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 - Liverpool 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, Liverpool Street, is one of two privately owned early learning services based in Whanganui. It is licensed for 29 children, including 12 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, 44 children were enrolled and six 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 of the centre is to have respectful, open and reciprocal relationships between staff, children, family and whānau 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 revisit and establish clear roles, responsibilities and reporting requirements for wellbeing, accountability and improvement.

Positive interactions and nurturing relationships with children and whānau support their sense of belonging. Teachers support children’s growing social and emotional competence. Children are curious and confident to explore their environment. They know and understand the routines and rituals of the centre. Children seek adults for help and ideas.

Infants and toddlers are given time and space to lead their own learning. Teachers are responsive and respectful of children’s verbal and non-verbal cues and parents' preferences. 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 are well supported for children and their whānau.

The curriculum is child-led and based on their interests, local events and cultural celebrations. Children's learning portfolios reflect and celebrate these. Clear communication supports parents to know, understand and participate in the life of the centre. Te reo Māori is increasingly evident throughout learning resources, planning and assessment. Teachers need to continue to grow their knowledge and understanding of effective assessment, planning and evaluation. Alongside this, leaders need to develop clear expectations to guide a consistent approach that enhances and extends children’s learning and development.

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, premises and facilities. 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

  • children are supervised while eating and staff or adults must sit with the children, so attention is on the children and not on completing other tasks

  • outdoor activity space is easily and safely accessed by children and ensure that children have easy access to the outdoor environment

  • toilet access and design are important for children’s sense of well-being in a centre and provide children with a sense of privacy.

[Licensing Criteria for Early Childhood Education and Care Services 2008, HS6, HS12, HS22, PF13, PF12]

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

  • medicines are disposed of or sent home with the child’s parent after the specified time or before the expiry date of the product

  • 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 undertaken an audit 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


Liverpool Street, Whanganui

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

29 children, including up to 12 aged under 2

Service roll


Gender composition

Female 22, Male 22

Ethnic composition

NZ European/Pākehā
Other ethnic groups


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

March 2020

Date of this report

5 August 2020

Most recent ERO report(s)

Education Review

March 2017

Education Review

March 2013

Education Review

April 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.