9 Walbrook Road, Manly, Whangaparaoa
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 Akarangi Quality 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 Walbrook Early Childhood Centre-Butterfly's Garden are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whakaū Embedding |
Learning Conditions |
ERO’s judgement |
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Whakaū Embedding |
Organisational Conditions |
ERO’s judgement |
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Whakaū Embedding |
Walbrook Early Childhood Centre-Butterfly’s Garden is a longstanding service that operates in two modified houses on the Whangaparaoa Peninsula. The centre manager, a registered teacher, leads the service with a team of six qualified teachers and five unqualified staff. A small number of Māori and Pacific children attend the service.
Children’s sense of belonging is enhanced through meaningful interactions and authentic learning experiences. Children set the pace to lead their learning and readily access resources of their choice. Infants and toddlers are treated with care and respect. Kaiako follow individual children’s interests and skilfully recognise opportunities to scaffold their learning.
Children’s transition into, through and beyond the service is thoughtfully planned. Children with additional learning needs are supported with a curriculum planned to meet their developmental stages.
Te reo me ngā tikanga Māori are evident throughout the programme. A growing partnership between Māori whānau and the service is enabling improved outcomes for Māori learners. The service has used the same approach with Pacific families and is beginning to see similar outcomes.
Kaiako are embedding practices that support a responsive curriculum, which provides children with equitable opportunities to learn. Engaging with whānau and the community to develop a curriculum that reflects the service’s shared values and character, is yet to be actioned.
Ongoing kaiako communication helps to build relational trust and capability of this community of learners. Teachers benefit from a sustained mentoring and appraisal programme that holds them accountable for, and contributes to, their professional learning and teaching.
Regular access to professional learning related to internal evaluation is developing a shared team understanding of quality improvement. Kaiako could more deliberately evaluate the impact of their practice on improving learner outcomes when evaluating teaching practices.
The service’s philosophy reflects a commitment to the bicultural heritage of Aotearoa New Zealand and is consistent with Te Whāriki, the early childhood curriculum. Leaders work together to enact the service’s philosophy, vision and mission in collaboration with the teaching team.
Distributed leadership uses the strength of each kaiako. Coherent processes and practices support the service’s daily operation. More consistent monitoring of the regulatory requirements is required.
Walbrook Early Childhood Centre-Butterfly's Garden will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Walbrook Early Childhood Centre-Butterfly's Garden 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.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
21 March 2022
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Early Childhood Service Name |
Walbrook Early Childhood Centre-Butterfly's Garden |
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Profile Number |
20183 |
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Location |
Whangaparaoa, Auckland |
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Service type |
Education and care service |
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Number licensed for |
48 children, including up to 10 aged under 2 |
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Percentage of qualified teachers |
80-99% |
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Service roll |
48 |
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Ethnic composition |
Māori 10, NZ European/Pākehā 31, |
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Review team on site |
January 2022 |
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Date of this report |
21 March 2022 |
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Most recent ERO report(s) |
Education Review, June 2018 ; |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Walbrook Early Childhood Centre-Butterfly’s Garden is a longstanding service that operates in two modified and refurbished houses on the Whangaparaoa Peninsula. Infants, toddlers and older children have their own inside and outdoor spaces. Pre-schoolers are in the house next door, with their own outside area.
The centre is licensed to provide education and care for 48 children, including 10 up to two years of age. The roll includes small numbers of Māori and Pacific children and others from diverse background. The centre is governed and managed by the owner and centre manager. The teachers are fully qualified.
The centre’s philosophy prioritises play as a means for children to integrate their knowledge and develop their understanding of how the world works. Relationships are a significant priority and are based on respectful interactions with each child and their family.
Children are respectful of each other and their teachers. They are very welcoming, friendly and confident. Children work well together in their learning. They engage in complex play by themselves and alongside each other, for long periods of time.
The learning spaces are well resourced and accessible to children to encourage free choice. Teachers talk to children about their play and extend their ideas and language development. They are deliberate in the way they support children with their learning.
Infants and toddlers have a calm space in which to play and learn. Teachers respond sensitively to children’s cues and non-verbal communication. They use children’s routines as learning opportunities and work closely with them. Toddlers have opportunities to develop independence in their play. They make choices about their explorations in the indoor and outdoor environments.
Programmes for older children provide a good foundation for early literacy and numeracy as part of play. Children are encouraged to extend their language and ideas. Those nearing five years of age are encouraged to practise their skills for self-management, in preparation for transitioning to school. Teachers implement effective, inclusive teaching practices that enable children with additional learning needs to participate in the programme.
Teachers’ organised approach to planning for individuals and groups is based on children’s interests. Family aspirations are gathered in various ways. These aspirations are woven through the programme to support children's learning. Learning stories are monitored to ensure they meet quality standards before publication.
Tikanga Māori, te reo Māori, including children leading karakia are evident in portfolios. Waiata Māori is heard and sung at mat time. Children’s individual pieces of Māori and Pacific art are displayed in some environments. Teachers acknowledge the need to continue building bicultural influences into the programmes.
The service has a good framework in place for governance and management. A range of systems, procedures and processes are in place to support the operation of the centre. The centre manager leads and promotes further learning for teachers. Management has high expectations of teachers' practice and of quality provision for children. The service's strategic plan strongly links to positive outcomes for children.
Emerging leaders are identified and mentored through a leadership programme. Targeted, intentional professional development is readily available to all staff and is aligned to individual appraisal goals. Teachers engage in discussions and collectively share understandings about their practice. The new appraisal process has been developed with external support.
The owner and centre manager have identified appropriate next steps for managers and teachers to continue to increase their collective understanding of te ao Māori and bicultural practices, and to use te reo Māori more consistently.
Managers agree that another key next step is to enhance internal evaluation by deepening teachers' engagement in reflective processes that are focused on improving outcomes for children.
Before the review, the staff and management of Walbrook Early Childhood Centre - Butterfly's Garden 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 Walbrook Early Childhood Centre - Butterfly's Garden will be in three years.
Julie Foley
Deputy Chief Review Officer Northern (Acting)
Te Tai Raki - Northern Region
11 June 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 |
Whangaparaoa, Auckland |
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Ministry of Education profile number |
20183 |
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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 |
48 children, including up to 10 aged under 2 |
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Service roll |
65 |
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Gender composition |
Boys 33 Girls 32 |
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Ethnic composition |
Māori |
10 |
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Percentage of qualified teachers |
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 |
1:7 |
Better than minimum requirements |
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Review team on site |
May 2018 |
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Date of this report |
11 June 2018 |
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Most recent ERO report(s) |
Education Review |
August 2014 |
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Education Review |
June 2011 |
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Education Review |
May 2008 |
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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.