Barnardos Early Learning Centre Mangere - 22/02/2019

1 Evaluation of Barnardos Early Learning Centre Mangere

How well placed is Barnardos Early Learning Centre Mangere to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Barnardos Early Learning Centre Mangere is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.


Barnardos Early Learning Centre Mangere is owned and administered by a charitable trust. It is licensed for 90 children, including 20 up to two years of age, and the roll continues to grow. To meet community needs, it operates between the hours of 5:30am and 7pm.

The centre has recently upgraded and moved into the second preschool building on the site. Older children have the opportunity to spend a large amount of their time at the second building. A large outdoor area is shared by all children.

A new head teacher manages day-to-day operations, and oversees the two buildings. She is capably supported by five further teachers and teacher support people.

The centre is part of Barnardos New Zealand, a longstanding organisation with a clear strategic focus on social services and advocacy for tamariki, and whānau, and excellence in early childhood care and education. The Barnardos board works with a national executive leadership team. Two Upper North Regional managers and a practice adviser work alongside centre-based and home-based managers in Auckland. The appointment of a second practice adviser is imminent.

This review was part of a cluster of five reviews in Barnardos New Zealand Early Learning services.

The Review Findings

Teachers know children and their families well. They are sensitive to children's and their families' special requirements. Teachers foster children's language acquisition, and this is especially evident in the nurturing care they provide for infants.

Children's learning is well-supported by the strong teaching and learning strategies that managers and teachers have embedded. The staffing team is stable, and children experience a positive environment in which to play and explore. Teachers' regular meetings could be more useful if they had a greater focus on extending and enhancing children's learning.

The head teacher has implemented a planned approach to making positive changes to the teaching programme and to the environment. She is supporting teachers to grow their capability in planning, assessment and evaluation practices. Teachers are aware of the benefits of exploring Te Whāriki, the revised early childhood curriculum, in more depth. They are working to increase the curriculum focus on the local area and local expertise.

A useful framework guides internal evaluation and teacher inquiry. Teachers could strengthen these processes by developing evaluative questions, based on learning outcomes for children, and identifying indicators of good practice. They could use these questions and indicators to evaluate the impact of teaching practices.

Barnardos has aligned organisational strategic priorities with its vision, philosophy and valued outcomes for children. The organisation has recently introduced a number of new initiatives and improved systems for accountability and quality assurance, to support increasing capability and consistency across Barnardos. Managers make purposeful use of a quality assurance framework, and progress towards strategic goals is systematically monitored and reported. The impact of new developments on outcomes for children is not yet evident. The appointment of a second practice adviser should support a shift in focus from compliance to quality improvement.

Barnardos leaders have developed a strategic approach to strengthening understandings of te reo me ōna tikanga Māori and culturally responsive practices. Specific Barnardos initiatives respond to the diverse needs of children and their families. In this service, teachers' commitment to the Treaty of Waitangi is very evident in the environment and in practice. Teachers implement useful strategies that support children with diverse needs.

Key Next Steps

The head teacher, regional manager and the practice adviser agree that next steps include continuing to build teacher capability in:

  • implementing Te Whāriki and the localised curriculum

  • planning, assessment and evaluation processes that focus on learning outcomes for children

  • strengthening and embedding internal evaluation for ongoing improvement.

During ERO’s September 2018 cluster, Barnardos leaders identified relevant ongoing next steps relating to:

  • embedding and evaluating the impact of new initiatives

  • the establishment of systems for monitoring and evaluating progress towards strategic goals

  • strengthening internal evaluation, including ‘teaching as inquiry’.

This review also identified the need for the practice advisers to continue providing close support for teaching teams to improve culturally responsive practices, curriculum quality and the implementation of Te Whāriki 2017.

Management Assurance on Legal Requirements

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

To improve current practice, Barnardos managers and teachers should:

  • identify and promptly minimise or remove hazards

  • analyse accident records to identify trends and patterns, and consider ways to minimise accidents.

Steve Tanner
Director Review and Improvement Services Northern
Northern Region

22 February 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


Mangere, Auckland

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

90 children, including up to 20 aged under 2 years

Service roll


Gender composition

Girls 30 Boys 30

Ethnic composition

Cook Island Māori
other ethnic groups


Percentage of qualified teachers


Reported ratios of staff to children

Under 2


Meets minimum requirements

Over 2


Meets minimum requirements

Review team on site

December 2018

Date of this report

22 February 2019

Most recent ERO report(s)

Education Review

June 2014

Education Review

April 2009

Education Review

March 2008

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.