assessment for children’s learning. International teachers bring a rich diverse lens to the new staff team. Growing their knowledge and understanding of Te Whāriki is a key focus for service leaders.
Infants and toddlers experience a consistent approach to their care through daily conversations between parents and teachers. Children with additional learning needs are well-supported to achieve their goals through learning-focussed partnerships between teachers, parents, and external agencies. The service is yet to implement strategies so that all children, including Māori and Pacific children, see and hear their culture, language and identity reflected in the curriculum.
The centre manager purposefully leads teachers to enact the service philosophy and vision. Systems and processes to support collaboration and share good practice are established. Work is ongoing to build teachers’ capability in evaluation for improvement and is well supported and carefully monitored by the centre manager.
Outcomes for children and their whānau are promoted through well-developed policies and procedures. Leaders responsible for governance and management ensure that opportunities for professional learning and development focus on building the capability of teachers and leaders.
Bay Buddies Preschool will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Bay Buddies Preschool 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)
6 March 2024
| Early Childhood Service Name | Bay Buddies Preschool |
| Profile Number | 30208 |
| Location | Hastings |
| Service type | Education and care service |
| Number licensed for | 35 children, including up to 12 aged under 2 |
| Percentage of qualified teachers | 80-99% |
| Service roll | 38 |
| Review team on site | December 2023 |
| Date of this report | 6 March 2024 |
| Most recent ERO report(s) | Akanuku | Assurance Review, April 2022; Education Review, March 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 |
| Governance, management and administration | Meeting |
At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.
Bay Buddies Preschool is one of three local centres owned and operated by MLC Educare Ltd. This is the centre’s first ERO review under new ownership. Children under three years old play and learn in a
mixed-age environment. Most transition to the adjacent Bay Buddies Kindergarten.
The service curriculum provides children with a range of experiences and opportunities to enhance and extend their learning and development - both indoors and outdoors, individually and in groups.
Children experience positive, respectful interactions with adults. Strategies are in place to involve parents and whānau in their children’s learning.
A policy framework and an annual plan guide centre operation. Teacher appraisal and internal evaluation processes are established. Health and safety procedures are monitored and changes made when required. The premises and facilities are resourced to provide for the learning and abilities of the children attending.
Next steps include:
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Shelley Booysen
Acting Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
4 April 2022
| Early Childhood Service Name | Bay Buddies Preschool |
| Profile Number | 30208 |
| Location | Hastings |
| Service type | Education and care service |
| Number licensed for | 24 children, including up to 12 aged under 2 |
| Percentage of qualified teachers | 80-99% |
| Service roll | 15 |
| Ethnic composition | Māori 2, NZ European/Pākehā 9, Other ethnic groups 4 |
| Review team on site | February 2022 |
| Date of this report | 4 April 2022 |
Most recent ERO report(s)
| Education Review, March 2018; Education Review, February 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.
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.
ABC Hastings Central provides education and care for children from birth to school age, five days a week. At the time of this ERO review, approximately half of the children enrolled identified as Māori.
Since the February 2015 ERO report, a new centre manager and a team leader have been appointed. The centre has experienced significant changes to staffing. Most teachers are fully qualified.
Day-to-day operation of the centre is the responsibility of the centre manager, who supports the teaching team.
The previous ERO report identified several areas requiring further improvement. These included: strengthening the curriculum for infants and toddlers; assessment planning and evaluation; extending the bicultural curriculum and promoting success for Māori as Māori. In addition, developing staff understanding and use of guiding policies and procedures, including hazard identification were needed. Good progress has been made to improve these areas.
ABC Hastings Central is owned and operated by BestStart Educare Ltd. BestStart (previously known as Kidicorp Ltd) is a large national organisation that owns early childhood services across New Zealand.
Children are learning to explore, be confident, take risks and follow their interests. They experience warm and respectful relationships and interactions. Teachers know children well and work alongside them supporting their learning.
Teachers sensitively respond to and support infants’ and toddlers’ needs for strong and secure attachments. They maintain a calm and unhurried pace in which younger children have space and time to lead their learning.
There is a strong emphasis on extending the curriculum through the centre's natural environment and supporting children to be active urban explorers. They have many opportunities to explore their local neighbourhood through regular excursions.
A recent review of the centre philosophy was undertaken with staff, including contributions from parents and whānau. Leaders and teachers, in partnership with their community, should now determine what the service's key valued learning outcomes are for children. This should help them to decide curriculum priorities and the teachers' practices that will support realisation of these ideals.
Kaupapa Māori aspects are well promoted and evident in the centre. Children have opportunities to celebrate and share their whakapapa with their peers. Some teachers confidently use te reo Māori with children. A next step to enrich the bicultural curriculum is to support all teachers to use te reo Māori in everyday practice in the centre.
Learning partnerships with families and whānau are developing well. Teachers are increasing their knowledge about how to use parent and whānau aspirations to plan and design a curriculum that is meaningful for their child's learning.
A useful programme planning framework has recently been implemented. All children's needs are planned for individually. Teachers notice children’s learning and interests.
Leaders agree that the assessment, planning and evaluation needs to support greater challenge, complexity and progression for children's learning. As this process develops, leaders and teachers should consider ways teachers can make clearer links to the learning dispositions, the services valued outcomes and the valued outcomes in the early childhood curriculum, Te Whāriki (2017).
A well-considered approach for children transitioning into and through the centre is in place. The centre actively supports their transition to school. A range of useful strategies are used to engage parents in all aspects of this transition.
The professional service manager and business manager provide regular feedback, support and guidance for ongoing improvement to the curriculum implementation, teaching and learning and centre operation. Leaders and teachers continue to build a culture in which children are first and foremost in all aspects of the centre.
A sound appraisal system is in place to support and grow teachers' capability. Formal observations of practice provides useful information about the quality of teaching. In addition, teachers and leaders are building their capabilities through an inquiry and knowledge-building framework to help improve outcomes for children. BestStart provides opportunities for staff to participate in a wide range of professional learning and development.
Teachers are growing their confidence and understanding of group, individual reflection and self review to improve their practice. Leaders should consider ways to support the teaching team to build their internal evaluation understanding and capability. This should assist leaders and teachers to evaluate how well and which practices impact positively on children’s learning.
ERO and leaders agree that key next steps are to continue to:
Before the review, the staff and management of ABC Hastings Central 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 ABC Hastings Central will be in three years.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
1 March 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 | Hastings | ||
| Ministry of Education profile number | 30208 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 37 children, including up to 10 aged under 2 | ||
| Service roll | 33 | ||
| Gender composition | Girls 23, Boys 10 | ||
| Ethnic composition | Māori Pākehā Samoan Indian | 16 7 1 9 | |
| Percentage of qualified teachers | 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 2018 | ||
| Date of this report | 1 March 2018 | ||
Most recent ERO report(s)
| Education Review | February 2015 | |
| Education Review | September 2011 | ||
| Supplementary Review | June 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:
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.