Panmure Bridge Childcare Centre - 13/06/2019

1 Evaluation of Panmure Bridge Childcare Centre

How well placed is Panmure Bridge Childcare Centre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Panmure Bridge Childcare Centre is well placed to promote positive learning outcomes for children.

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


Panmure Bridge Childcare Centre continues to offer sessional and full-day education and care for 40 children, including up to 10 children under two years of age. The majority of children are three to four year olds, and most attend morning until mid-afternoon daily sessions. The service offers the 20 government funded hours as well as an additional ten hours free to families.

The Ark Foundation Charitable Trust governs the centre, and a centre manager oversees its daily operations. A supervisor/head teacher has responsibility for children's care, and the teaching and learning programmes. Most of the teaching team are qualified and bring diverse cultural backgrounds to their teaching roles. Children and families also have diverse cultural backgrounds and are reflective of their community.

The centre's philosophy values Christian principles and children's learning through play. The centre promotes child-selected, mixed-age play. Partnerships with families are valued and nurtured, and long-term relationships have been formed.

Centre leaders have responded positively to suggestions for ongoing improvement in the 2015 ERO report. They continue to strengthen the centre's reflection of the bicultural heritage of Aotearoa New Zealand and to align programmes with Te Whāriki, the early childhood curriculum.

The Review Findings

The programme provides well for children's care and education. Children have very good opportunities to freely explore their environment and follow their own interests. They play alone, or independently, or cooperatively in pairs and larger groups. Children are familiar with, and responsive to, teacher's expectations at mat-times and mealtimes, and empowered to take increased responsibility for their own wellbeing. They demonstrate a strong sense of belonging and benefit from the very positive and respectful relationships that are a strong feature of this centre.

Infants and toddlers are provided with an individualised approach to their care and learning. Designated teachers are responsive to the daily routines of these younger children. They ensure each child is well settled and ably support children to communicate, learn through play, and develop at their own pace. Children are content playing alongside each other in a peaceful, unhurried environment. A separate play area enables the infants to have floor time in safety, while the centre's mixed-age group practices promote caring relationships among all age groups.

The programme reflects the centre's philosophy. Teachers value play-based learning. An increased number and variety of regularly held events and celebrations recognise diversity within the centre and reflect bicultural New Zealand. Strong support is provided by the supervisor/head teacher in curriculum management. Teachers are now positioned to continue to update programmes, and move to more intentional teaching practices.

Teachers are committed to deepening partnerships with parents and whānau. They capture and document parent voice as part of their planning process. They include rich cues for parents to contribute their views into skilfully written learning stories. More effective communication of learning stories and next steps planned for children's learning may further encourage parent and whānau relationships.

The centre benefits from effective leadership. The board has a strategic outlook and understands the ongoing impact of changes in the community's demographics. The centre manager and supervisor/head teacher work collaboratively to establish and guide centre practices. They have made good progress in ensuring teacher appraisal practices meet current expectations and in extending internal evaluation practices. Well-developed management systems, and the skills and knowledge of the centre leaders, combine to ensure smooth centre operations.

Key Next Steps

Centre leaders and teachers should continue to:

  • develop processes that promote more effective learning-focused partnerships with parents and whānau

  • take more deliberate steps in terms of programme planning and setting up the environment to further extend children's learning

  • ensure internal evaluation is purposeful and outcomes focused

  • ensure that long-term planning for the curriculum is well documented and ensures currency with best practice.

Management Assurance on Legal Requirements

Before the review, the staff and management of Panmure Bridge 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.

Steve Tanner

Director Review and Improvement Services Northern

Northern Region

13 June 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


Panmure, Auckland

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

Girls 15 Boys 13

Ethnic composition

NZ European/Pākehā
Pacific groups
other European
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

April 2019

Date of this report

13 June 2019

Most recent ERO report(s)

Education Review

March 2015

Education Review

June 2012

Education Review

June 2009

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.