43 Caen Road, Panmure, 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 Panmure Bridge Childcare Centre are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whakatō Emerging |
Ngā Akatoro Domains |
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Learning Conditions
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Whakatō Emerging |
Panmure Bridge Childcare Centre is a Christian-based service governed by a board of trustees from The Ark Foundation. A qualified centre manager is responsible for daily operations. She leads a team of four qualified teachers, two educators, an administrator, a cook and relievers. More than half of the children enrolled are Māori or have Pacific heritages.
Children’s sense of belonging is supported by close connections between teachers and parents. Teachers’ interactions with children are warm and responsive. Infants and toddlers benefit from caring relationships with teachers and are treated with kindness and respect. The environment is welcoming and enables children to explore and make choices, both indoors and outdoors.
Christian values and celebrations are an integral part of the service’s curriculum. Children’s cultures, languages and identities are respected and affirmed. Teachers integrate some te reo Māori and aspects of tikanga Māori in teaching practices and daily routines. Children’s languages and cultures, including those of Pacific children, are yet to be reflected in assessment and planning documentation.
Teachers provide opportunities for parents to share their aspirations for their children’s learning and care. Establishing learning-focused partnerships with parents/whānau would further support children’s learning.
Leaders should continue to support teachers to implement a responsive curriculum for all children that is based on Te Whāriki, the early childhood curriculum. Assessment records show children’s play, learning and successes. Evaluation of children’s developing capabilities in relation to the learning outcomes in Te Whāriki is an area for development.
Board members and leaders work together to implement good systems that guide service operations. These include internal evaluation processes for the review of policies and procedures. Leaders and teachers should now focus on how improvements made impact on improved learning outcomes for children.
The centre manager has a clear vision and a strong commitment to improving learning outcomes for children. With her guidance and mentoring, the practices that promote continuous improvement are likely to grow.
Panmure Bridge Childcare Centre will include the following actions in its Quality Improvement Planning:
Build teachers’ understanding and use of Te Whāriki to guide teaching practice and support the provision of a responsive curriculum for all children.
Strengthen assessment, planning and evaluation records to include a focus on identifying the impact of teaching practices on children’s progress over time.
Strengthen internal evaluation processes to monitor and evaluate changes made to practices, policies, and procedures and the impact these changes have on children’s learning.
Before the review, the staff and management of Panmure Bridge Childcare Centre 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.
Patricia Davey
Director of Early Childhood Education (ECE)
14 August 2023
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Early Childhood Service Name |
Panmure Bridge Childcare Centre |
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Profile Number |
25044 |
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Location |
Panmure, Auckland |
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Service type |
Education and care service |
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Number licensed for |
40 children, including up to 10 aged under 2 years |
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Percentage of qualified teachers |
80-99% |
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Service roll |
24 |
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Review team on site |
May 2023 |
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Date of this report |
14 August 2023 |
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Most recent ERO report(s) |
Education Review, June 2019, Education Review, March 2015 |
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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 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.
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.
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:
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 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 |
Panmure, Auckland |
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Ministry of Education profile number |
25044 |
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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 |
40 children, including up to 10 aged under 2 |
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Service roll |
28 |
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Gender composition |
Girls 15 Boys 13 |
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Ethnic composition |
Māori |
3 |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
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Over 2 |
1:7 |
Better than minimum requirements |
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Review team on site |
April 2019 |
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Date of this report |
13 June 2019 |
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Most recent ERO report(s)
|
Education Review |
March 2015 |
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Education Review |
June 2012 |
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Education Review |
June 2009 |
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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:
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.
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.
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.