13 Jellicoe Road, Manurewa, Auckland
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Pukeko Preschool Manurewa are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whakatō Emerging |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whāngai Establishing Whakatō Emerging |
Pukeko Preschool Manurewa is one of six services in the Pukeko Preschool group. An operations manager and a curriculum manager provide governance and leadership support. A qualified centre manager leads the team and is responsible for daily operations. Almost a half of the children enrolled are from Pacific heritages and a small number are Māori.
Children demonstrate a good sense of belonging. They communicate their feelings and ideas with their peers. Teachers are used for support and comfort when needed. Teachers provide well-resourced environments and experiences which encourage children to revisit learning. Infants and toddlers benefit from teachers respecting their individual routines.
Teachers prioritise the development of children’s oral language. They respond effectively to the verbal and non-verbal communication of infants and toddlers. Older children have opportunities to explore mathematical symbols, print and a range of literacy resources.
Opportunities are provided for children to learn basic te reo Māori through words, waiata and karakia.
Teachers encourage children to respect and understand other cultures by reflecting children’s cultural identity within the environment and through centre events.
Assessment practices follow a process of notice, recognise, and respond. Teachers plan activities in response to children’s interests. They have built relationships with whānau and gather the aspirations they hold for their children’s learning. These are not yet used to inform the curriculum. Curriculum evaluation does not yet identify the effectiveness of teaching strategies in improving outcomes for children.
Governance and leadership are establishing processes to build teacher capability. Teachers have opportunities to access relevant professional learning and development. Professional leaders have recently been appointed with an aim to further improve teaching practice.
A culture of relational trust is evident amongst leaders and teachers. A process of self-review is in place. Internal evaluation systems are in the early stage of development in individual services and at an organisational level. Better monitoring of health and safety is required.
Pukeko Preschool Manurewa will include the following actions in its Quality Improvement Planning:
Leaders and teachers to continue to:
Governance and management to:
Before the review, the staff and management of Pukeko Preschool Manurewa completed an ERO 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:
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
The service has provided ERO with evidence to show the following non-compliances have been addressed:
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Patricia Davey
Director of Early Childhood Education (ECE)
22 November 2023
| Early Childhood Service Name | Pukeko Preschool Manurewa |
| Profile Number | 45316 |
| Location | Manurewa, Auckland |
| Service type | Education and care service |
| Number licensed for | 70 children, including up to 20 aged under 2 |
| Percentage of qualified teachers | 80-99% |
| Service roll | 65 |
| Review team on site | August 2023 |
| Date of this report | 22 November 2023 |
| Most recent ERO report(s) | Akanuku | Assurance Review, February 2021; Education Review May 2018
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ERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
Regulatory standards | ERO’s judgement |
| Curriculum | Meeting |
| Premises and facilities | Meeting |
| Health and safety | Meeting |
| Governance, management and administration | Meeting |
Since the onsite visit the service has provided ERO with evidence that shows it has addressed non-compliances and is now taking reasonable steps to meet regulatory standards.
Pukeko Preschool Manurewa is one of five privately owned centres that operate under Pukeko Preschools. Previously known as Little Bears, the service has been relicensed with new ownership since June 2019. It serves a multicultural local community providing full-day care and education for children from infants to school age.
Children experience positive, respectful interactions with adults. Teachers plan, implement, and evaluate a curriculum that is designed to enhance children’s learning experiences.
The curriculum reflects the unique place of Māori as tangata whenua. It encourages children to be confident in their own cultures and languages and to develop understanding and respect for other cultures. Teachers provide opportunities to collaborate with parents and whānau about the service’s operations and their children’s learning.
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:
Licensing Criteria for Early Childhood Education and Care Centres 2008, HS6, HS17, HS18
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
11 February 2021
| Early Childhood Service Name | Pukeko Preschool Manurewa |
| Profile Number | 45316 |
| Location | Manurewa, Auckland |
| Service type | Education and care service |
| Number licensed for | 70 children, including up to 5 aged under 2. |
| Percentage of qualified teachers | 80%+ |
| Service roll | 34 |
| Ethnic composition | Māori 5 Fijian Indian 7 Kiribati 6 Filipino 5 Indian 4 Samoan 4 other ethnic groups 3 |
| Review team on site | November 2020 |
| Date of this report | 11 February 2021 |
Most recent ERO report(s)
| Education Review May 2018 Education Review November 2014 |
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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:
As part of an Akanuku | Assurance Review ERO assesses whether the regulated standards are being met. In particular, ERO looks at a service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Little Bears Early Childhood Education and Care Centre is one of two privately owned centres that operate in South Auckland. The centre is licensed for 50 children and provides a full day service. Half of the children enrolled are Māori, and half are Kiribati or from other Pacific backgrounds.
Managers and teachers are in the process of reviewing the centre's philosophy statement. The draft statement drives to provide a rich, inclusive learning environment and a curriculum that promotes children as socially competent, confident learners with a strong sense of belonging.
In the last 16 months, staff changes have occurred. There is a new centre manager, a new curriculum leader and a new teacher for the over two year olds. Four of the five teachers have an early childhood qualification.
The 2014 ERO report commented favourably about the significant development in curriculum, teaching and management practices that resulted in positive outcomes for children and their families. Most of these developments continue to be evident.
Children settle quickly and show confidence exploring the learning environment, which supports child initiated play. They clearly articulate their desires to teachers. Children are friendly and generally play well together. Unobtrusive routines help children to make choices about their day. Teachers use respectful practices. Good nurturing care and individualised support are provided for children under two years of age. A next step is to provide children over five years of age with a differentiated approach to their ongoing development in readiness for school.
Children engage in meaningful play in distinct separate areas catering for groups under two years and over two years of age. Children also enjoy separate outdoor areas. The programme is flexible so that children under two can play in the over two area. This supports transitions within the centre.
Children have good opportunities to develop their oral language. Teachers skilfully model and support children to acquire and further develop their oracy. Some teachers are also competent in using children's home languages. This use of children's heritage languages enhances children's identity, language and culture. A next step is continuing to strengthen practices that contribute to Māori children enjoying success as Māori and promote the dual heritage of Aotearoa.
Teachers are implementing new planning, assessment and evaluation processes. By emphasising intentional teaching and explicit development of dispositions in their planning, teachers are aiming to improve outcomes for children. Children's portfolios show a compilation of individual children's experiences and progress over time. Centre leaders have appropriately identified that further work is needed in assessment and evaluation to focus on the learning of individual children and the teacher's role in enhancing children's learning.
Managers, leaders and teachers have established respectful relationships with parents and whānau. They know families well and support them to have equitable access so that children can participate in early childhood education. Managers and leaders are now focusing on strengthening parent partnership in their children's learning.
The owner and the centre manager are leading internal evaluations that promote ownership and shared understandings among the newly established team, about the centre's vision, philosophy, and strategic direction.
Managers and leaders evaluate the effectiveness of the service they provide for children and their families and identify appropriate next steps for ongoing improvement. Internal evaluation continues to promote positive outcomes for children. Strategic goals are documented. A next step is to strengthen the annual plan to better support the realisation of centre goals.
Centre leaders have agreed that key next steps include:
strengthening the curriculum to make bicultural practices more visible, further developing early literacy and numeracy learning, and strengthening teachers' focus on developing children's dispositions
strengthening the annual plan to achieve the strategic goals of the centre
evaluating the centre's health and safety framework to identify and make improvements to practice.
Before the review, the staff and management of Little Bears Early Childhood Education & 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:
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.
The next ERO review of Little Bears Early Childhood Education & Care Centre will be in three years.
Julie Foley
Deputy Chief Review Officer Northern (Acting)
Te Tai Raki - Northern Region
11 May 2018
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.
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Location |
Manurewa, Auckland |
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Ministry of Education profile number |
45316 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
50 children, including up to 15 aged under 2 |
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Service roll |
40 |
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Gender composition |
Boys 21 Girls 19 |
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Ethnic composition |
Māori |
17 |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
January 2018 |
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Date of this report |
11 May 2018 |
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Most recent ERO report(s) |
Supplementary Review |
November 2014 |
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Supplementary Review |
June 2013 |
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Supplementary Review |
March 2012 |
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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:
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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.