Bright Star Education and Care Centre - 18/10/2019

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

Bright Star Education and Care Centre is very well placed to promote positive learning outcomes for children.

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


Bright Star Education and Care Centre is a privately-owned multicultural childcare centre in Newlands, Wellington. It is licenced for up to 43 children, including 11 aged under two.

Leadership includes the owner, who is the manager, and a supervisor who has day-to-day management of the centre. Two educational leaders have responsibility for defined age-related areas. Seven staff are qualified. All staff are long serving.

The centre’s philosophy emphasises honouring Te Tiriti o Waitangi and relationships with people and the community. Manaakitanga, whanaungatanga and empowerment underpin the emphasis on lifelong learning, active exploration and a sense of connectedness to family, whānau and the community.

The centre is a member of the Newlands Community Network for schools and early learning services.

ERO’s October 2016 report identified that leaders should continue to strengthen assessment practices, use of internal evaluation and cultural knowledge and understanding. Significant progress in these areas is evident.

The Review Findings

Children confidently engage in activities and play experiences for sustained periods. The inclusive learning environment promotes genuine interactions based on respect, trust and a willingness to learn. Teachers' interactions with children are warm and highly responsive. Close and trusting relationships are strongly evident. Teachers effectively allow children the space and time to develop and test their working theories with the use of natural and open-ended resources. Literacy, science, mathematics, and social sciences are very well integrated into the programme.

Infants experience an unhurried pace which supports their sense of wellbeing and belonging. Care routines are maximised as valuable relationship-building opportunities. Interactions are warm, calm and peaceful. Teachers are responsive to children’s personal rhythms and cues.

Māori and Pacific learners are identified and effectively supported by teachers. Their cultures are strongly reflected throughout the environment with displays of items of significance evident throughout the learning environment. This successfully promotes a sense of belonging for these learners.

Strong partnerships enable parents, whānau and teachers to set meaningful individual learning goals for children. Children with diverse learning needs are well supported to fully engage in the programme. External support is accessed as appropriate.

Te ao Māori is highly valued and strongly evident in the environment and curriculum. Teachers enrich children’s learning through well-considered kaupapa Māori based concepts. Children are familiar with and participate in karakia and waiata. The cultural expertise of whānau is actively sought by teachers to enrich the curriculum.

Transitions into, through and out of the centre are sensitively managed with a key teacher responsible for developing plans in consultation with parents. A transition to school pack, developed with primary school teachers, informs parents of how the centre is supporting children to prepare for primary school.

The recently reviewed philosophy underpins the service's values and beliefs and reflects the bicultural heritage of Aotearoa. The valued learning outcomes described in the philosophy are highly evident in practice. Children are engaged and self-motivated. Environmental sustainability is effectively practiced, and children are actively involved in this.

The centre has a well-considered planning for learning framework. Group planning is child driven and informed by their emerging interests and parent aspirations. Purposeful planned learning experiences effectively support, guide and extend children’s knowledge. Assessment records consistently capture the learning that is taking place over time. These are regularly shared with parents through documentation and at yearly parent/teacher interviews. Leaders agree that making clear the expected learning outcomes will add value to the process.

The centre has a sound framework to support relevant and meaningful internal evaluation. This leads to positive learning outcomes for children. Continuing to embed and refine the framework will further enhance evaluation practice.

A useful appraisal system promotes teachers' and leaders' professional growth and development. Regular meetings and observations of practice offer opportunities to reflect on goals, receive feedback and set agreed next steps. Provisionally certificated teachers are well supported to develop their practice to achieve full certification.

A clear strategic plan guides the direction of the service. Leaders and teachers show a strong commitment to the philosophy, vision and goals. There is an established culture where whānau are valued and celebrated for who they are and what they bring to the centre. Teachers have opportunities to lead aspects of the curriculum.

Key Next Steps

Leaders and teachers agree that aspects of the curriculum and internal evaluation require strengthening.

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.

Dr Lesley Patterson

Director Review and Improvement Te Tai Tini

Southern Region

18 October 2019

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

Boys 26, Girls 25

Ethnic composition

NZ European/Pākehā
Other ethnic groups


Percentage of qualified teachers


Reported ratios of staff to children

Under 2


Better than minimum requirements

Over 2


Better than minimum requirements

Review team on site

August 2019

Date of this report

18 October 2019

Most recent ERO report(s)

Education Review

October 2016

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

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.