Busby Street Early Learning Childcare Centre - 11/01/2018

1 Evaluation of Busby Street Early Learning Childcare Centre

How well placed is Busby Street Early Learning Childcare 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.


Busby Street Early Learning Childcare Centre is a long-established service in the culturally diverse community of Blockhouse Bay. It is licensed for 36 children, including 10 up to two years of age. The centre comprises two separate renovated buildings. The front building is used for the infants and toddlers programme, and has a separate playground. The other dwelling is for older children up to school age.

The centre is owned and governed by Gluga Ltd. The owners have three other centres and have appointed centre directors who each oversee the management and operation of two centres. In addition, two head teachers lead curriculum development and implementation in this centre.

The centre's philosophy is underpinned by a strong emphasis on whānau and respecting the dual cultural heritage in Aotearoa New Zealand. The programme is guided by Te Whāriki, the early childhood curriculum.

The 2014 ERO report commented positively on the way that the centre's physical and emotional environments supported children's learning and wellbeing. Mangers were embedding systems and processes to support change and improvement. Progress has been continued in these areas.

The Review Findings

Warm relationships and interactions underpin the programme and contribute to the centre’s welcoming tone. Children are confident, independent and play cooperatively. They have a strong sense of belonging and have good opportunities to make choices about their play. Teachers affirm children’s ideas and support them in their play.

Infants and toddlers receive good quality individualised care and attention in a nurturing environment. They experience smooth transitions between routines that respect their preferences. Toddlers are confident to explore and communicate with adults. Their outdoor environment is used well and enables toddlers to extend their play and exploration.

Older children enjoy exploring in the large outdoor area, which is a feature of the centre. They are busy and engage happily in activities that teachers provide. Their independence and self-management skills are fostered by teachers. Teachers engage children in sustained conversations that support their language development and encourage problem-solving. They could now consider strategies to maximise opportunities for more complex play in the daily programme.

Displays promote and celebrate children's cultural backgrounds. Teachers are committed to working towards implementing a Te Tiriti based programme. They use te reo and tikanga Māori confidently in the context of children’s play, and during mat and kai times. Some teachers speak with children in their home languages. These approaches strengthen children’s sense of cultural identity and their language development.

Teachers have a positive working relationship with parents, whānau, and the wider early childhood and school community. Centre leaders and teachers value parent and community involvement. Parents/whānau receive good information about their children’s learning and development. They are encouraged to contribute to the centre's programme and join in events. Teachers could now find ways to increase parents' contribution to their children’s assessment portfolios.

Centre leaders have a strong commitment to providing a good quality service, and have a focus on continuous improvement.

Key Next Steps

Centre leaders agree that it would be worthwhile to access external support to help develop robust internal evaluation, to guide improvements in teaching practices and programmes for children. Next steps for centre development should include:

  • strengthening planning, assessment and evaluation to support a richer, more extensive programme that includes opportunities for children to learn about literacy, mathematics, technology and science through their play

  • developing and implementing a robust appraisal process that aligns with new Education Council requirements

  • evaluating and developing policies and procedures to guide teacher practice.

Management Assurance on Legal Requirements

Before the review, the staff and management of Busby Street Early Learning 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Busby Street Early Learning Childcare Centre will be in three years.

Graham Randell

Deputy Chief Review Officer Northern

Te Tai Raki - Northern Region

11 January 2018

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


Blockhouse Bay, Auckland

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

36 children, including up to 10 aged under 2

Service roll


Gender composition

Boys 23 Girls 19

Ethnic composition



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

November 2017

Date of this report

11 January 2018

Most recent ERO report(s)

Education Review

June 2014

Education Review

January 2011

Education Review

February 2008

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.