Bright Beginnings Childcare Centre - 05/08/2020

1 Evaluation of Bright Beginnings Childcare Centre

How well placed is Bright Beginnings Childcare Centre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Bright Beginnings Childcare Centre requires further development to promote positive learning outcomes for children.

Bright Beginnings Childcare Centre - Hatrick Street requires further development so that leaders and teachers ensure compliance with all health and safety licensing requirements, as outlined in the Education (Early Childhood Services) Regulations and the Licensing Criteria for Early Childhood Education and Care Services 2008.

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


Bright Beginnings Childcare Centre, Hatrick Street, is one of two privately owned early learning services based in Whanganui. It is licensed for 37 children, including nine up to the age of two years. The centre provides all-day education and care for children from birth to school-age. At the time of this ERO review, 40 children were enrolled and 11 are Māori.

An owner is the operations manager. A centre manager oversees daily organisation across the two centres. Staffing the services during 2019 has been a key consideration.

The revised philosophy is to have respectful, open and reciprocal relationships between staff, children, family and whānau, and to provide a home away from home.

The centre has responded to many aspects identified for improvement in the March 2017 ERO report. Improving internal evaluation remains a priority.

The Review Findings

During the onsite phase of the review ERO found non-compliances in relation to children's health and safety. Governance, management and leadership need to establish clear roles, responsibilities and reporting requirements for wellbeing, accountability and improvement. Distribution of leadership is beginning to be explored within the centre and extending this should support growing the capabilities of all staff.

Positive interactions and nurturing relationships with children and whānau support their sense of belonging. Teachers respond to children’s readiness and support their confidence in self-management. Children, parents and whānau are welcomed. Children know and understand the routines and rituals of the centre.

A calm and unhurried environment supports children’s play and development. Children and whānau preferences for care routines are well known and followed. Children form strong and secure attachments with teachers.

Children's decision-making and readiness for engaging in play across the two age-based areas are respected. Transitions into, through and beyond the centre for children and their whānau, are well supported.

The curriculum is child-led and based on their interests, previous learning and cultural celebrations. Children's learning portfolios reflect and celebrate these. The outside environment provides a wide range of opportunities for children to explore and take risks. Te reo Māori is evident throughout learning resources, planning and assessment.

The collaborative teaching team regularly engage in professional readings and discussion to reflect and grow teaching practice. They are now exploring ways to implement a more consistent approach to planning and evaluation of children’s learning. Teachers have recently strengthened assessment practices. Strengthening the visibility of children’s individual cultures and languages in their assessment of learning is a key next step.

Leaders model the philosophy, vision and goals of the organisation. A more cohesive approach across the Bright Beginnings Childcare centre organisation is emerging. Collaborative ways of working are fostered with teachers.

Management Assurance on Legal Requirements

Before the review, the staff and management of Bright Beginnings Childcare 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 health, safety and supervision. To meet requirements the service needs to improve its performance in the following areas so that:

  • heavy furniture, fixtures, and equipment that could fall or topple and cause serious injury or damage are secured
  • equipment, premises and facilities are checked on every day of operation for hazards to children. Accident/incident records are analysed to identify hazards and appropriate action is taken.

[Licensing Criteria for Early Childhood Education and Care Services 2008, HS6, HS12]

To improve current practice, the early childhood service management should ensure:

  • policies, procedures and practices are reviewed and improved to ensure compliance with all licensing requirements and regulations as outlined in the Education (Early Childhood Services) Regulations and the Licensing Criteria for Early Childhood Education and Care Services 2008 to inform and monitor expected practice
  • procedures, including documentation, are robustly implemented to ensure sufficiency of information in relation to licensing requirements and expectations are recorded, in relation to excursions and medical records
  • cultural differences in children’s sleep requirements are respected and the centre’s procedure is followed.

Since the onsite phase of the review the centre has made changes to the environment to ensure children’s privacy is respected during care routines, toileting and nappy changing. In addition, they have undertaken a review to ensure all objects that may fall or topple and cause serious injury have been removed or secured.

Development Plan Recommendation

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

Phil Cowie

Director Review and Improvement Services (Central)

Central Region - Te Tai Pūtahi Nui

5 August 2020

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


Hatrick Street, Whanganui

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

37 children, including up to 9 aged under 2

Service roll


Gender composition

Female 22, Male 18

Ethnic composition

NZ European/Pākehā
Other ethnic groups


Percentage of qualified teachers

0-49% 50-79% 80% Based on funding rates


Reported ratios of adults to children

Under 2


Better than minimum requirements

Over 2


Better than minimum requirements

Review team on site

March 2020

Date of this report

5 August 2020

Most recent ERO report(s)

Education Review

March 2017

Education Review

March 2015

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.