Bright Star Education and Care Centre - 13/10/2016

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 privately owned centre located in Newlands, Wellington that caters for children from multi cultures. It is licenced for up to 43 children, including 11 aged up to the age of two. Of the 46 children enrolled three are Maori.

Leadership includes a manager for the whole centre and supervisor who oversees the centre. There is an educational leader for children up to two years, and also one for children over two years. Six staff are qualified. Two are completing certification and two staff will access teacher training.

The September 2013 ERO report identified self-review practices and the implementation of a plan for success for Māori, as Māori as areas needing development. There has been positive progress in these areas. This is the centre's second ERO review.

The Review Findings

Programmes for children are underpinned by Te Whāriki, the early childhood curriculum. The philosophy incorporates values that aim to support children to be life-long learners within a nurturing, safe and stimulating environment. Te ao Māori is fostered, valuing whanaungatanga and relationships are integral to centre practices.

The well-resourced environment and centre programme encourage children to actively engage in a range of learning experiences. Children confidently communicate with peers and adults, explore independently and show perseverance in self-challenging learning situations.

Educators are responsive to learners' interests. Literacy, mathematics, science, arts and creative opportunities progress children's language, knowledge and understanding. Child and adultled learning experiences encourage sustained dialogue and participation.

Infants' and toddlers' programmes are based on respectful and responsive care giving. Children are confident communicators who dialogue and share learning experiences with educators. Learning through play affirms children's ideas and inventiveness.

The planned programme incorporates children's interests, strengths and skills. Individual and group learning needs are supported. Planning boards inform and invite parents' contributions. Children experience opportunities to deepen their learning.

Profile books are useful records of children's participation, friendships, interests and learning journeys. These are attractively presented and include children's learning outcomes and links to parent and whānau aspirations. There is variation across narratives in profile books. Educators agree there is a need to continue to develop shared understanding of assessment, planning and evaluation.

Whanaungatanga and respectful relationships are highly valued between educators, children parents and whānau. A warm, inclusive atmosphere is supportive of children's wellbeing and learning.

Well-developed relationships with the Pacific community are supported through the 'Learning Journey' yearly interviews, relevant resources that affirm language and use of symbols and celebrations.

Te reo me ngā tikanga Māori are strongly promoted, valued and well established in centre practices. Te reo Māori is heard and used in conversations between educators and children. A curriculum, with considered te ao Māori content, is implemented across the centre. Waiata Māori and pakiwaitara are popular with children. Values of manaakitanga, tautoko and tuakana teina are practised. ERO's evaluation affirms the direction identified by the centre, to further develop knowledge of culture and context to contribute to the curriculum.

A well-considered transition approach is responsive to individual children's needs. Flexible time frames are in place and children are assisted by a key educator. To support the transitioning of older children to school, a planned Koru group occurs daily and a specialised Koru group occurs weekly. Leaders have taken the initiative of inviting local school teachers to the centre to discuss school transitioning and continuity of learning. Improved knowledge and understanding of transition between centre staff, parents and school personnel is being nurtured.

Leaders and educators are improvement focused. Relevant internal and external professional learning for staff has improved responsive teaching practice, the bicultural curriculum and ongoing, systematic internal evaluation.

Teachers are well supported by leaders to sustain good quality practice and improve outcomes for children. The centre supervisor leads internal evaluation well. A review framework that aligns with strategic plan objectives is being implemented. Educators agree there is a need to build individual educator's capability and shared understanding of internal evaluation to progress and maintain best practice.

Key Next Steps

ERO and leaders agree that educators should be supported to continue to strengthen:

  • assessment, planning, evaluation for consistency of practice

  • understanding and use of internal evaluation to enhance teaching and learning for children

  • cultural knowledge and understandings.

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

Deputy Chief Review Officer Central

13 October 2016

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

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

43 children, including up to 11 aged under 2

Service roll


Gender composition

Girls 24, Boys 22

Ethnic composition





Southeast Asian








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

August 2016

Date of this report

13 October 2016

Most recent ERO report(s)

Education Review

September 2013

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.