203 Ngatai Road, Otumoetai, Tauranga
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 Biggles Early Learning Limited are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whāngai Establishing |
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 |
Biggles Early Learning Limited is one of three services, privately owned and operated. The centre caters for children from birth to school age in two age-based rooms. The centre owner leads a team of six qualified and one unqualified teacher.
The service implements a curriculum that supports children’s individual interests and learning needs. Children’s developing capabilities are fostered. Teachers’ practices enable all children to participate in learning alongside their peers. Established learning focused partnerships that include opportunities for sharing about children’s progress and learning are evident. Parents and whanau are invited to contribute to their children’s learning.
Teachers are working towards establishing a responsive curriculum that promotes children’s independence and decision-making. Teacher’s scaffold children’s learning and development through an environment that is well-resourced and provokes imagination and critical thought. Oral language is encouraged across a wide range of domains. Children benefit from responsive and reciprocal relationships with their teachers.
Further focus on the design and planning of the curriculum that recognises and responds to children’s language, culture and identity is required. Teachers and leaders are developing their approach to integrating te reo and tikanga Maori to provide a culturally responsive and localised curriculum for children. Some elements of te reo Māori were observed in practice. Assessment and planning for learners needs to reflect their individual identities more strongly.
Leaders and teachers are embedding collaborative relationships to build their professional knowledge. Regular professional learning has been accessed to build teacher capability. Relational trust between teachers and leaders enables accountability and collective responsibility. Appraisal processes are designed to encourage teachers’ reflective practice. Ongoing professional development for teachers’ supports improved outcomes for children.
Leaders have established the conditions that enable centre wide improvement. Sound systems, processes and practices that support decision making are firmly in place. Internal evaluation is used for the purpose of change and improvement to achieve equitable outcomes for children.
Biggles Early Learning Limited will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Biggles Early Learning Limited 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.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
22 June 2021
| Early Childhood Service Name | Biggles Early Learning Limited |
| Profile Number | 46618 |
| Location | Otumoetai, Tauranga |
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Service type |
Education and care service |
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Number licensed for |
28 children, including up to 8 aged under 2. |
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Percentage of qualified teachers |
80%+ |
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Service roll |
37 |
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Ethnic composition |
Māori 2, NZ European/Pākehā 27, Other ethnic groups 8 |
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Review team on site |
March 2021 |
|
Date of this report |
22 June 2021 |
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Most recent ERO report(s) |
Education Review, May 2017 |
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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.
Biggles Early Learning Centre is a newly established, privately owned centre situated in Tauranga, serving the Matua, Pillans Point and Otumoetai areas. It provides education and care for children from birth to school age, between 8.30am - 3.30pm weekdays. The centre is licensed for 28 children, including up to eight under the age of two and operates two age-based areas. The service operates small group sizes to support a homely environment.
The service's philosophy aims to provide a learning environment where children can develop a love of learning. They operate under the curriculum principles of Montessori and Te Whāriki, the early childhood curriculum. The centre owner manages the service and is supported by a team of teachers working in a shared leadership model. This is the first ERO review of the service.
Children and their families are warmly welcomed into a homely, calm and settled environment. Children experience close and trusting relationships with their teachers and build strong friendships with their peers. Parents and teachers have developed open communication with each other. Positive relationships at all levels contribute to children developing a strong sense of belonging at the centre.
Children benefit from small group sizes, particularly in the infant and toddler areas. There is a deliberate approach to the provision of small group sizes, particularly in the under two room. Teachers successfully provide a language rich environment, skilfully tuning into infants' non-verbal body language and cues. Younger children's oral language is well supported by teachers who socialise, sing, read stories and have conversations throughout the day.
Children benefit from close attention by teachers who encourage them to participate in small groups and activities. Teachers respond to and work alongside children to develop their knowledge and skills. In addition, transitions into the centre are well supported by responsive teachers who assist children to settle quickly. An individualised approach to transition between age-group areas consider children's feelings and fosters their emotional wellbeing.
Aspects of the centre's curriculum are effectively promoting positive outcomes for children's learning. Key priorities for the curriculum include an emphasis on:
an environment that reflects the five key areas of Montessori
the integration of literacy and mathematical concepts
the celebration of cultural diversity
a commitment to New Zealand's bicultural heritage
assessment and planning practices that celebrate children's achievements and progress in learning.
An attractively presented outdoor environment provides opportunities for children to care for gardens and pets. Learning is enriched through regular excursions within the local and wider community and by visitors to the centre.
Routines are largely structured and adult directed. Further consideration is necessary to explore how routines can better support children to have more time for independent, uninterrupted and sustained learning opportunities. This will support the centre to fully enact the services' Montessori principles and Te Whāriki, where children have freedom of movement and exploration.
Centre leadership has effectively established an organisational culture based on relational trust and collaborative ways of working. Strong systems and processes have been developed for the smooth day-to-day running of the centre. Emergent leadership amongst teachers is encouraged and their strengths are valued and recognised. Leaders and teachers have worked hard to establish planned and emergent internal evaluation practices. These have contributed to ongoing improvement and positive outcomes for children.
ERO has identified the key next step is to review the service's documented philosophy in relation to the Montessori and Te Whāriki principles that underpin the centre's curriculum's design and implementation, particularly in the older age group area. This review should consider:
the impact of the routines on children's learning and development
positive guidance teaching strategies
continuing to access external professional development particularly in relation to the Montessori philosophy and practice.
Attention to these aspects of curriculum and teaching would further enable children to engage in sustained, meaningful play and learning that reflects children's individual interests and strengths.
Before the review, the staff and management of Biggles Early Learning Limited 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 Biggles Early Learning Limited will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
25 May 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 |
Tauranga |
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Ministry of Education profile number |
46618 |
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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 |
28 children, including up to 8 aged under 2 |
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Service roll |
50 |
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Gender composition |
Boys 28 Girls 22 |
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Ethnic composition |
Māori Pākehā Other European South East Asia Other |
4 39 4 2 1 |
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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 |
March 2017 |
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Date of this report |
25 May 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.