72 Bayview Road, Glenfield, Auckland
View on mapERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
Regulatory standards |
ERO’s judgement |
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Curriculum |
Meeting |
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Premises and facilities |
Meeting |
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Health and safety |
Meeting |
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Governance, management and administration |
Meeting |
Since the onsite visit the service has provided ERO with evidence that shows it has addressed non-compliances and is now taking reasonable steps to meet regulatory standards.
Bayview Early Learning Centre is a community-based centre owned by an incorporated society. The centre manager oversees governance operations, with the support of a head teacher and senior teacher. The staff includes a team of six qualified and four unqualified teachers. The premises include a separate area for infants and toddlers.
Adults engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships. The curriculum provides a language-rich environment that supports children’s learning.
Teachers provide children with a range of experiences and opportunities to enhance and extend their learning and development, individually and in groups. Positive steps are taken to respect and acknowledge the aspirations held by parents and whānau for their children.
The curriculum acknowledges and reflects the unique place of Māori as tangata whenua. Children are given the opportunity to develop knowledge and an understanding of the cultural heritages of both parties to Te Tiriti o Waitangi. Improved monitoring of aspects of health and safety, governance and management is required to maintain regulatory standards.
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:
A record of the time each child attending the service sleeps, and checks made by adults during that time (HS9).
Equipment, premises and facilities checked every day of operation for hazards to the children, which must include the condition and placement of learning, play and other equipment (HS12).
Parents/caregivers given prior written approval of their child’s participation and proposed ratio for regular excursions at the time of enrolment (HS17).
A record of all medicine (prescription and non-prescription) given to children attending includes evidence of parental acknowledgement (HS28).
All children’s workers who have access to children are safety checked in accordance with the Children’s Act 2014 (GMA7A).
Next steps include teachers and leaders further supporting each child to become confident in their own languages and cultures.
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
29 March 2022
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Early Childhood Service Name |
Bayview Early Learning Centre |
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Profile Number |
10248 |
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Location |
Glenfield, Auckland |
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Service type |
Education and care service |
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Number licensed for |
36 children, including up to 8 aged under 2 |
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Percentage of qualified teachers |
80-99% |
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Service roll |
41 |
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Ethnic composition |
Māori 3, NZ European/Pākehā 22, Chinese 10, other ethnic groups 6 |
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Review team on site |
February 2022 |
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Date of this report |
29 March 2022 |
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Most recent ERO report(s) |
Education Review, November 2018; Education Review, March 2015. |
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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.
As part of an Akanuku | Assurance Review ERO assesses whether the regulated standards are being met. In particular, ERO looks at a 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 certification; ratios)
evacuation procedures and practices for fire and earthquake.
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
discussions with those involved in the service
consideration of relevant documentation, including the implementation of health and safety systems
observations of the environment/premises, curriculum implementation and teaching practice.
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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 provides education and care for children from the local community. The centre is licensed for 35 children, including up to 8 children up to the age of two years. Infants and toddlers are catered for in one area and transition to the older age group at about two years of age.
The centre employs six registered teachers and two support staff. The centre manager and head teacher are accountable for the day-to-day running of the centre.
The centre is a not-for-profit provider. The head teacher and centre manager report to and are accountable to the Governance Board of the Bayview Community Centre Association Incorporated. The board is currently reviewing opportunities for additional support for the Early Learning Centre.
The centre philosophy promotes resilience, empowered learners and leaders, and partnerships with parents. The curriculum reflects the centre’s philosophical commitment to environmental sustainability and connection with the natural environment.
The 2015 ERO report acknowledged the positive relationships that supported children’s learning and the well-resourced programme. It identified the need to build teaching capacity and that several areas of governance and management required development. Some progress has been made in these areas.
Children learn in a settled environment where their wellbeing is supported by adults. Children enjoy positive interactions with one another and their teachers.
The education programme effectively promotes children's learning. Teachers support children to make choices about their play and help them to access relevant resources. They skilfully promote values and knowledge about the natural environment through authentic learning activities that include walks in the local area. Children have many opportunities to learn about environmental sustainability within a Māori cultural context.
Children under two years of age are well cared for, and have many opportunities to learn and develop in a programme that follows their home routines. They confidently move between their indoor and outdoor areas. They have easy access to resources to support their learning. A next step is for teachers to consider how they could increase the range of natural resources.
Teachers know about and respond to children's individual and group interests. They keep clear assessment records and use them to plan activities to support children's learning. Teachers often review children's learning, and their records indicate how the learning and interests have progressed.
The centre has good systems for sharing assessment and planning information with whānau and with children. Parents are well informed using electronic communication and they are encouraged to work in partnership with teachers by contributing to their child's record of learning. Children can access their portfolios and are able to revisit their learning and plan future activities.
Teachers are interested in learning more about the places that are of special significance for tāngata whenua. They are focusing on how they use questions to encourage children's thinking and language development.
The governing board is working on strengthening the stewardship of the centre. The community centre manager is in the process of reviewing and updating polices that guide centre operations. The centre philosophy has recently been reviewed and now provides useful indicators against which teachers can reflect on their practice.
Centre leaders and staff see internal evaluation as a valuable way of encouraging ongoing improvement. There has been development of the appraisal process and of staff professional learning and development which is provided by an external provider. The new appraisal framework promotes ongoing reflection and improvement of practice. Further work is needed to ensure that it is fully implemented.
Centre leaders agree the next steps to guide ongoing improvement include:
continuing to focus on teaching strategies that support children's oral language and extend their thinking
participating in professional learning and development to build teachers' understanding of Te Whāriki, the early childhood curriculum
using more evaluative questions and indicators of best practice to strengthen internal evaluation
strengthening strategic planning by developing clear improvement goals with success indicators and reporting to the community on progress towards these goals.
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:
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.
The next ERO review of Bayview Early Learning Centre will be in three years.
Violet Tu’uga Stevenson
Director Review and Improvement Services
Te Tai Raki - Northern Region
29 November 2018
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.
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Location |
Glenfield, Auckland |
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Ministry of Education profile number |
10248 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
35 children, including up to 8 aged under 2 |
||
|
Service roll |
47 |
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Gender composition |
Boys 25 Girls 22 |
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|
Ethnic composition |
Māori |
3 |
|
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:6 |
Better than minimum requirements |
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Review team on site |
October 2018 |
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Date of this report |
29 November 2018 |
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Most recent ERO report(s) |
Education Review |
March 2015 |
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|
Education Review |
June 2012 |
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|
Education Review |
April 2006 |
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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:
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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.