BestStart Everglade Preschool - 25/09/2019

1 Evaluation of BestStart Everglade Preschool

How well placed is BestStart Everglade Preschool to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

BestStart Everglade Preschool is very well placed to promote positive learning outcomes for children.

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


BestStart Everglade Preschool provides education and care for children over two years of age. There are six qualified teachers, an administrator, a cook and a teacher aide.

The centre is part of the BestStart charitable trust. The organisation has re-branded all its early learning services. It provides an overarching governance and management framework to support operations and curriculum delivery in individual centres. Business managers (BM) and professional services managers (PSM) lead staff professional development and provide strategic guidance.

The curriculum is underpinned by the principles of Te Whāriki, the early childhood curriculum, bicultural practices and partnerships with parents/whānau.

The centre has a history of positive ERO reports. ERO’s 2016 report noted teachers' high-quality interactions and that programmes were driven by children’s interests. Very good teaching practices have been maintained. Teachers have continued to review and enhance the learning environment.

This review was part of a cluster of nine reviews in BestStart's Upper North Island region.

The Review Findings

Teachers’ shared philosophy is evident in the provision of a high quality, child-led programme. Children learn in a stimulating, well-resourced learning environment that supports their sustained engagement in learning. They have many opportunities to experience literacy, numeracy, science and technology as part of their play and in meaningful learning experiences. Children are eager to discover, learn and try new things. They play cooperatively, show empathy for others and demonstrate leadership.

Children’s ideas and parents’ aspirations for their children are sought and valued. Children’s leadership is evident in planning records and children’s portfolios. The practice of child-initiated planning is well embedded in the programme.

Teachers' respectful inclusive interactions, high expectations and sustained conversations contribute to children being confident, capable learners. Teachers foster children's strengths and nurture their interests. They promote children’s creativity, curiosity and problem-solving abilities. They are committed to children being empowered in their learning.

Teachers celebrate families' skills and knowledge and their ethnic diversity. They have worked collaboratively with Māori whānau to acknowledge the place of Māori as tangata whenua and nurture Māori children’s sense of identity. Pacific children and their whānau experience a programme that values and supports their identity, culture and languages.

Children with additional needs have equitable opportunities for learning. Close relationships with whānau support teachers to respond to individual children's learning needs.

Teachers are reflective and innovative. They actively participate in ongoing professional development that enhances their practice and programmes for children. They constantly consider further ways to promote positive outcomes for children.

Teachers work collegially and benefit from the centre manager's strong professional leadership. They are also encouraged to be leaders. The BestStart appraisal system provides opportunities for teachers to reflect on and refine their practice. Managers encourage teachers to engage in leading professional development and sharing effective teaching practices with others.

Good systems for internal evaluation guide teaching practice and inform programme improvements. Teachers agree that they could enhance their internal evaluation process by incorporating a wider variety of perspectives and making the depth of their thinking more visible.

Centre operations are guided by strategic and annual plans, and a shared vision. These are linked to BestStart strategic goals, which promote a sense of belonging to a wider learning community and support more widespread collaboration amongst teaching teams. Leaders and teachers regularly revisit the centre's strategic goals and annual action plans to monitor quality and promote ongoing improvement.

Key Next Steps

The teaching team is eager to continue exploring ways to enhance their practices and programmes for children. Next steps include:

  • strengthening learning stories to more clearly show children's progress and the continuity of their learning

  • increasing the visibility of their evaluative thinking and community contributions in internal evaluation processes.

Management Assurance on Legal Requirements

Before the review, the staff and management of BestStart Everglade Preschool 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.

Steve Tanner

Director Review and Improvement Services Northern

Northern Region

25 September 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


Manukau City, Auckland

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children aged over 2 years

Service roll


Gender composition

Girls 36 Boys 29

Ethnic composition

NZ European/Pākehā
Southeast Asian
other Pacific


Percentage of qualified teachers


Reported ratios of staff to children

Over 2


Better than minimum requirements

Review team on site

July 2019

Date of this report

25 September 2019

Most recent ERO report(s)

Education Review

March 2016

Education Review

March 2013

Education Review

November 2009

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

The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:

  • Very well placed

  • Well placed

  • Requires further development

  • Not well placed

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.