ABC Glenfield - 18/04/2018

1 Evaluation of ABC Glenfield

How well placed is ABC Glenfield to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.


ABC Glenfield is situated on Auckland's North Shore. This service provides full-day education and care for up to 100 children in purpose built premises. Children are from diverse ethnicities, and staff reflect the varied communities.

The service cares for children in five designated spaces, according to age and stages of development. Some of these areas share outdoor spaces. The teaching team values its relationships with parents and whānau. Teachers actively seek to collaborate with the community to enhance the learning and wellbeing of tamariki. The leadership team, appointed since ERO's 2014 review, comprises a manager, assistant manager and two head teachers.

The centre is part of the BestStart Education and Care organisation, which provides an overarching governance and management framework, as well as personnel to support individual centres.

This review was part of a cluster of seven education and care service reviews in the BestStart organisation.

The Review Findings

ABC Glenfield promotes learning through play in an inclusive and multicultural environment. The teachers in each room shape the curriculum responsively. Teachers support children to explore at their pace, providing interesting experiences that are likely to promote their interest and engagement. A strong bicultural commitment is evident in strategic goals and in centre practices.

In the two areas that care for infants and toddlers, nurturing practices support these youngest children to form close bonds with their teachers. Teachers promote children's confidence to engage socially and to explore the physical environment with growing independence. They work closely with infants and toddlers, and their parents and caregivers to better understand their wants and needs, and to support the care routines that are in place at home. 

Children at this service are valued for their strengths. Teachers' planning and assessment show deep knowledge of individual and group interests. Children can explore a range of natural and recycled materials, and enjoy investigating the creative and open-ended possibilities that these provide. Teachers observe and listen attentively to children as they play, to determine the best ways to support further learning. The programme is strongly underpinned by Te Whāriki, the early childhood curriculum.

The centre's philosophy promotes respectful and caring relationships with parents and whānau. Teachers also promote clear lines of communication. Useful information is displayed in each room to support parents' understanding of and engagement with the programme. A digital platform provides families with up-to-date information about their children's learning and progress, and about their wellbeing and care. The centre supports events and activities that involve the wider community. Good relationships with local primary schools support smooth transitions for children when they leave the centre.

There is a strong focus on improvement across the centre and within each teaching team. Professional development provides teachers with appropriate guidance to further enhance the programme and teaching practices. Good quality mentoring is designed to create a collaborative learning culture. The leadership team determines overarching priorities and goals, and focuses attention on next steps through a process of team reflection and review.

Leaders are keen to improve the rigour of their internal evaluation to enhance current processes for reflection and review. Refining the question asked at the beginning of each evaluation would help to improve the quality of information generated, and better inform strategic decision making.

BestStart has recently developed a strategic plan to guide the organisation's future direction. Managers are working to increase coherence and alignment between organisational and individual centre annual and strategic planning. The teacher appraisal process has been redeveloped with a focus on lifting teacher practice through individual inquiry. Managers will continue to provide targeted support to ensure these documents become familiar to teachers, and contribute to improved consistency in the quality of programmes across centres.

To support the provision of a broader curriculum in the outdoors, it would be worthwhile for BestStart managers and teachers to review and improve the design and layout of learning environments.

Key Next Steps

Key next steps for centre development include evaluating:

  • the impact of five transitions as children move through the centre, and possible alternatives
  • how well the outside spaces support all children to interact with the natural world. 

Management Assurance on Legal Requirements

Before the review, the staff and management of ABC Glenfield 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:

  • 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; 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of ABC Glenfield will be in three years.

Julie Foley
Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

18 April 2018 

The Purpose of ERO Reports

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. 

2 Information about the Early Childhood Service 


Glenfield, Auckland

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

100 children, including up to 25 aged under 2

Service roll


Gender composition

Boys      53%
Girls       47%

Ethnic composition

other Asian
other European
other ethnicities


Percentage of qualified teachers

0-49%       50-79%       80%

Based on funding rates


Reported ratios of staff to children

Under 2


Better than minimum requirements

Over 2


Better than minimum requirements

Review team on site

February 2018

Date of this report

18 April 2018

Most recent ERO report(s)

Education Review

December 2014

Education Review

December 2011

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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:

  • Pou Whakahaere – how the service determines its vision, philosophy and direction to ensure positive outcomes for children
  • Pou Ārahi – how leadership is enacted to enhance positive outcomes for children
  • Mātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children
  • Tikanga whakaako – how approaches to teaching and learning respond to diversity and support positive outcomes for children.

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.

ERO’s Overall Judgement and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.