Aubrey Early Learning Centre - 16/01/2013

1. Evaluation of the Service

How well placed is the service to promote positive outcomes for children?

Aubrey Early Learning Centre is well placed to continue building on existing good practices and to promote positive outcomes for children.


Aubrey Early Learning Centre was established in Silverdale on Auckland’s North Shore in 2008. The centre provides for infants, toddlers and children up to five years of age. It is situated in a rural setting in a modern building and children are frequently involved in farm experiences.

Five teachers, including one of the owners, are qualified and registered teachers. This is the first ERO review of the centre.

Areas of strength

Positive relationships are a feature of the centre. Children and their families are warmly welcomed and have a sense of belonging in the homelike atmosphere. Infants and toddlers benefit from caring and respectful interactions that promote their wellbeing and independence. Children are well supported to manage their relationships with their peers.

The unique rural setting provides natural, real-life learning experiences for children. Respect and care for animals is an integral aspect of the programme. Children of all ages have frequent access to outdoor areas and opportunities to develop their physical skills. Indoor areas are attractively presented and well resourced. Recent building and resource upgrades have increased opportunities for children to participate in creative and imaginative play.

Teachers listen carefully to children and work alongside them to assist learning. They plan programmes in response to children’s interests and skilfully analyse individual children’s learning. Children’s learning records are attractive and contain regular entries about their participation in the programme. Teachers plan to further improve their group planning and evaluation systems.

Centre owners and teachers work collaboratively to provide positive experiences for children. They are committed to ongoing improvement and are open to feedback. The owners model inclusive leadership practices. This has contributed to the development of an enthusiastic and motivated teaching team. Effective management systems have been established.

Areas for development and review 

ERO and centre owners agree that next steps for development could include:

  • further developing bicultural teaching and learning practices
  • enhancing assessment practices by documenting children’s progress over time and increasing the level of parent feedback in the assessment of children’s learning
  • evaluating long-term and annual goals that focus on continuous centre-wide development.

Self review could also be used more effectively to strengthen teaching practices and to improve learning outcomes for children. Appraisal systems could be linked to the registered teacher criteria and appraisal goals could be better evaluated to identify teacher progress.

2. Legal Requirements

Management Assurance on Legal Requirements

Before the review, the staff and management of Aubrey Early Learning Centre 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.

In order to improve existing practice, centre owners should ensure that the qualified centre owner undertakes a regular cycle of teacher appraisal.

3. Next Review

When is ERO likely to review the early childhood service again?

ERO is likely to carry out the next review in three years.

Dale Bailey

National Manager Review Services Northern Region

18 January 2013

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

38 children, including up to 10 aged under 2

Service roll


Gender composition

Boys 33, Girls 27

Ethnic composition

NZ European/Pākehā






Review team on site

October 2012

Date of this report

18 January 2013

Most recent ERO report(s)

No previous reports 


General Information about Early Childhood Reviews

About ERO Reviews

The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.

Review focus

ERO's education reviews in early childhood services focus on the factors that contribute to positive learning outcomes for children. ERO evaluates how well placed the service is to make and sustain improvements for the benefit of all children at the service. To reach these findings ERO considers:

  • 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 self review and partnerships with parents and whānau.

Review Coverage

ERO reviews do not cover every aspect of service performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.


Individual ERO school and early childhood service reports are public information and may be copied or sent electronically. However, the Education Review Office can guarantee only the authenticity of original documents which have been obtained in hard copy directly from either the local ERO office or ERO National Office in Wellington.