Bayview Early Learning Centre - 25/03/2015

1 Evaluation of Bayview Early Learning Centre

How well placed is Bayview Early Learning 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.


Bayview Early Learning Centre is a community-based centre in Glenfield, Auckland. The centre provides all day and sessional education and care for up to 35 children including eight under the age of two. Children are catered for in two age-related learning areas, while also having opportunities to play with children of different ages.

The centre has an inclusive, family-oriented environment. Staff are committed to developing strong relationships and effective communication with families/whānau. Parents receive good information about their children's learning. They provide positive feedback about the care and education their children receive.

Centre leaders have responded very well to the recommendations in ERO’s 2012 report. Since then there have been changes in the management structure. A centre manager now oversees operations and ensures good liaison between the governance board and centre staff. Head teacher and senior teacher roles have also been established since 2012, providing good educational leadership in the centre.

The Review Findings

Children enjoy positive relationships with teachers and each other. They are settled and engaged in play that includes sustained, explorative and imaginative play. Teachers are responsive to and build on children’s ideas. They talk with children to extend their vocabulary and knowledge, and to encourage them to offer opinions. Teachers promote children’s independence, self management skills and problem solving. They introduce early literacy and numeracy concepts through children’s play.

Children freely access a wide variety of activities and resources. They play on their own or co-operatively with each other in well-organised environments. The infants’ and toddlers’ room provides separate space for those not yet mobile, as well as appropriate areas and equipment for exploration and challenge.

Programmes are underpinned by Te Whāriki, the early childhood curriculum, and based on children’s emerging interests. Good systems have been developed to manage and document curriculum planning and the assessment of children’s learning. Centre leaders are continuing to build teacher capability to embed these good planning and assessment practices.

The recent introduction of an electronic system for sharing children’s learning experiences is enabling greater parent input into their children’s learning. Teachers are planning to give children opportunities to contribute to their own portfolio stories and to use electronic devices to revisit their learning.

Centre leaders plan to strengthen how the centre reflects the bicultural heritage of New Zealand. They agree that this important next step could include:

  • increasing staff confidence and capability in te reo me ōna tikanga Māori
  • making use of Ministry of Education resources
  • ensuring that the centre philosophy and policy framework acknowledges Te Tiriti o Waitangi.

Children’s transitions within the centre are well considered and flexible. Staff are building good relationships with the local school to support children’s transition to school. Older children participate in programmes to prepare them for school. Teachers should further review these programmes to ensure that they retain the centre’s good practices of child-led learning through play.

Centre leaders have a clear vision for the centre’s direction. They are developing a cohesive team. Good foundations for effective teaching and learning and operational practices have been established. Centre leaders are now focusing on ways in which they can sustain these good practices, continue to build capacity and improve outcomes for children.

Good progress has been made in developing self-review processes which include regular review of policies and centre operations. Staff and parent views are sought. Leaders are continuing to refine and extend the use of self review.

Staff professional learning is linked to centre goals and identified teacher needs. A good appraisal process is being developed that is focused on teachers’ individual developmental goals. Centre leaders agree that appraisals should more explicitly link with the Registered Teacher Criteria and the centre’s goals.

Centre operations are guided by an annual plan which links to the governance board’s overarching strategic plan. Alignment and continuity could be increased by developing longer term goals specific to the centre.

Key Next Steps

Centre leaders agree that next key steps for the centre include:

  • building teaching capability through further development of teacher reflection, evaluation and appraisal processes
  • establishing alignment between the centre’s philosophy, strategic and annual planning, and self review.

Management Assurance on Legal Requirements

Before the review, the staff and management of Bayview 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Bayview Early Learning Centre will be in three years.

Dale Bailey

Deputy Chief Review Officer Northern

25 March 2015

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


Glenfield, Auckland

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

35 children, including up to 8 aged under 2

Service roll


Gender composition

Boys 36 Girls 15

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

February 2015

Date of this report

25 March 2015

Most recent ERO report(s)

Education Review

June 2012


Education Review

June 2009


Education Review

April 2006

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.