ABC Raumati - 27/10/2017

1 Evaluation of ABC Raumati

How well placed is ABC Raumati 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 Raumati is one of six early childhood centres on the Kapiti Coast owned and operated by BestStart Educare Ltd. BestStart is a large national organisation that owns early childhood services across New Zealand. The centre is licensed for 44 children including up to 15 under two years of age.

A programme services manager supports the centre leaders and teachers to ensure the strategic priorities are progressed. She works closely with, and provides ongoing professional support to the centre manager and teachers. A business manager provides the centre with governance support. The centre manager has oversight of the day-to-day centre operations. Since the 2014 ERO review, a new head teacher has been employed who has oversight of curriculum.

The philosophy is recently revised in consultation with parents, whānau and teachers and is underpinned by Tātaiako: Cultural Competencies for Teachers of Māori Learners and Te Whāriki, the early childhood curriculum.

The previous ERO report identified next steps to strengthen assessment of children's learning and culturally responsive teaching strategies in relation to language, culture and identity of children. The centre in association with the umbrella organisation, has made positive progress in these areas.

The Review Findings

ABC Raumati's philosophy is underpinned by tangata whenuatanga, wānanga and ako, whanaungatanga and manaakitanga.

Teachers know children and families very well. A whānau approach contributes significantly to strong relationships. A 'home away from home' environment assists children's strong sense of belonging and wellbeing.

Children benefit from a curriculum that places relationships at the centre of the programme. Teachers support children to be confident, capable and self-managing learners. Children are highly engaged in sustained play. Tuakana teina relationships are evident within a child-led programme where independence and problem solving skills are encouraged.

Teachers use assessment and planning processes to notice, recognise and respond to the strengths and interests of children. An online assessment tool is encouraging parents to actively contribute to their children's learning. The centre has identified the need to continue to strengthen the complexity of learning through more explicitly showing possible learning outcomes from planned experiences.

Leaders' increasingly support teachers' to improve their knowledge and understanding of what success for Māori looks like for Māori children, reflecting the BestStart strategic goal. Incorporating te ao Māori in assessment documentation to reflect children's language, culture and identity is a next step.

Leaders and teachers have identified, and ERO agrees, the need to strengthen partnerships to support Pacific learners.

Warm, responsive and reciprocal relationships foster secure attachments for infants and toddlers. Children have time and space to lead their own learning within a calm and unhurried environment. Teachers sensitively respond to children's routines and needs using respectful practices.

A well-considered approach to supporting children and their whānau as they transition into and within the centre, and onto school is in place. Children's sense of belonging and positive social interactions are promoted. Leaders network with other early childhood services and schools to support children's transitions and information sharing. Reciprocal visits with local schools contribute to children's sense of security.

Sound governance guidance provides robust systems and processes that contribute to sustainable practices and builds capability to promote positive outcomes for children. Leaders are well supported by the BestStart umbrella organisation with ongoing training and professional learning opportunities.

A successful induction and mentoring programme contributes to teacher growth and development. The centre manager and head teacher work collaboratively with a strong focus on continual improvement. Teachers' shared expertise and strengths are acknowledged and valued within the centre.

A useful framework for teacher appraisals is in place. However, consideration should be given to including observations of teachers. An effective internal evaluation process guides teachers to inquire into their teaching and is linked to positive learning outcomes for children.

A well-considered strategic plan is developed by centre leaders aligned to the BestStart strategic goals. These affirm practices and identify possible areas for further strengthening.

Key Next Steps

Leaders have identified and ERO agrees that the key next steps for ABC Raumati include strengthening:

  • assessment and evaluation

  • inclusion of te ao Māori

  • partnerships to promote success for Pacific learners.

Management Assurance on Legal Requirements

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

Alan Wynyard

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

27 October 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

44 children, including up to 15 aged under 2

Service roll


Gender composition

Girls 30, Boys 24

Ethnic composition

Other ethnic groups


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

September 2017

Date of this report

27 October 2017

Most recent ERO report(s)

Education Review

December 2014

Education Review

April 2012

Education Review

October 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.