448 Massey Road, Mangere East, 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 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 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 Blossoms Educare Mangere are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
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Ngā Akatoro Domains |
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Learning Conditions
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Whāngai Establishing |
Blossoms Educare Mangere is one of 12 services in the Blossoms organisation. A qualified centre manager leads a team of 12, that includes seven qualified teachers, three staff in training and an administrator. Most children are of Pacific heritage. Blossoms’ organisational leaders provide professional guidance and support to their services.
Children’s sense of belonging is supported through caring and responsive relationships with teachers and other children. Infants and toddlers experience nurturing, individualised care and are treated with kindness and respect. Learning environments enable children to explore, learn and make choices both indoors and outdoors.
Leaders and kaiako value diversity and inclusion. Cultural celebrations are an integral part of the service’s curriculum. Kaiako use of te reo Māori and valuing of tikanga Māori is evident. Strengthening
learning-focused partnerships with parents and whānau would further support children’s learning and development.
Kaiako engage in authentic conversations with children, contributing to a language rich environment. Assessment and planning recognises and responds to children’s strengths and interests to support their learning. Children’s decisions are respected, and their growing independence is affirmed.
Leaders and kaiako implement policies and practices that aim to promote positive outcomes for children. There are systems in place for internal evaluation that contribute to improvements. Kaiako should continue to monitor and evaluate the impact of internal evaluation processes on outcomes for children.
Organisational governance and management systems operate with a high level of collaboration and relational trust. Kaiako are provided with a range of professional development opportunities and ongoing mentoring. Leaders proactively seek ways to enable children and whānau to access early childhood education. Blossoms leaders need to monitor that licensing requirements are being maintained at individual services.
Blossoms Educare Mangere will include the following actions in its Quality Improvement Planning:
To align assessment and planning documentation more closely with the learning outcomes in Te Whāriki, the early childhood curriculum, including recording teachers’ evaluation of the progress of individual children over time.
To implement internal evaluation processes that help kaiako evaluate the impact of changes made to teaching practices, policies, and procedures. This includes documenting how effectively these changes contributed to the learning and wellbeing of individuals and specific groups, as well as all children.
Organisational improvement actions are:
To implement a process of internal evaluation at an organisation level that contributes to ongoing improvement.
To monitor and regularly evaluate progress towards long-term goals with a focus on how well improvements made have impacted on children’s learning.
Before the review, the staff and management of Blossoms Educare Mangere completed an ERO 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; safety checking; teacher registration; ratios)
relevant evacuation procedures and practices.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliances:
Ensuring that all relevant drills are carried out with children on at least a three-monthly basis (HS8).
Maintaining a record of all food served by the service during hours of operation (HS19).
Patricia Davey
Director of Early Childhood Education (ECE)
24 October 2023
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Early Childhood Service Name |
Blossoms Educare Mangere |
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Profile Number |
47040 |
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Location |
Mangere, Auckland |
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Service type |
Education and care service |
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Number licensed for |
55 children, including up to 15 aged under 2 |
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Percentage of qualified teachers |
80-99% |
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Service roll |
56 |
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Review team on site |
June 2023 |
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Date of this report |
24 October 2023 |
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Most recent ERO report(s) |
Education Review, February 2019 |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Blossoms Educare Mangere is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Blossoms Educare Mangere is one of 11 services owned by Blossoms Educare. This purpose-built centre opened in 2016 and this is the centre's first ERO review. Children learn and play in separate rooms for two age groups. All children share the outdoor play space. This is the centre's first ERO review.
Leaders and teachers provide education and care for infants, toddlers and young children to school age. The centre is licensed for 55 children, including 15 up to two years of age. The largest group of children at this centre is Indian and 11 percent are Māori. Families from a range of cultural backgrounds attend the centre and staffing reflects this diversity. Some children are learning English as an additional language.
Most staff are qualified early childhood teachers. The centre manager has responsibility for the day-to-day operation of the centre. The owner, who is a qualified early childhood teacher, provides curriculum leadership across all Blossoms centres.
Teachers are welcoming and inclusive of children and families. They are very responsive to children with diverse needs. Teachers view all children as confident and competent learners. They foster children's creativity through readily available art resources.
Children are settled and busily engaged in their play and learning. They experience respectful interactions with each other and their teachers. Children have many opportunities for uninterrupted play and to lead their learning. They are well supported to make choices about their nutrition needs during these extended periods of play.
The centre layout and range of resources help to promote a child-led environment. Displays clearly show that children have a place in the centre, and their sense of belonging and wellbeing is fostered.
Infants and toddlers are cared for and learn in a nurturing, calm environment. Teachers gently support children as they easily access an appropriate range of resources and learning experiences.
Older children play with and alongside younger children in the well-resourced outside play areas. This natural outdoor area offers children access to nature, which could now be brought more into the inside play spaces, particularly in the infant and toddler area.
Transition into the centre is thoughtful and based on the needs of each child and family. The owner and teachers have a strong commitment to minimising the number of transitions children make within the centre. This is supported by the way younger children move naturally into the older children's room as a result of them playing together in the shared outdoor area.
Teachers assist children to successfully transition to school by helping them develop independence and self-help skills. They incorporate mathematical concepts and oral language opportunities in meaningful play experiences.
The owner ensures that a range of relevant internal and external professional learning is available to teachers and staff. The Blossoms company's strategic plan has been in operation since 2016. It should be evaluated and linked more closely to the annual strategic action plans for each centre.
Centre leaders agree that key next steps include:
continuing to integrate bicultural practice into significant documentation and centre practices
strengthening assessment, planning and evaluation practices by making more visible priorities for children's learning and intentional teaching
streamlining the appraisal process to ensure it supports teachers to improve their practice and build capability
further developing a shared understanding of internal evaluation and ensuring the impacts of changes made are evaluated in relation to outcomes for children
deliberately planning strategies to build centre leadership.
Before the review, the staff and management of Blossoms Educare Mangere 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.
Steve Tanner
Director Review and Improvement Services
Northern Region
28 February 2019
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, Auckland |
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Ministry of Education profile number |
47040 |
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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 |
55 children, including up to 15 aged under 2 |
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Service roll |
45 |
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Gender composition |
Girls 27 Boys 18 |
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Ethnic composition |
Māori |
5 |
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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 |
November 2018 |
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Date of this report |
28 February 2019 |
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Most recent ERO report(s) |
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.