Bambinos Early Childhood Centre - 18/01/2019

1 Evaluation of Bambinos Early Childhood Centre

How well placed is Bambinos Early Childhood Centre 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.

Background

Bambinos Early Childhood Centre operates in a converted villa in Sandringham. Since the 2014 ERO review, the centre has been extended to provide additional space and allow for an increase in the licensed number of children. The centre is now licensed for 109 children, including 24 up to two years of age. Children are catered for in three age-related groups. Renovations have included the refurbishment of all indoor spaces, and the upgrade of outdoor play areas for infants and toddlers.

This centre is one of three services in the family owned and operated Bambinos organisation. A number of staff have been with the centre since it opened 12 years ago. The director's intention is to provide a welcoming, inclusive environment where children's learning is supported by relationships between teachers, children and their families. The centre offers a play-based curriculum that reflects the cultural diversity of its community.

The 2014 ERO report noted that the centre promoted high quality learning outcomes for children and that partnerships with parents and whānau were valued by teachers. These features continue to be evident.

The Review Findings

Children experience a high quality environment and resources that allow them to make choices about their play and follow their interests. They benefit from good adult-to-child ratios and positive relationships with teachers and other children. The breadth of curriculum experiences offered over time means children have opportunities to develop their working theories about the world around them. They are well supported by attentive teachers who scaffold their learning and capably foster oral language development. Children are able to grow as confident and competent learners in this inclusive environment.

Children under the age of two receive very good quality care and education. Teachers know these infants well and are responsive to their preferences and developing interests and abilities. These very young children are confident exploring their environment and the thoughtfully provided activities. Well implemented care routines and warm interactions with caring adults promote children's physical and emotional wellbeing.

The presentation and high quality of children's portfolios and programme planning are noteworthy features of this centre. Teachers plan and implement learning experiences that closely align to Te Whāriki, the early childhood curriculum. They have engaged in professional learning to strengthen their understanding of the revised curriculum document. An ongoing internal evaluation process focusing on the 'learning that matters' in this centre has helped teachers to prioritise valued learning outcomes for the age groups they work with.

Curriculum documentation and implementation clearly demonstrates the service's:

  • responsiveness to the aspirations of parents for their children

  • links to the local community

  • inclusive approach and acknowledgement of diversity

  • commitment to the Treaty of Waitangi as a guiding document.

The centre directors have established a very sound framework to guide centre operations and promote ongoing improvement. This framework includes:

  • well-articulated mission, vision and philosophy statements that are understood and evident in practice across the centre

  • focused strategic and annual plans

  • comprehensive internal evaluation processes

  • a staff team that is valued and well supported

  • a clear focus on the importance of relationships and the partnership with parents and whānau.

Centre leaders and teachers are open to learning, and continue to question and modify their practice in order to improve outcomes for children. Strategies that ensure the consistency of good practice include providing opportunities for teachers to observe practices across the age groups, and monitoring the implementation of policies and procedures to ensure ongoing compliance with requirements.

Key Next Steps

Centre leaders agree that to continue sustaining and growing high quality practices, their key next steps include:

  • refining internal evaluation processes to include a greater focus on evaluating the effectiveness of teaching practice in promoting positive outcomes for children

  • reviewing the implementation of programme and care routines for toddlers and young children against identified valued learning outcomes

  • building physical challenge for older children into the design of the new playground.

Management Assurance on Legal Requirements

Before the review, the staff and management of Bambinos Early Childhood 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Bambinos Early Childhood Centre will be in four years.

Steve Tanner

Director Review and Improvement Services Northern

Northern Region

18 January 2019

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

Location

Mount Albert, Auckland

Ministry of Education profile number

25324

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

109 children, including up to 24 aged under 2

Service roll

110

Gender composition

Girls 52% Boys 48%

Ethnic composition

Māori
Pākehā
Indian
Chinese
Southeast Asian
Pacific groups
other ethnic groups

20%
6%
40%
10%
6%
5%
13%

Percentage of qualified teachers

80%

Reported ratios of staff to children

Under 2

1:4

Better than minimum requirements

Over 2

1:8

Better than minimum requirements

Review team on site

December 2018

Date of this report

18 January 2019

Most recent ERO report(s)

Education Review

November 2014

Education Review

May 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.