Angels Childcare - Takapuna - 13/08/2018

1 Evaluation of Angels Childcare - Takapuna

How well placed is Angels Childcare - Takapuna 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.


Angels Childcare -Takapuna, located on the North Shore in Auckland, provides education and care for infants, toddlers and children up to school age. It is licensed for up to 70 children, including 25 up to the age of two years.

Children play and learn in four learning areas that cater for children's developmental ages and stages. The teaching and learning teams are led by a team leader. In the last few years, all outside learning areas and playgrounds have been either significantly enhanced or replaced.

The teaching team reflects the cultural diversity of children and their families. The centre's vision promotes a family environment and supportive relationships with children, whānau and staff. Christian values underpin the philosophy.

The centre was relicensed in November 2017. The owners work in partnership with the centre manager. Since the 2014 ERO report, the centre has had several changes to staff. At that time, ERO noted that further development was required in the quality of the programme, leadership capability, and governance and management. Significant external support from the Ministry of Education (MOE) has supported staff to improve in these areas. Staff and owners have shown a strong commitment to improving the centre.

The Review Findings

Children demonstrate a strong sense of belonging in the centre. They form trusting relationships with staff. Culturally respectful, responsive relationships and interactions between staff, children and whānau underpin the centre's welcoming tone. Teachers use good teaching strategies and practices to respond to children's cultures and languages. Bicultural practices and the implementation of te reo and tikanga Māori are an integral part of the centre.

Children up to the age of two benefit from caring teachers who provide a calm and peaceful environment. The use of natural resources is a key feature of the two rooms. Teachers' interactions with children are respectful and affectionate. They build on children's understanding of the world around them in meaningful ways.

The centre philosophy guides teaching practice. Some teachers work alongside children and they notice, recognise and respond to children's interests. This approach could be more consistent across all teaching and learning rooms. It would be useful to review and adapt the philosophy placing the child as a learner at the heart of the philosophy.

Children benefit from the attractive centre environments that invite their involvement in the programme. They have access to good resources to support their play. Children choose activities based on their individual interests and preferences. Outdoor learning spaces provide many opportunities for children to explore and challenge themselves.

Children who require extra learning assistance are well supported. Staff sensitively support children to develop social skills and a love of learning. Children transition between rooms within the centre when they are developmentally ready. Strong relationships with the local school supports children transitioning into school.

Teachers who participated in external professional development relating to planning, have strengthened their curriculum documentation. They record intentional teaching that focuses on how they have challenged children to think more creatively. This effective practice now needs to be consistent across the centre.

Portfolios capture children's learning based on their interests and participation in the programme. The centre manager acknowledges that teachers could include more examples of how children's learning is extended over time.

Teachers and staff have had significant professional learning in response to centre priorities. The strengthened performance management system supports teachers to reflect more critically on their teaching practice. Further work is required to continue to build a performance management system to support all staff to fulfil their roles and responsibilities.

The centre manager provides leadership opportunities for teachers to develop their areas of interest. The owners value and generously support ongoing professional development for all staff.

Governance and management have been strengthened through support from the MOE. Strategic and annual plans are in place. ERO recommends further refinement, and alignment to key documents such as appraisal and centre philosophy, in order to help to guide the centre's future direction.

Key Next Steps

The centre owners, centre manager and leaders agree that key next steps include:

  • continuing to build a shared understanding of robust internal evaluation, and developing regular cycles of internal evaluation

  • aligning strategic and annual planning that include timeframes and indicators, which can be reviewed to show progress over time

  • adapting appraisal documents to reflect job descriptions and responsibilities for all staff.


ERO recommends the centre continues to work with external providers to build leadership capability, and to embed recent initiatives and effective practices.

Management Assurance on Legal Requirements

Before the review, the staff and management of Angels Childcare - Takapuna 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 Angels Childcare - Takapuna will be in three years.

Julie Foley

Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

13 August 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


Takapuna, Auckland

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

70 children, including up to 25 aged under 2

Service roll


Gender composition

Boys 24 Girls 24

Ethnic composition

other Asian
other European


Percentage of qualified teachers


Reported ratios of staff to children

Under 2


Better than minimum requirements

Over 2


Better than minimum requirements

Review team on site

July 2018

Date of this report

13 August 2018

Most recent ERO report(s)

Education Review under the previous licence

August 2014

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.