18 Apollo Drive, Mairangi Bay, 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 Bear Park Childcare Mairangi Bay are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whakawhanake Sustaining |
Ngā Akatoro Domains |
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Learning ConditionsOrganisational Conditions |
Whakawhanake Sustaining |
Bear Park Childcare Mairangi Bay is a franchised service which is one of eleven services that are part of the Bear Park group. The owner overseas daily operations, supported by two qualified supervisors. There are four rooms for different age groups of children. Children are from diverse cultural backgrounds, with a small number who are Māori.
The Bear Park group has services in Auckland and Dunedin. Pedagogical leaders provide professional advice, guidance and support for Bear Park Services.
Observations of children show them to be confident and motivated to learn. Positive interactions between children and teachers promote children’s oral language and communication skills. Infants and toddlers develop positive and trusting relationships with teachers which nurtures their sense of belonging. Teachers collaborate closely with parents to provide consistent care between the service and home. Leaders and teachers are continuing to strengthen their partnerships with parents and whānau and connections with the wider community to enhance learning outcomes for children.
The philosophy and curriculum are based on Te Whariki, the early childhood curriculum, and inspired by the Reggio Emilia approach, which values children as capable learners working collaboratively with teachers in a stimulating environment. The physical environment strongly reflects the service’s philosophy and values.
Children are provided with textured materials which foster their artistic knowledge, sensory development and encourages their curiosity and exploration. They have frequent opportunities to make connections with the natural world. Leaders are committed to environmental sustainability. The enactment of kaitiakitanga (guardianship of the land) and engagement with the Enviroschools programme is an organisational focus.
Teachers intentionally notice, recognise and respond to children’s interests and learning dispositions. Mathematics, science, social competence, cultural diversity, te reo Māori and tikanga Māori are naturally woven through the service’s routines and curriculum.
Leaders and kaiako promote equitable outcomes when supporting children with special rights. These children experience a curriculum that is responsive to their individual needs, and which supports their holistic development.
Relational trust at every level supports effective team collaboration. Teachers are provided with a range of professional development opportunities and mentoring. Leaders share their professional knowledge and expertise within the Bear Park group and with the wider professional community. A long-term plan informed by Bear Park organisational goals, values and priorities guides ongoing improvement and results in positive outcomes for children.
Leaders and teachers implement effective policies, procedures and practices that contribute to equitable outcomes for children at this service. There is a well-established system in place for internal evaluation that supports meaningful improvements across the service. Strong professional leadership, communication and innovation contributes to sustained improvements and continuity in the provision of high-quality care and education for children.
Bear Park Childcare Mairangi Bay will include the following actions that leaders have prioritised in its Quality Improvement Planning:
Engage further with the Enviroschools programme and continue to use internal evaluation to document how a focus on sustainability has contributed to enhanced and equitable learning outcomes for children.
Leaders and kaiako will continue to deepen connections with whānau and the wider community and evaluate how partnerships that focus on learning impact positively on outcomes for children.
Before the review, the staff and management of Bear Park Childcare Mairangi Bay 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:
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; safety checking; teacher registration; ratios)
relevant evacuation procedures and practices.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
8 March 2023
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Early Childhood Service Name |
Bear Park Childcare Mairangi Bay |
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Profile Number |
20334 |
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Location |
North Shore, Auckland |
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Service type |
Education and care service |
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Number licensed for |
83 children, including up to 25 aged under 2 |
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Percentage of qualified teachers |
80-99% |
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Service roll |
68 |
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Review team on site |
December 2022 |
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Date of this report |
8 March 2023 |
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Most recent ERO report(s) |
Education Review, December 2014 |
How well placed is Bear Park Childcare Mairangi Bay to promote positive learning outcomes for children?
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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.
Bear Park Childcare, Mairangi Bay, provides very good education and care for children from three months to five years of age. The centre is licensed for 83 children, who represent the predominantly NZ European/Pākehā and Chinese local communities. Several teachers are able to converse with children in their home languages.
The Bear Park management group provides systems, policies, support and guidance to ensure consistent franchise practices. The centre owner oversees and guides the day-to-day operations in collaboration with the supervisors and teachers.
Children play in age-related groups in four rooms and two playgrounds. While all teachers assume some leadership roles within their rooms, two supervisors oversee the overall management of programmes.
The philosophy and vision for the centre identify Te Whāriki, the early childhood curriculum, and aspects of Reggio Emilia ideals as guides for teachers’ thinking about education and care for children. The philosophy is focused on positive outcomes for children and partnerships with families.
The 2011 ERO report suggested encouraging parent participation, changes to the review of programmes and the appraisal systems. These areas have been addressed.
Children and their families are warmly welcomed into the centre. Teachers greet children with enthusiasm, and suggest ways they might like to engage with the programme. Children talk freely with teachers and other children, sharing their thinking and ideas about their play.
Teachers have developed genuine partnerships with families. They gather information from parents about their children’s interests and backgrounds. Programmes reflect what teachers know about children. A parent group meets regularly to contribute to centre planning.
Staff manage children's transitions into the centre in carefully considered ways. There are frequent opportunities for parents to learn about the values and intentions held by teachers. Literacy, mathematics, science and nature are woven through programmes that also encourage social competence and independence.
The influence of Reggio Emilia is clearly evident in the attractive environment, which is focused on sustainable living and recycling. It invites children’s exploration and discoveries. Children’s reflection and conversations about their interests helps to develop their understanding of their community and the wider world.
Teachers’ processes for evaluating their work with children and the effectiveness of the programme are well established and regular. Teachers continue to develop assessment and planning systems to meet children’s strengths and interests. They have successfully established ways of communicating and sharing with parents about their children’s learning. Parents regularly contribute to the programme and to the assessment of their children’s learning.
Although few Māori children attend the centre, teachers recognise the importance of all children learning about New Zealand’s bicultural heritage. Recent professional development is enabling teachers to build their use of te reo me ngā tikanga Māori in the programme. They have established links with a local primary school whose staff share tikanga practices with children in the centre. Teachers also celebrate important festivals and celebrations for Māori and for families from other cultures.
Centre governance and management practices are efficient and effective. The Bear Park franchise systems, frameworks and policies are well developed, well understood and regularly reviewed. Teachers receive regular professional learning and guidance to help them to review and develop teaching practices.
ERO and the centre managers agree that key next steps include:
Before the review, the staff and management of Bear Park Childcare Mairangi Bay 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.
The next ERO review of Bear Park Childcare Mairangi Bay will be in four years.
Dale Bailey
National Manager Review Services Northern Region
19 December 2014
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 |
Mairangi Bay, Auckland |
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Ministry of Education profile number |
20334 |
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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 |
83 children, including up to 25 aged under 2 |
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Service roll |
98 |
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Gender composition |
Boys 50 Girls 48 |
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Ethnic composition |
Māori NZ European/Pākehā Chinese Samoan Cook Island Māori Other |
1 68 21 1 1 6 |
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Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
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 |
1:7 |
Better than minimum requirements |
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Review team on site |
October 2014 |
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Date of this report |
19 December 2014 |
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Most recent ERO report(s) These are available at www.ero.govt.nz |
Education Review |
August 2011 |
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|
Education Review |
September 2008 |
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Review Type |
Click here to enter a date. |
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.