ABC Papamoa West - 21/02/2017

1 Evaluation of ABC Papamoa West

How well placed is ABC Papamoa West 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 Papamoa West is a small, privately owned All Day centre catering for children from 2 years to school age. Centre organisation enables older and younger children to play and learn alongside, and from one another. At the time of this ERO review 55 children were enrolled, 19 identify as Māori and a number are from a variety of Asian cultures.

The centre’s vision and philosophy promotes the importance of children being able to:

  • experience respect and responsibility in an environment that is nurturing, flexible and responsive to their needs

  • have a strong sense of belonging and learn in partnership with their whānau and community

  • explore and learn at their own pace in an engaging environment through inquiry and discovery

  • celebrate New Zealand’s bicultural heritage and cultural diversity.

The centre operates under the umbrella of Best Start Educare, which provides comprehensive policy guidelines, strategic direction, financial and business management. Professional guidance and development for staff is provided through appraisal that includes teacher inquiry, internal reviews such as the quality education and care audit (QEC) and professional learning opportunities. The centre is well supported by both the business manager and professional services manager, who work collaboratively to empower centre leadership and grow teachers’ capability to implement ‘best practice’. They also support the implementation of the centre vision, philosophy and strategic goals. These goals cover staffing, finances, curriculum, resource and premises, communication and consultation with parents and whānau.

The centre is staffed with mostly qualified and fully certificated early childhood teachers. Since ERO's last review centre leadership has remained consistent and there has been strong continuity in the teaching team. 

The Review Findings

The centre manager provides inspirational leadership for the centre. There is a shared vision and philosophy that are clearly evident in practice. She has established an open and collaborative culture among teachers, parents and children. Teachers are encouraged to continually refine their professional knowledge and skills through robust appraisal, ongoing professional learning and mentoring. Since ERO's 2014 review the centre manager and teachers have strengthened self-review practices. Regular and in-depth reviews are enabling relevant improvements and inform the centre's strategic development. Effective centre leadership ensures centre direction and decisions focus on promoting positive learning outcomes for all children.

Relationships are positive, reciprocal and responsive. The teaching team work well with each other, parents and children. They seek parent's views and family values, which maintains continuity for children between their home and centre experiences. Teachers skilfully foster children's wellbeing and social skills, equipping them with strategies to solve conflict and respect their peers. They model and promote a spirit of cooperation, empathy and fairness. These quality relationships support parents to feel welcome and spend time in the centre. Children are happy and demonstrate a strong sense of belonging. They are learning behaviours and expectations that enable them to confidently participate in a group, and contribute to the life of the centre. Parents and children experience a calm and settled atmosphere that allows time and space for individuals to build familiarity and trust.

Teachers' collective professional knowledge enables them respond effectively to each child as a learner. They have established an inclusive culture where children play and learn in a mixed-age, family-like setting that caters for a diverse range of cultures, interests and abilities. Teachers know children well and use a range of intentional teaching strategies and experiences to acknowledge and extend children's working theories, deepening their thinking and understanding. In addition, they naturally integrate te reo and tikanga Māori in ways that encourage children to use the language, understand and appreciate Māori culture. Children's learning is promoted through thoughtful and responsive teaching interactions.

Teachers strongly promote literacy, mathematics and science. These are well integrated across the curriculum in everyday play, inquiry and discovery. The rich curriculum includes a good balance of spontaneous, child-led, and teacher-planned learning experiences. Teachers skilfully involve children in sustained conversations, foster a love of books and reading, as well as curiosity and passion for mathematics and science. Children confidently make choices and follow their interests as they recognise their own capability as learners.

The recently redeveloped learning environment is attractive, well organised and highly functional. Areas of play are thoughtfully planned and there are spaces for individual as well as small and large group play. Teachers prepare the environment in ways that respond to children's interests, attract their involvement and extend their learning. There are many displays that reflect children's learning and provide information about how children learn through play. Children benefit from an environment that motivates their curiosity, supports problem solving and self-directed challenges.

Teachers have developed sound practices for assessment, planning and evaluation. A significant feature of assessment is the inclusion of, and response to, the aspirations and values that parents wish teachers to promote with their child. Assessment focuses on children's interests and learning skills, and is used well by teachers to plan the programme and teaching interactions. Annual learning journey summaries show each child's development and continuity of learning over time. Assessment is documented both electronically and in individual folders for children and parents to share. The centre's approach to assessment, planning and evaluation is enabling teachers to understand children's learning pathways and respond in ways that extend and strengthen these.

The centre has well-developed processes to support children's transitions into the centre and to school. Within the mixed-age setting, continuity of relationships and learning are sustained. The significant majority of children attend the neighbouring school. Teachers have established a productive relationship with the school that includes shared understandings about educational approaches and acknowledgement of children's prior learning and experiences. Positive transitions are supporting children to be confident and competent in new settings, enjoy their learning and social interactions with a widening range of people.

Key Next Steps

To strengthen parents understanding of their own child's learning, it is important for teachers to continue to develop their own confidence to identify and articulate how literacy and mathematics learning are achieved through children's play and discoveries.

Assessment, planning and evaluation now needs to more specifically include:

  • the language, culture and identity of individual children

  • Māori perspectives for Māori children.

Management Assurance on Legal Requirements

Before the review, the staff and management of ABC Papamoa West 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 Papamoa West will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer

21 February 2017 

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 



Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children aged 2 years to school age

Service roll


Gender composition

Boys 33 Girls 22

Ethnic composition





South East Asian

Other Asian

Cook Island

Other Ethnicity









Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates


Reported ratios of staff to children

Over 2


Meets minimum requirements

Review team on site

January 2017

Date of this report

21 February 2017

Most recent ERO report(s)


Education Review

May 2014

Education Review

June 2011

Education Review

July 2008

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.