All About Children - Bulls - 30/01/2018

1 Evaluation of All About Children - Bulls

How well placed is All About Children - Bulls 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.


All About Children - Bulls is an all-day early learning service located in the centre of Bulls township. The service is licensed for 47 children, with a maximum of 17 aged up to two. At the time of this ERO evaluation there were 47 enrolled, including 15 Māori. Children are educated and cared for in two main buildings on the property. Those up to three years old are in the Kiwi building and children aged over three are in the Kea building. Each has a separate outdoor area.

The centre, previously known as Bulls Calf Childcare, was purchased in November 2015 by Kids World Ltd, an Auckland‑based company that owns several early learning services in the North Island.

In 2016, a development manager was appointed to work with staff from this service, with the main focus on developing policies, teaching practice and environment. A new centre manager was appointed in July 2017. Generally, the teaching staff has remained consistent since Kids World Ltd purchased the service.

The centre has had issues overtime around compliance and effective teaching practice. The April 2016 ERO report identified that the service had made insufficient progress in relation to the February 2015 review despite involvement in the Ministry of Education programme, Strengthening Early Learning Opportunities (SELO). This 2017 evaluation finds that the service has undertaken considerable professional learning and development to address areas of concern and made progress to promote positive learning outcomes for children.

The Review Findings

The revised philosophy better reflects a shared understanding of how children learn, the role of the teacher and importance of parents, whānau and community. The service now has a good base from which to continue to identify and develop curriculum priorities for children. Children benefit from teachers' ongoing focus on strengthening their practice. The previous ERO report identified that the quality of teaching needed to improve, particularly for the younger children. Practice is now considerably better. Positive impacts are evident in: professional leadership; appraisal; assessment planning and evaluation; and review and evaluation.

  • Professional leadership
    The development manager and centre manager lead the teaching team well. Teachers collaborate to provide a settled environment for children. Leadership guides staff to better support children in their individual learning. During the past eighteen months the teaching team has undertaken extensive learning and development to improve practice.
  • Appraisal
    The current appraisal system is robust. Staff reflect on their teaching and the positive impact their learning experiences have on children. Further development to promote children's learning through a strong inquiry process should be considered.
  • Assessment planning and evaluation
    Teachers have worked positively to provide a curriculum that is based on the observed needs and strengths of children. Planning is collaborative and visible. Staff notice, recognise and respond to children's learning. They continue to develop their capabilities and confidence to record learning and children's developing dispositions, and make links to the early childhood curriculum, Te Whāriki. Staff should continue to strengthen assessment, planning and evaluation.
  • Review and evaluation
    Planned self review informs practice. The 2016 SELO contract focused on development of self review to support improvement. As a result, a number of positive changes were made to teaching and learning practices and the environment. Steps have been taken to include parents' views when reviewing and evaluating practice and procedures. Teachers demonstrate a better understanding of their educator role and ways to support children's learning.

Key Next Steps

Leaders and staff should continue to develop and implement:

  • a learning programme based on the observed interests of children
  • internal evaluation to promote continuous improvement across all aspects of the service's operation
  • assessment, planning and evaluation to make clear links to Te Whāriki, the early childhood curriculum
  • an inquiry process as part of appraisal
  • strategies to build teacher capability to implement a programme that acknowledges and promotes Māori success.

Management Assurance on Legal Requirements

Before the review, the staff and management of All About Children - Bulls 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 All About Children - Bulls will be in three years.

Alan Wynyard
Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

30 January 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 



Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

47 children, including up to 17 aged under 2

Service roll


Gender composition

Girls 22, Boys 25

Ethnic composition



Percentage of qualified teachers

0-49%       50-79%       80%

Based on funding rates


Reported ratios of staff to children

Under 2


Meets minimum requirements

Over 2


Meets minimum requirements

Review team on site

November 2017

Date of this report

30 January 2018

Most recent ERO report(s)

Education Review

April 2016

Education Review

February 2015

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.