Headstart Childcare And Early Education Centre - 14/06/2013

1 Evaluation of Headstart Childcare And Early Education Centre

How well placed is Headstart Childcare And Early Education 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.


Headstart Childcare And Early Education Centre is located in Hobsonville, Auckland, and provides all day care and education to children over two years of age. The service is privately owned and has been operating since 1993. In 2011 the current owner, who is a qualified early childhood teacher, took over the licence and management of the centre.

The well established childcare service has a history of positive ERO reports. Affirming, respectful relationships, a child-led programme, and ongoing improvement are continuing features of the centre.

The centre has a high percentage of qualified teachers. Several staff have worked in the centre for a long time and have close community connections. Curriculum leadership is the responsibility of the head teacher. Fully registered teachers provide a programme of advice and guidance to newer teachers who are working towards full registration.

The centre’s philosophy is strongly guided by the principles of Te Whāriki, the New Zealand early childhood curriculum, and gives emphasis to promoting and protecting the pride, confidence and integrity of children.

The Review Findings

Children very effectively lead their learning. They readily engage and become absorbed in play and centre activities, whether they are working by themselves or with others. They show skills in extending their own ideas and those of their playmates. Children have good opportunities to develop leadership abilities and to participate fully in the programme. They are confident and are developing good self managing skills. They foster friendships by showing respect for each other. Children are encouraged to extend their thinking by teachers engaging them in purposeful conversations.

Teachers support children to reach their potential. They respond well to the range of ages and stages of development of children. They are adept at building children’s independence and social responsibility. Supportive and respectful relationships create the strong sense of trust between adults and children. Teachers respond to children’s interests and provide a stimulating, resource-rich environment that motivates children to learn.

Teachers respect and promote children’s languages and cultures. Opportunities for children to learn te reo Māori and understand Māori culture continue to increase as teachers develop their own knowledge and skills in these areas. There is the capability within the teaching team to communicate with children and their families in their first languages. This attribute contributes significantly to children’s language and culture development.

Parents/whānau are provided with many opportunities to contribute to and participate in centre learning programmes. They are encouraged to offer suggestions for improvement and staff enjoy strong, responsive and reciprocal relationships with families.

Centre leaders provide effective professional leadership. They participate in and value professional learning and development in order to provide a high quality service. All teachers have various leadership roles and responsibilities. Purposeful mentoring supports teachers to enhance their leadership skills and teaching practice. Connections with early childhood education networks and the local primary school community enhance teachers’ practice in supporting children’s transitions to school.

The centre’s self review for improvement is thorough and comprehensive. Self review promotes the strong links between the centre’s goals, annual plan and professional practice. All staff actively participate in processes to achieve continuous improvement.

Key Next Steps

As next steps, ERO and centre leaders discussed the value of extending strategic goals into a long-term plan for achieving the centre vision. Centre leaders also report that their appraisal system has been reviewed and refined, and is now ready to be fully implemented.

Management Assurance on Legal Requirements

Before the review, the staff and management of Headstart Childcare And Early Education 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 Headstart Childcare And Early Education Centre will be in four years.

Dale Bailey

National Manager Review Services Northern Region

14 June 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


Hobsonville, Auckland

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 0 aged under 2

Service roll


Gender composition

Girls 34 Boys 28

Ethnic composition


NZ European/Pākehā





Other Asian










Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates


Reported ratios of staff to children

Under 2

Not applicable


Over 2


Meets minimum requirements

Review team on site

April 2013

Date of this report

14 June 2013

Most recent ERO report(s)

Education Review

May 2010


Education Review

March 2007


Education Review

March 2004

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.