20 Tawa Street, Mount Maunganui
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 (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Bambinos Early Childhood Centre (Tawa St) are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whakawhanake Sustaining |
Ngā Akatoro Domains |
ERO’s judgement |
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He Whāriki Motuhake The learner and their learning |
Whakaū Embedding |
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Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakaū Embedding |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whakaū Embedding |
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Kaihautū Leaders foster collaboration and improvement |
Whakawhanake Sustaining |
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Te Whakaruruhau Stewardship through effective governance and management |
Whakawhanake Sustaining |
Bambinos Early Childhood Centre (Tawa St) is a privately owned education and care centre. It is part of the Bambinos group which includes two other centres in Auckland. The centre provides an all-day service in two age-based rooms. A centre manager is responsible for the daily running of the centre.
Children benefit from a responsive programme consistent with Te Whāriki, the early childhood curriculum. Well-resourced settings encourage exploration and participation in calm and settled environments. Opportunities to learn about local legends and the wider community are promoted. Aspects of te reo and tikanga Māori are integrated into daily teaching practices. Leaders acknowledge the need for the service to further develop and integrate knowledge and understanding of Mātauranga Māori. Children’s learning is enhanced by a curriculum that responds to their interests and individual choice.
Strong relationships between teachers, children and their families reflect the centre’s philosophy. Transitions are tailored to individual needs and supported by teacher’s involvement with their local Kāhui Ako. Assessment for learning practices draw from a range of information sources. They recognise children’s efforts, challenges, and successes over time. The service is at the early stages of integrating the languages and cultures of Māori and Pacific children, and those of other heritages into assessment practices. Respectful, reciprocal interactions between teachers, children and their families promote positive learning outcomes.
Collaboration and relational trust effectively support leaders and teachers to grow their practice. Leaders mentor and guide their learning community and facilitate an ongoing, shared understanding of the service’s goals and priorities for children’s learning. Teachers access relevant professional learning that promotes improvement over time. Teachers are well supported to improve teaching and learning and implement a child-centred programme.
Sound governance practices ensure that the learning and wellbeing of children, families and teachers are the primary considerations for decision making. Coherent organisational conditions enable leaders and teachers to do and use evaluation for improvement. Evaluation processes are yet to include the intended outcomes of Te Whāriki.
Bambinos Early Childhood Centre (Tawa St) will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Bambinos Early Childhood Centre (Tawa St) 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.
Shelley Booysen
Acting Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
17 August 2021
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Early Childhood Service Name |
Bambinos Early Childhood Centre (Tawa St) |
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Profile Number |
46186 |
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Location |
Mount Maunganui, Tauranga |
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Service type |
Education and care service |
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Number licensed for |
50 children, including up to 20 aged under 2. |
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Percentage of qualified teachers |
80-99% |
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Service roll |
47 |
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Ethnic composition |
Māori 1, NZ European/Pākehā 43, Other ethnic groups 3. |
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Review team on site |
June 2021 |
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Date of this report |
17 August 2021 |
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Most recent ERO report(s) |
Education Review, May 2018; Education Review, March 2015. |
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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.
Bambinos Early Childhood Centre (Tawa St) is a privately owned education and care centre located in Mount Maunganui, Tauranga. It is part of the Bambinos group which includes two other centres in Auckland. It is licensed for 50 children including 20 children up to the age of two years. The current roll of 58, includes a small number of Māori children. The centre provides an all-day service in two age-based rooms.
A centre manager is responsible for the daily running of the centre. She is supported by two recently appointed room co-ordinators. Most of the teachers are qualified early childhood educators. Other teachers are either in training or have overseas qualifications.
Through the centre philosophy teachers aim to provide an extension of the home environment where each child is respected as an individual. Teachers are committed to developing nurturing and inclusive relationships that support children to learn through play.
Since the last ERO review in 2015 some progress has been made in relation to assessment and planning practices. This remains an area to be strengthened.
Teachers respond to children’s learning priorities through the emergent curriculum. Parents' aspirations, children's interests, strengths and dispositions are carefully considered and planned for. Children benefit from a curriculum which places emphasis on environmental sustainability and healthy living. Teachers naturally integrate literacy, mathematics and oral language in to children's play.
Children's portfolios provide a useful record of their learning. These are available for parents and extended whānau via a digital portal.
Strong, respectful and reciprocal relationships are evident between leaders, teachers, children, parents and whānau. Teachers know children and their whānau well and use this knowledge to strengthen children's sense of belonging. A collegial teaching team regularly share information about children to ensure that each child's needs are responded to consistently.
Children benefit from learning environments which are carefully thought out and well-resourced. Teachers add complexity to children's learning by planning learning experiences which follow children's interests and extend their knowledge and skills. Māori children are encouraged to experience success as Māori through the use of waiata, karakia, Māori legends and some use of te reo by teachers.
Transitions into and within the centre are flexible and individualised for each child. Strong relationships have been formed with local schools which facilitates smooth transitions for children moving on to school.
Children with additional needs are well-supported. Leaders and teachers coordinate with parents, whānau and a range of external providers to ensure their needs are met.
Children up to the age of two have the opportunity to build strong attachments with a familiar adult. Individualised and responsive care routines are well used as opportunities for learning. Children's development of oral language skills are well supported. Resources, equipment and the environment provide appropriate challenge for infants and young children.
The distributed leadership model empowers teachers to grow their professional capability. The experienced, respected manager promotes a calm and inclusive approach to leadership and a commitment to positive outcomes for children. Strong systems and processes guide centre operations. Many aspects of the philosophy are well enacted in centre practice. There is generous provision for professional learning and development for teachers. The appraisal process has recently been reviewed and aligns with Education Council requirements.
Children learn and play in a safe and well managed environment.
The next steps for Bambinos are to strengthen:
Before the review, the staff and management of Bambinos Early Childhood Centre (Tawa St) 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 Bambinos Early Childhood Centre (Tawa St) will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
Te Tai Miringa - Waikato / Bay of Plenty Region
9 May 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 |
Mount Maunganui |
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Ministry of Education profile number |
46186 |
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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 |
50 children, including up to 20 aged under 2 |
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Service roll |
58 |
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Gender composition |
Girls 25 |
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Ethnic composition |
Māori |
4 |
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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 |
1:8 |
Better than minimum requirements |
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Over 2 |
1:4 |
Better than minimum requirements |
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Review team on site |
March 2018 |
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Date of this report |
9 May 2018 |
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Most recent ERO report(s) |
Education Review |
2015 |
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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.