16 Mahunga Drive, Mangere Bridge, Auckland
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 Bizzy Kidz Childcare are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whakaū Embedding |
Ngā Akatoro Domains |
ERO’s judgement |
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He Whāriki Motuhake The learner and their learning |
Whāngai Establishing |
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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 |
Whakaū Embedding |
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Te Whakaruruhau Stewardship through effective governance and management |
Whakaū Embedding |
Bizzy Kidz Childcare is one of seven services owned by the Childcare and Learning Group. The centre caters for 80 children up to school age, including 30 children under the age of two years. The centre manager is supported by seven qualified and five unqualified teachers. Children and staff come from the local multi-cultural community.
Children are encouraged to take responsibility for wellbeing of themselves and others, and to care for the environment. Use of their home languages is supported by teachers as they learn with and alongside their friends. Children are familiar with daily routines and display a sense of belonging in the centre. Successful transitions are supported by effective partnerships between families, the service and local schools.
Teachers thoughtfully resource the learning environment and encourage children to explore a wide variety of learning experiences. Those working with infants and toddlers maintain a calm and slow pace to support children’s wellbeing. They plan a programme that is responsive to children’s physical development, interests and abilities. Excursions into the community enrich children’s learning.
Te reo me ngā tikanga Māori are valued by teachers and parents and visible in the centre. Teachers promote tuakana/teina relationships, where older children support younger children. Cultural artefacts and resources, phrases and songs affirm the languages, cultures and identities of Pacific children.
The teaching team works collaboratively to plan programmes that support children’s ongoing learning. Leaders and teachers have identified a goal of strengthening learning partnerships with parents and whānau to enhance children’s learning.
Leaders empower teachers to take responsibility for their own professional growth. Teachers share new learnings with each other, and they reflect on how these can contribute positively to the learning outcomes for all children. Teachers engage in purposeful evaluation projects that enhance the curriculum and teaching practice, and positively impact children’s learning. Parent feedback informs decision making that contributes to the service’s ongoing improvement.
There have been changes in the governance and management of the service since the 2017 ERO review. Service leaders have been proactive in establishing clear goals for continuous improvement. They provide equitable opportunities for children’s learning by ensuring the centre is accessible to all parents and whānau in the local community.
Bizzy Kidz Childcare will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Bizzy Kidz Childcare 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.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
27 May 2021
| Early Childhood Service Name | Bizzy Kidz Childcare |
| Profile Number | 46491 |
| Location | Mangere, Auckland |
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Service type |
Education and care service |
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Number licensed for |
80 children, including up to 30 aged under two. |
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Percentage of qualified teachers |
80%+ |
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Service roll |
56 |
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Ethnic composition |
Māori 12 |
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Review team on site |
April 2021 |
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Date of this report |
27 May 2021 |
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Most recent ERO report(s) |
Education Review, August 2017 |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Bizzy Kidz Childcare owners and teachers are well placed to continue systematically planning to improve the curriculum and begin establishing effective internal evaluation to further promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Bizzy Kidz Childcare opened in 2014 in a large, renovated warehouse. The owners are qualified early childhood teachers. They oversee centre governance and management and are closely involved in the centre's daily operations. The centre is licensed for 80 children, including up to 30 under two years of age. Occupancy rates have been consistently high for the past two years.
The centre provides programmes in two age-related groups. The Rā room caters for children up to two years of age and is led by a supervisor and the teaching team. Rāngi caters for children over two years old and teachers in this room rotate the role of team monitor.
Most children have Pacific heritage, being mainly Tongan, Samoan and Cook Island Māori. The next biggest groups are Pākehā and Māori. Other ethnic groups make up 20 percent of the roll.
The centre's philosophy acknowledges children as unique individuals. It espouses a commitment to developing children's sense of belonging through positive relationships with peers and adults. It also values meaningful learning through play that enables children to become independent, confident and competent individuals. Teachers are developing an understanding of what this means for their practice.
The centre employs 18 staff including nine qualified teachers. In 2014 many staff transferred to this service from the owners' first centre. Staffing has been stable this year with one new member joining the team.
This is the first review of Bizzy Kidz Childcare.
Children are friendly and confident. They are curious to explore and are encouraged to share their ideas. Literacy, mathematics, science and physical activity are included in many aspects of the programme. Children's home languages and cultures are reflected in the centre's environment, documentation and curriculum.
The children in Rā experience a programme that is underpinned by Te Whāriki, the early childhood curriculum. Teachers are aware of the particular needs of infants and toddlers. There is a calm, unhurried pace to the day. Children receive affectionate care and are secure in their relationships with adults. There is good support for their oral language development. Teachers should continue to reflect on the Pikler theory that underpins their room's philosophy and what this means for their practice.
Teachers are beginning to implement child-led learning through play and should now provide greater challenge and complexity for children. They have made good progress with integrating te reo Māori and bicultural practices in programmes. Teachers should review the effectiveness of children's engagement in the learning environment and use observations of children's play to inform planning. This use of teachers' knowledge about children should help to make the continuity of learning for individual children more visible.
The owners have implemented efficient administration systems and developed a vision and philosophy that guide the centre's strategic direction. There is further work needed to link the strategic plan to internal evaluation findings. Owners and teachers should monitor the extent to which outcomes for children improve over time as a result of internal evaluation and strategic planning. The owners agree that they should establish a cycle of policy review to ensure that centre policies and practices remain up to date.
The owners have focused on building trusting, respectful team relationships. Teachers access some external professional development and networks that are contributing to shared understandings in relation to current theories about teaching and learning. The owners agree that teachers' appraisals needs to be strengthened to support their professional learning and to improve their leadership capability. Professional development should include learning about positive guidance and internal evaluation that improves the quality of teaching.
Priorities to improve outcomes for children and centre sustainability agreed between the owners and ERO in the course of this review include external professional support to improve and embed:
internal evaluation
teaching practices that support an emergent curriculum and children's developing social competence.
ERO recommends that the service develops and systematically implements a plan to address the areas for development and key next steps identified in this report.
Before the review, the staff and management of Bizzy Kidz Childcare 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 Bizzy Kidz Childcare will be in three years.
Violet Tu’uga Stevenson
Deputy Chief Review Officer Northern (Acting)
7 August 2017
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 |
Mangere Bridge, Auckland |
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Ministry of Education profile number |
46491 |
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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 |
80 children, including up to 30 aged under 2 |
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Service roll |
95 |
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Gender composition |
Girls 54; Boys 41 |
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Ethnic composition |
Māori |
16 |
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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 |
1:7 |
Better than minimum requirements |
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Review team on site |
June 2017 |
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Date of this report |
7 August 2017 |
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Most recent ERO report(s)
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No previous ERO reports |
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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.