Bayfield Early Education Centre - 21/10/2016

1 Evaluation of Bayfield Early Education Centre

How well placed is Bayfield Early Education Centre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Bayfield Early Education Centre requires further professional advice and support to:

  • promote positive learning outcomes for children that are linked to the centre's vision and philosophy

  • raise the quality of the curriculum provided for children by focusing on child-led learning

  • build the capability of teachers and staff new to centre leadership positions.

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


Bayfield Early Education Centre is a well established, full-day centre that provides care and education for 100 children from three months to five years of age in infants, toddlers and preschool areas. The centre is now owned, governed and managed by Evolve Group 3 Ltd.

The Review Findings

Evolve Group 3 Ltd is currently introducing its operational systems to strengthen practices in the centre. A curriculum manager will work with staff to promote the development of high quality early childhood teaching and learning practices.

In recent times, staff changes have had a challenging impact on the centre's operation. Key leadership positions have been vacated and teachers new to leadership roles and responsibilities have been appointed. New managers are aware that teachers require carefully structured induction and support to achieve positive outcomes in their roles.

Children in the centre benefit from the calm atmosphere and show a strong sense of belonging. They are focused and keen to engage in conversations with their peers and with adults when they are available. However, programmes are largely teacher directed and do not offer enough to stimulate and engage these articulate and imaginative children. Routines frequently interrupt children's play.

Leaders and teachers are keen to work in partnership with parents and whānau as well as specialist support to extend opportunities for children's learning. They have recently identified the need for a clear understanding of effective planning practices that include the ideas and aspirations of parents for their children. Professional training and support have very recently been arranged to help teachers develop this practice.

Teachers have begun to explore how to provide a bicultural programme that incorporates te reo Māori and tikanga Māori. Learning waiata is one method being used to introduce new vocabulary and a better understanding of the language for children and staff. Teachers are keen to pursue this new knowledge.

Four teachers have had their practising certificates renewed within the last three years. Newly graduated teachers are not currently exposed to high quality teaching and learning practices. However it is expected that the Evolve Group will help teachers to improve practices and provide better modelling for newly graduating teachers.

Key Next Steps

ERO identified areas of non-compliance relating to the quality of the curriculum and the programme. To meet regulatory requirements the service needs to improve its performance in:

  • providing a child-led learning programme

  • aligning programme planning to current practices in early childhood education

  • recognising the unique place of Māori as tangata whenua, in the bicultural curriculum

  • reflecting the cultures of all children in the programme

  • evaluating and enriching the learning environment to provide challenge and complexity to learning.

In addition the quality of self review should be strengthened by:

  • making better use of indicators of high quality practice as identified in Ministry of Education and Education Review Office publications

  • having a stronger focus on teaching and learning outcomes for children

  • using planned self review to evaluate the usefulness of centre systems and practices.

Management Assurance on Legal Requirements

Before the review, the staff and management of Bayfield Early Education 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

Actions for compliance

ERO identified areas of non-compliance relating to the quality of programme planning and provision for children's learning, respect for parents' aspirations, acknowledging Māori as tangata whenua and developing an understanding children's cultural backgrounds.

To meet requirements the service needs to improve its performance by:

  • planning, implementing and evaluating a programme based on identifying and responding to children's interests, strengths and capabilities

  • acknowledging and respecting the unique place of Māori as tangata whenua

  • encouraging children to be confident in their own culture and developing an understanding of and respect for others' cultures

  • reflecting and acknowledging the aspirations of parents, family and whānau

  • developing an understanding of high quality learning that aligns with current research, theories, and practices in early childhood education.

Education (ECS) Regulations 2008, 43 (1a).

Development Plan Recommendation

ERO recommends that the service consult with the Ministry of Education and plan to address the key next steps and actions outlined in this report.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Bayfield Early Education Centre will be within two years.

Graham Randell

Deputy Chief Review Officer Northern

21 October 2016

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


Herne Bay, Auckland

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

100 children, including up to 25 aged under 2

Service roll


Gender composition

Boys 51% Girls 49%

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

July 2016

Date of this report

21 October 2016

Most recent ERO report(s)

Education Review

September 2013

Previous reviews as:Bayfield Preschool and Bayfield Babies and Toddlers

Education Review

November 2010

Education Review

November 2007

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.