- ERO evaluates and reports on the education and care of children and young people in early childhood services and schools.
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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.
Before Six Early Educational Childhood Centre changed ownership in 2016. The new owner also has three other centres. She has employed a registered teacher with management experience, to be responsible for the day-to-day running of the centre. The team of qualified teachers has been retained.
The centre is licensed to provide full-day sessions for 50 children including up to 15 under two years of age. While most children are either Māori or Pākehā, the roll is becoming increasingly diverse and the roll is growing. Many of the older children transition to the local kindergarten before beginning school.
The centre's philosophy is based on Te Whāriki, the early childhood curriculum. It values and promotes partnerships with parents in children's education. The staff want children to have positive learning experiences and to view themselves as leaders of their own learning.
The purpose-built centre provides for children in two age-related rooms, each with an outdoor area. Younger children are located in the Pohutukawa room and they transition into the Kauri room at about two years of age. Children from the two areas spend some time together during the day.
The 2013 ERO report identified the need for staff to re-familiarise themselves with the centre's philosophy and ensure that their practices were consistent with effective practice in early childhood education. It also suggested that internal evaluation be better used to inform strategic planning. Good progress has been made in these areas.
Children enjoy positive and caring relationships with centre staff, who help them develop a sense of belonging and wellbeing. Teachers take time to listen to children and encourage them to contribute their ideas to conversations. They value children's contributions to decision making.
Children under two years of age are well cared for. Teachers have regular contact with parents, and endeavour to follow care routines that are consistent with what happens at home. They promote children's oral language through respectful conversations that take place during play and care routines. Teachers encourage children's independence and self-help skills.
The centre is well designed and resourced. Teachers make good use of walls to display and celebrate children's learning, and communicate with parents. They are including children in discussions about ways to improve outdoor learning areas.
The programme is increasingly responsive to children's interests. Teachers are planning the programme more collaboratively in response to what they observe about individuals or groups of children. Teachers are considering ways to encourage greater parent/whānau involvement in the programme.
Teachers provide good support for children’s transitions into and in the centre, with a focus on developing children's sense of belonging. Teachers work with local schools to support children going to school, and are exploring ways to improve support for children moving on to kindergarten.
Teachers encourage parents to share information about children's interests. They are considering how they can record their planning and information about children's learning. Parents are responsive to information that they receive about their children's learning shared through electronic communication systems. This communication is helping to develop effective partnerships that support children's learning.
Appraisal processes encourage teachers to identify and work towards professional goals that will strengthen their teaching. Where appropriate they are encouraged to work collaboratively towards their goals. Relevant professional learning and development is provided. Performance management systems are being strengthened.
Managers regularly review policies, and are developing strategic planning and internal evaluation practices. They understand the role that strategic planning has in ongoing improvement, and are considering how strategic goals can help to focus attention on the centre’s key next steps for development.
Centre managers have identified appropriate areas for development that include:
Before the review, the staff and management of Before Six Early Educational 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:
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:
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 Before Six Early Educational Childhood Centre will be in three years.
Steffan Brough
Deputy Chief Review Officer Northern (Acting)
10 May 2017
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 |
Mangawhai, Northland |
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Ministry of Education profile number |
10407 |
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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 |
50 children, including up to 15 aged under 2 |
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Service roll |
91 |
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Gender composition |
Boys 52 |
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Ethnic composition |
Māori |
16 |
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Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
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Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
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Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
February 2017 |
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Date of this report |
10 May 2017 |
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Most recent ERO report(s)
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Education Review |
November 2013 |
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Education Review |
December 2010 |
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Education Review |
October 2007 |
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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.