Bright Star Education and Care Centre - 05/09/2013

1 Evaluation of Bright Star Education and Care Centre

How well placed is Bright Star Education and Care Centre 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 Star Education and Care Centre is a multicultural, early childhood service located in the Wellington suburb of Newlands. It is licensed for up to 40 children from the age of six months to five years and has been operating since the beginning of 2012. This is the centre’s first ERO review.

The owner is the centre manager and is a qualified early childhood teacher. She ensures that the centre employs a high proportion of qualified staff and that adult to child ratios exceed minimum requirements.

The Review Findings

The centre manager and her teaching team have progressively developed shared values and a philosophy that is evident within the centre. The teaching team is focused on providing high quality care and education. A strong commitment to teaching and learning contributes to positive outcomes for all children. Partnerships with parents include the collaborative development of individual learning goals for each child. The need to support Māori and Pacific children is understood. Success for Māori is being sensitively considered and actions initiated.

The centre provides a curriculum that effectively caters for children’s interests and learning. This includes focus on literacy, numeracy and science. Positive relationships are a feature. Children approach adults confidently and teachers respond to their comments and requests with warmth and interest. Children contribute to a curriculum that is responsive to their languages, cultures and identities.

Teachers are attuned to the variety of ways children express themselves. They use a range of strategies to encourage the development of children's notions about the world. Teachers consciously avoid putting limits on what a child knows or the knowledge they acquire.

Infants and toddlers have key teachers who know them well and who interpret and respond to the subtle communications of toddlers. Routines are flexible and responsive to young children’s needs. Observation of children is a centre strength and teachers are responsive to children’s rhythms in determining what happens throughout the day. High levels of respect and nurture are evident.

The centre manager deliberately promotes leadership and encourages staff and children in these roles. High levels of shared understandings across the staff team underpin the settled environment.

Teachers work together collegially. They are collaborative, caring and helpful towards each other and model these attributes to children. They meet regularly to plan for children’s learning and reflect upon their teaching practice. Teachers focus on enriching children’s learning and demonstrate shared understandings as they observe and respond to children's needs and emerging interests.

The curriculum leader has led workshops for staff to increase their understanding of high quality centre practices. As a new service, staff work collaboratively to establish professional development priorities. After extensive development of systems and agreed practices teachers are now beginning to revisit and evaluate their effectiveness.

Key Next Steps

The centre managers and teachers have identified, and ERO in its external evaluation role agrees, the need to continue to:

  • develop self-review practices to improve high quality outcomes for children
  • develop and implement a plan for success for Māori children, as Māori.

Management Assurance on Legal Requirements

Before the review, the staff and management of Bright Star Education and Care 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Bright Star Education and Care Centre will be in three years.

Joyce Gebbie

National Manager Review Services

Central Region (Acting)

5 September 2013

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


Newlands, Wellington

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, including up to 10 aged under 2

Service roll


Gender composition

Boys 17

Girls 29

Ethnic composition


NZ European/Pākehā




Other ethnic groups







Percentage of qualified staff

0-49% 50-79% 80%

Based on funding rates


Reported ratios of staff to children

Under 2

1 : 3

Better than minimum requirements


Over 2

1 : 6

Better than minimum requirements

Review team on site

June 2013

Date of this report

5 September 2013

Most recent ERO report(s)

No previous ERO reports


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 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.