East Coast Bays Community Creche - 02/11/2016

1 Evaluation of East Coast Bays Community Creche

How well placed is East Coast Bays Community Creche to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.


East Coast Bays Community Creche is a community based centre located in Browns Bay. It caters for children up to five years of age in a mixed age group setting, and offers both morning and extended sessions. The centre has served children and families for over 30 years and is licensed for 30 children, including 10 children up to two years of age. The centre philosophy embraces Te Whāriki, the early childhood curriculum, and the principles of Reggio Emilia.

Key aspects that are integral to the centre philosophy are respect for children, relationships with families, and nurturing children's positive learning dispositions to support their success. Teachers have developed good systems to link with local schools and support transitions.

The creche is governed by a management committee made up of parents, the senior teacher and a staff representative. This committee provides management support for employing staff, finances, planning and policy development. The senior teacher has overall responsibility for running day to day operations. The teachers, who are all registered, have developed strong relationships with families and the community.

The creche has a positive reporting history with ERO. The 2013 ERO report identified many positive features of the service. These included an inclusive environment, a strong emphasis on children's wellbeing, and good use of self review to increase the effectiveness of the programme. These areas of good performance are still evident and have been further consolidated and strengthened.

The Review Findings

Children are highly engaged and motivated, learning through play and routines. There is a calm and settled tone, modelled and affirmed by teachers, but also a strong sense of fun and enjoyment in discovery. Children initiate and lead their play. The arrangement of resources, and teachers' comments and questions, provoke children's curiosity and extend their thinking. Leaders have invested in good quality resources to promote exploration and creativity. A distinguishing feature is the wide range of art and craft media that children are encouraged to explore.

Skilful teaching and teachers' deep commitment to strong relationships and children's wellbeing play a powerful role in supporting learning. Teachers foster children's sense of belonging, confidence and independence as children pursue their own interests. Children are viewed as competent learners and teachers encourage them to collaborate with others and investigate ideas. Teachers use open questions well to extend children's conversations and thinking. Early literacy, mathematics and science concepts are well integrated into children’s play.

Teachers are committed to embedding bicultural practices in the centre. The programme incorporates waiata, tikanga Māori, te reo, karakia, kapa haka, pepeha, creation stories, manaakitanga, and kaitiakitanga. Teachers build partnerships with whānau, the local community and marae to develop bicultural practices in the creche. These features provide a solid foundation for Māori to succeed as Māori, and for the languages and cultural identities of other children to be affirmed.

Teachers provide a curriculum that is highly responsive to children's interests. Planning is focused on individual children and teachers frequently discuss strategies for extending learning. The learning environment inspires children's curiosity and engages and challenges them. High adult to child ratios help teachers to notice, recognise and respond to children's interests and strengths, including those who have additional needs. Teachers make very good use of the limited space to support children's learning.

Parents are encouraged to be partners in their children’s learning. They have many opportunities to participate in the programme, contribute to reviews and support their children’s progress. Parents discuss and have input into children's learning stories and portfolios. They are highly involved in special events such as the Matariki celebration for the beginning of the Māori New Year. Parents, teachers and children share information and lots of stories on a daily basis.

High quality leadership is focused on children's education and the creche's community-based culture. Leadership decisions are guided by the values of equity, excellence and advocacy. Teachers are valued as professionals. Professional development for teachers is research-based, meaningful and relevant. There is a strong focus on building leadership capability and strengthening professional practice. Sound appraisal processes support teachers to reflect on and improve their teaching practice.

Strategic and annual planning is well developed, relevant and aligned. The creche has clear, coherent systems and a sound framework for monitoring and evaluating practices and processes. Evaluative and reflective practice is strongly evident. Self review is ongoing, collaborative, wide-ranging and robust. Board members are supported by the centre leader to connect back to the centre's vision, values and philosophy.

Key Next Steps

Centre leaders have identified relevant next steps that include:

  • continuing to build te reo Māori and tikanga Māori in the programme through professional learning for teachers

  • making children's learning in mathematics more visible in portfolios and learning stories

  • further developing the outdoor learning environment so that it is well used to support children's learning.

Management Assurance on Legal Requirements

Before the review, the staff and management of East Coast Bays Community Creche 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of East Coast Bays Community Creche will be in four years.

Graham Randell

Deputy Chief Review Officer Northern

2 November 2016

The Purpose of ERO Reports

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.

2 Information about the Early Childhood Service


Browns Bay, Auckland

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 10 aged under 2

Service roll


Gender composition

Girls 50 Boys 42

Ethnic composition






South African









Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates


Reported ratios of staff to children

Under 2


Better than minimum requirements

Over 2


Better than minimum requirements

Review team on site

July 2016

Date of this report

2 November 2016

Most recent ERO report(s)

Education Review

October 2013

Education Review

November 2010

Education Review

June 2007

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.