Bright Futures Hastings - 17/12/2014

1. Evaluation of Bright Futures Hastings

How well placed is Bright Futures Hastings to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

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


Bright Futures operates under the umbrella of the Napier Family Centre, a not for profit communitybased organisation. Other services of the Napier Family Centre are an early childhood centre, parent education, family and youth support, a budget service, and psychological and counselling services. These services are available for Bright Futures whānau at any time if required.

There are six Bright Futures home-based education and care networks in Napier, Hastings and Central Hawkes Bay. An early childhood education manager is responsible for the oversight of Bright Futures. She is responsible to a Chief Executive Officer (CEO) and a board of governors.

Qualified and registered visiting teachers support educarers to provide education and care for children in the educarers’ homes. Bright Futures also assist educarers by providing financial services and safety equipment where necessary.

This review was part of a cluster of three home-based network reviews in the Bright Futures umbrella organisation.

The Hastings 2 network has had significant growth in numbers of Pacific children and educarers since the January 2011 ERO report. All of these children are Samoan. The two visiting teachers are Samoan.

The Review Findings

Visiting teachers have a good understanding of each child as a unique learner. They support their interests and inquiries through additional resources and sharing strategies with educarers. Children’s emerging mathematical and literacy skills are fostered. Visiting teachers and educarers value and acknowledge parents’ aspirations for their children. They take these into account when placing children and when planning learning experiences.

Children participate in a wide range of learning experiences within the home and wider community. Many children attend Bright Futures playgroups which provide opportunities for socialisation. Experiences of Samoan language and culture are integral to the programme for Samoan children. Visiting teachers and educarers are developing their understanding of te ao Māori perspectives and how to strengthen the curriculum for Māori children

Secure child, educarer and family relationships are promoted to foster the development of children’s sense of belonging. Continuity of care for infants and toddlers is carefully managed. Good quality systems support children’s wellbeing and alternative care arrangements when necessary.

Educarers receive frequent visits from visiting teachers who provide useful feedback about children’s learning and educarers teaching practice. These records of learning are strengthening educarers’ understanding of Te Whāriki and how children learn.

The board, manager and visiting teachers are successfully consolidating the service’s capacity to promote positive learning outcomes for children. Since the previous ERO report, a new CEO, manager and visiting teachers have been appointed. They are actively involved in fostering purposeful relationships with educarers and families. There is a good team approach across networks. Professional development and the achievement of qualifications are strengthening educarers’ and visiting teachers’ practice. Many educarers have Level 4 qualifications in home-based early childhood education. New educarers are well supported through the induction process.

Systems to monitor and improve the quality and effectiveness of visiting teacher practice across the networks are developing. The manager is starting to provide feedback to visiting teachers about the quality of their records of learning. The recently revised appraisal process is designed to be more responsive to individual visiting teacher needs. The manager should consider providing more regular and constructive feedback to individual teachers about the quality of their work with educarers.

The recently established self-review process is useful and has the potential to assist the board, visiting teachers and educarers to know about the effectiveness of education and care for children. It is beginning to be used to improve the quality of learning outcomes. With the assistance of an external facilitator, staff have enquired into their practice. As a result, they have identified areas for further improvement. These include development of a bicultural curriculum, partnership between visiting teachers and whānau, and assessment practices linking to Te Whāriki. ERO’s evaluation supports these as next steps.

Key Next Steps

Managers and teachers should continue to strengthen self review to improve practice. Strategic goals do not clearly focus on promoting quality or effectiveness of practice in relation to children. Continuing the evaluative approach to review focused on the quality and effectiveness of practice and the impact on outcomes for children should be the major focus.

Management Assurance on Legal Requirements

Before the review, the staff and management of Bright Futures Hastings 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Bright Futures Hastings will be in three years.

Joyce Gebbie

National Manager Review Services Central Region

17 December 2014

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



Ministry of Education profile number


Licence type

Homebased Network

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

80 children, including up to 80 aged under 2

Service roll


Standard or Quality Funded

Standard funded

Gender composition

Boys 19,

Girls 17

Ethnic composition


NZ European/Pākehā


Other ethnic groups





Number of qualified coordinators in the network


Reported ratios of staff educators to children

Under 2


Meets minimum requirements


Over 2


Meets minimum requirements

Review team on site

October 2014

Date of this report

17 December 2014

Most recent ERO report(s)

These are available at

Education Review

January 2011

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 the draft methodology for ERO reviews in Home-based Education and Care Services: July 2014

ERO’s Overall Judgement and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

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.