Bambinos Early Childhood Centre - 22/11/2014

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.


Bambinos Early Childhood Centre, in the Auckland suburb of Sandringham, was established eight years ago as a privately owned family business. The centre is licensed for 84 children, including 25 up two years of age. The roll includes small numbers of Māori and children from Pacific nations.

The centre’s vision is for children to become life-long learners. This vision is supported through teachers’ focus on developing children’s physical, social, intellectual, emotional and spiritual potential, and their implementation of Te Whāriki, the early childhood curriculum. Respect, empowerment, family and relationships are some of the key values that underpin the programmes for children.

A team of capable directors and supervisors provide very good leadership at governance and management levels. Good communication supports the different roles these adults play in the running of the centre.

The positive features of Bambinos Early Childhood Centre that were acknowledged at the time of EROs 2011 review continue to be evident. Further and ongoing improvements have enhanced children’s learning experiences. The centre provides a valuable service to families in its diverse community.

The Review Findings

Bambinos Early Childhood Centre promotes positive, high quality learning outcomes for children. Children are happy and secure. They are settled and unhurried in their play and are well supported in their learning choices. Learning programmes are consistently focussed on children’s learning and interests.

Children are warmly welcomed into the centre. They enjoy high quality interactions with teachers who know them well. Teachers interact warmly and respectfully with children and their skilful questioning supports children’s perseverance with learning. Children are comfortable and confident in the welcoming centre environment.

Children’s learning, wellbeing and development needs are thoughtfully nurtured. Teachers give children good opportunities to lead and contribute to the curriculum as confident, capable decision makers. Children with special learning needs are an integral part of the centre and the programme.

Children have access to a wide variety of age appropriate resources that support their learning. Resources reflect children’s interests and provide good scope for a variety of play experiences. Children’s first languages are modelled by teachers and are also evident in children’s portfolios and the signs around the centre. Teachers share a commitment to acknowledging and honouring the diverse cultures in the centre.

Teachers guide and support babies and toddlers, nurturing their wellbeing and encouraging their exploration and growing confidence. The separate areas provided for babies, toddlers and pre-school children support the variety and nature of their play experiences. Learning environments invite children to inquire, to explore and to be creative.

Positive partnerships with parents and whānau are valued by teachers. Teachers use the information they get about families’ aspirations and children to enrich their planning and assessment processes.

Since the 2011 ERO review, the long serving, stable staff has continued to strengthen the programme. For example, they have integrated literacy and numeracy into all curriculum areas. In addition, positive changes have been made to the layout of the centre and its equipment. There is increased security for younger children in the outdoors area and improved sleeping room space for babies. There are greater opportunities for children to be more independent at meal times.

During the last three years teachers have undertaken focused professional development about assessment and evaluation. As a result, they have developed good quality learning stories that include valuable parent and child contributions. Teacher planning and the learning stories reflect their good knowledge of families and the wider community. Teachers' growing knowledge of Māori and Pacific perspectives is supporting the development of a strong bicultural curriculum. The curriculum now includes whakatau and waiata.

The small numbers of Māori and Pacific children are acknowledged for the richness of identity and culture they bring. Whanaungatanga and manaakitanga are embraced to support children’s sense of belonging and inclusion. Teachers recognise and respect the mana of children and their families through their positive connections with, and warm welcoming of whānau. Centre managers and staff have a strong commitment to biculturalism. The centre philosophy provides clear statements that guide effective, inclusive communication and partnership.

The vision, philosophy, direction and values are well aligned. Sustainable governance and management systems support centre practices, including the robust appraisal and performance management process. Robust and regular self review is used to evaluate how effectively centre programmes meet the needs of children and their families.

Leadership development opportunities are provided for staff through attendance at conferences and teacher involvement in relevant professional development. Good documentation underpins centre processes and procedures and supports strategic improvement.

Key Next Steps

The centre has identified appropriate next steps to continue improving its provision for children. These include:

  • exploring further leadership opportunities for children and parents within the programme
  • using the Ministry of Education resource, Tātaiako - Cultural Competencies for Teachers of Māori Learners, to strengthen the current approach to staff appraisal
  • continuing to strengthen teacher reflection and inquiry practices
  • ongoing improvements to the outdoor area.

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.

Dale Bailey

National Manager Review Services Northern Region

24 November 2014

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


Mt Albert, Auckland

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

84 children, including up to 25 aged under 2

Service roll


Gender composition

Boys 46 Girls 34

Ethnic composition











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 2014

Date of this report

24 November 2014

Most recent ERO report(s)

Education Review

August 2012


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.