68 Collins Road, Deanwell, Hamilton
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 Bright Stars Educare Limited are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whakawhanake Sustaining |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whakawhanake Sustaining Whakawhanake Sustaining |
Bright Stars Educare Limited is privately-owned. The qualified owner oversees daily operations and leads the curriculum. The philosophy places value on a kaupapa Māori approach. Significant progress has been made since the 2022 ERO report. The service caters for a multicultural community with a quarter of children identifying as Māori and a small number of Pacific heritages.
Tamariki benefit from a highly responsive and equitable curriculum. Barriers to children’s participation in the programme are removed and their understandings of the world extended. Connections with people, places, and things of importance to tamariki, are valued and supported by teachers. The learning environments are thoughtfully and intentionally resourced reflecting art, symbols, and cultures of tamariki and their whānau.
Kaiako effectively integrate te reo me ngā tikanga Māori into their teaching practice. They positively respond to the prior knowledge, interests, and different ways of learning of each tamariki. Tuakana-teina relationships are embedded in the mixed age environment, which is further supporting oral language development and social competency for tamariki.
Tamariki demonstrate a strong sense of belonging. The localised curriculum incorporates the values and priorities of kaiako, whānau, mana whenua and tangata whenua. Strong community connections support tamariki, whānau, and children’s transitions to school.
Collaborative learning-focused partnerships with whānau are encouraged and valued. They underpin planning to promote learning for tamariki. Assessment practices reflect the mana of tamariki and builds their identity as successful learners. Assessment information demonstrate and support children’s continuity of learning, and progress over time in relation to valued outcomes in Te Whāriki the early childhood curriculum.
Kaiako show high levels of understanding of Te Tiriti o Waitangi and theories that underpin how tamariki learn. Regular evaluation of individual and group learning enables kaiako to identify areas for further learning support.
Effective organisational systems and processes support ongoing improvement. Strategic goals are realised through internal evaluation and professional growth approaches. Kaiako demonstrate critical reflection as they grow their knowledge and expertise and reflect on changes of practice made. Increased monitoring of required practice shifts identified through evaluation findings is needed, to further enable improvements to be sustained.
Governance decision making prioritises the learning and wellbeing of tamariki and their whānau. Equitable measures support inclusion and access to quality learning.
Bright Stars Educare Limited will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Bright Stars Educare Limited 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.
Patricia Davey
Director of Early Childhood Education (ECE)
9 July 2024
| Early Childhood Service Name | Bright Stars Educare Limited |
| Profile Number | 30315 |
| Location | Deanwell, Hamilton |
| Service type | Education and care service |
| Number licensed for | 24 children, including up to 5 aged under 2 |
| Percentage of qualified teachers | 80-99% |
| Service roll | 19 |
| Review team on site | May 2024 |
| Date of this report | 9 July 2024 |
| Most recent ERO report(s) | Akanuku | Assurance Review, March 2022; Education Review, November 2018 |
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 |
At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.
Bright Stars Educare Limited is a privately-owned centre offering mixed-age, all-day education and care for children aged from birth to school age. The centre’s philosophy guides a service curriculum consistent with Te Whāriki, the early childhood curriculum. The centre currently attests to 100% qualified staff including a centre manager and four qualified kaiako.
Curriculum practices acknowledge and reflect the unique place of Māori as tangata whenua, giving children an understanding of both parties to Te Tiriti o Waitangi.
Adults engage in positive and meaningful interactions which nurture reciprocal relationships. Kaiako are responsive to children as confident, competent learners and support children’s developing social competence.
Assessment and planning documentation shows teachers’ understanding of children’s learning interests, whānau and life contexts and responds to parents’ aspirations.
Ongoing development of systems and processes, including internal evaluation helps the service maintain and improve the quality of its education and care.
Next steps include:
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Shelley Booysen
Acting Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
8 March 2022
| Early Childhood Service Name | Bright Stars Educare Limited |
| Profile Number | 30315 |
| Location | Hamilton |
| Service type | Education and care service |
| Number licensed for | 24 children, including up to 5 aged under 2 |
| Percentage of qualified teachers | 100% |
| Service roll | 19 |
| Ethnic composition | Māori 12, NZ European/Pākehā 4, Other ethnic groups 3 |
| Review team on site | December 2021 |
| Date of this report | 8 March 2022 |
| Most recent ERO report(s) | Education Review, November 2018; Education Review, October 2015 |
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.
ERO undertakes an Akanuku | Assurance Review process in any centre-based service:
Management Assurance on Legal Requirements
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:
Not well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Bright Stars Educare is a privately owned, all-day early childhood education and care centre located in the Hamilton suburb of Deanwell. It is licensed for 24 children, with a maximum of five up to two years of age. At the time of this ERO review, 22 children were enrolled, of whom 12 identified as Māori. The centre employs three qualified teachers and operates mainly as a mixed age-group.
The centre's mission is to provide a service which is inclusive and appreciative of all children, families, staff and the community. A strong emphasis is placed on providing a home away from home with an emphasis on whakawhanaungatanga. Children learn life skills, values and gain confidence through fun, activities, and respectful relationships with teachers.
The centre has a positive reporting history with ERO. Since the last ERO review in 2015 the centre has addressed the next steps related to strengthening planning and assessment. There has been a recent change in head teacher.
Bright Stars Educare has established a family/whānau environment that links to the centre philosophy. Planned and spontaneous self reviews are leading to improvement in outcomes for children. Strategic and annual plans guide internal evaluation and centre operations. The centre priorities and goals are strongly linked to positive learning for all children.
The curriculum promotes strong bi-cultural and multi-cultural perspectives. The Treaty of Waitangi based curriculum is linked to Tainui and Kingitanga. Children are engaged in uninterrupted activities with set routines for mat and meal times. Trips into the local community and guest speakers enrich a curriculum based on play, exploration and early learning needs. Assessment is used well to identify individual children's strengths and interests. Strong reciprocal and respectful relationships with whānau support children’s sense of belonging and wellbeing.
Teachers have a good understanding of each child as a unique learner. They promote the concept of tuakana teina and te reo and tikanga Māori are strongly woven into daily programmes, routines and the environment. Teachers plan collaboratively and encourage children's understanding of literacy and mathematical concepts from a te ao Māori perspective. Children benefit from the variety of strengths and abilities teachers bring to the centre and enjoy participating in individual, group and centre activities.
Leaders work collaboratively with teachers and parents to provide a caring and nurturing environment. They have established a positive and collaborative teaching team. Relevant professional development supports teachers to strengthen their practice and professional discussions are focused on reflective practices. Leaders and teachers demonstrate a high level of commitment to bicultural practices that leads to positive outcomes for all children.
Provision of education and care for children up to two years of age is positive and sensitive. Teachers are responsive to children's individual routines and interact with young children in a calm, unhurried way giving them time and space to lean through play.
Parents spoken to by ERO were well informed about their children's learning and wellbeing. They expressed high levels of confidence in teachers to provide an environment where each child is respected and valued as an individual.
Key next steps are to strengthen the:
Before the review, the staff and management of Bright Stars Educare Limited 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:
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 Bright Stars Educare Limited will be in three years.
Adrienne Fowler
Director Review and Improvement Services
Te Tai Miringa - Waikato / Bay of Plenty Region
2 November 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.
| Location | Deanwell, Hamilton | ||
| Ministry of Education profile number | 30315 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 24 children, including up to 5 aged under 2 | ||
| Service roll | 22 | ||
| Gender composition | Boys 13 Girls 9 | ||
| Ethnic composition | Māori Pākehā Other | 12 5 5 | |
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates | 80% + | ||
| Reported ratios of staff to children | Under 2 | 1:3 | Better than minimum requirements |
| Over 2 | 1:8 | Better than minimum requirements | |
| Review team on site | September 2018 | ||
| Date of this report | 2 November 2018 | ||
Most recent ERO report(s)
| Education Review | October 2015 | |
| Education Review | April 2012 | ||
| Education Review | April 2009 | ||
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.