813 Great South Road, Manukau, 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 (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Bambinos Manukau Early Childhood Centre are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whakaū Embedding |
Ngā Akatoro Domains |
ERO’s judgement |
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He Whāriki Motuhake The learner and their learning |
Whakawhanake Sustaining |
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Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakaū Embedding |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whakaū Embedding |
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Kaihautū Leaders foster collaboration and improvement |
Whakaū Embedding |
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Te Whakaruruhau Stewardship through effective governance and management |
Whakaū Embedding |
Bambinos Manukau Early Childhood Centre is one of three services under the same ownership providing sessional and all-day education and care. Staff reflect the diverse cultures of the centre’s families. The centre manager is supported by head teachers and a team of 13 qualified and nine unqualified teachers. An increasing number of Māori children and children of Pacific heritages make up the roll.
The centre is welcoming to children and families and supports their sense of belonging. The attractive environment is well-resourced and promotes children's independence and exploration. Provision for children up to two years of age is guided by caring, nurturing teacher interactions. Those working with infants and toddlers maintain a calm, slow pace that gives younger children space and time to lead their learning.
Teachers effectively document children's individual milestones and learning. They are inclusive, respectful, and build reciprocal relationships responsive to the needs of individual children. Teachers value children’s language, identity, and culture throughout the curriculum.
Leaders and teachers engage respectfully with parents and their community. They deliberately seek parent contribution to children's learning. This contributes to a more responsive programme and a meaningful setting for children, parents, and the wider community. Parents who spoke with ERO appreciate the quality of care and learning their children receive. Aspects of Māori and Pacific cultures are visible through the learning programmes and environment.
Teachers and leaders seek individual and collective professional learning and development. Through the kāhui ako teachers have formed connections with local schools and accessed professional learning. These opportunities contribute to ongoing improvements that build teachers’ capability. Leaders agree that they now need to evaluate the impact professional learning has on improving learning outcomes for children.
The service has a collective approach to undertaking improvement-focused evaluation. Service leaders agree that developing a planned cycle of internal evaluation could lead to more focused improvements and offer a broader range of opportunities for whānau consultation.
Leaders collaboratively enact the service’s philosophy, vision, and goals. They advocate for and work alongside children, parents and whānau to ensure that all children have access to an inclusive education and care learning environment.
Bambinos Manukau Early Childhood Centre will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Bambinos Manukau Early Childhood 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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Phil Cowie
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
11 August 2021
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Early Childhood Service Name |
Bambinos Manukau Early Childhood Centre |
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Profile Number |
46584 |
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Location |
Manukau, Auckland |
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Service type |
Education and care service |
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Number licensed for |
120 children, including up to 25 aged under 2 |
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Percentage of qualified teachers |
80-99% |
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Service roll |
120 |
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Ethnic composition |
Māori 15%, NZ European/Pākehā 6%, Indian 33%, South East Asian 13%, Samoan 12%, Tongan 6%, other ethnic groups 15% |
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Review team on site |
June 2021 |
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Date of this report |
11 August 2021 |
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Most recent ERO report(s) |
Education Review, November 2017 |
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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.
Bambinos Manukau Early Childhood Centre is a family business situated between Manukau and Manurewa. The centre serves a culturally diverse community. It is licensed for 120 children, including 25 up to the age of two years, and provides full-day and part-time options. This is the centre's first review.
The Manukau centre is one of three Bambinos services governed by four directors. One director/manager oversees management of the centres. A new manager for the Manukau centre has recently been appointed but at the time of this review had not taken up the role. Four supervisors lead curriculum development and implementation for the five groups of children. The infant programme is in the Kiwi room, toddlers in Pukeko, older toddlers in Tui, and children up to school age in Kereru/Kea.
The centre's philosophy has a strong emphasis on family and community. Teachers work to ensure the programme is underpinned by Te Whāriki, the early childhood curriculum. The philosophy also emphasises respectful relationships, and children are viewed as capable, competent learners.
Children demonstrate a strong sense of wellbeing and belonging. Infants and toddlers receive individualised care and attention in a nurturing environment. Toddlers are confident to explore and communicate with a variety of adults. The well planned outdoor environment is used well to extend children's play, further enriching their learning experiences and exploration. A culture of respect is embedded in the programme.
Older children engage in imaginative and cooperative play for long periods. They confidently share their ideas with teachers and other children. They are familiar with routines and trust teachers to support their play. Teachers are responsive to children’s interests. They skilfully ask questions that encourage children to share their thinking and ideas. Teachers are committed to a Tiriti-based curriculum. They use te reo Māori, and incorporate tikanga and waiata in meaningful ways that allow children to understand and respond.
Children's languages and cultural identity are valued in the learning programme. Teachers reflect the diverse cultures in centre. An emphasis on building strong partnerships with families and the local community has had a positive impact on outcomes for children.
Children’s strengths, interests and participation in the programme are clearly shown in attractive learning records. Some teachers skilfully identify the learning that happens in the context of children’s play. Whole team professional development has improved programme planning, assessment systems and staff professional practices.
The introduction of an online tool to strengthen communication enables parents to receive and respond to information shared about their children's involvement in the programme. Supervisors acknowledge that parents' aspirations for their children’s learning could be included in portfolios and planning records. It would also be useful for teachers to refine the way they evaluate group programmes to more consistently focus on improving children's learning outcomes.
Teachers continually review their processes for ensuring children's smooth transitions into and through the centre, and on to school or other services. They agree that they need to evaluate and improve the 'preparation for school' programme.
The teaching team is reflective and collaborative. Teachers have worked well to develop shared understandings about good quality teaching practices. Team building has been a focus as the roll has grown and new staff employed. Well-developed internal evaluation systems enable teachers to identify improvements needed, and make positive changes to enhance children’s experiences at the centre. The teaching team is planning to make more effective use of current research and feedback from families to improve centre practices.
The directors agree that a review of teacher appraisal processes is a priority. They need to develop clear procedures for appraisal and the endorsement of teachers' practising certificates.
Centre leaders and teachers should also review the strategic plan to develop relevant, improvement focused goals. Linking strategic goals with internal evaluation, teacher appraisal and professional development would enable a more connected approach to guide ongoing improvement.
The directors and supervisors agree that next steps to build on existing good practices include:
strengthening programme planning, assessment and evaluation practices to consistently identify children's interests, dispositions for learning and progress
making children's home language and cultural identity, and their parents' aspirations, more explicit in children's portfolios
improving the quality of internal evaluation by deepening evaluative critique of centre practices and outcomes for children
improving resources for older children to provide greater challenge to promote their thinking and increase the complexity of their play
reviewing and refining policies and procedures to ensure they meet current legal requirements.
The directors agree that they could strengthen the current strategic plan to be more meaningful for all stakeholders, and to more effectively guide ongoing improvements.
Before the review, the staff and management of Bambinos Manukau Early Childhood 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 Bambinos Manukau Early Childhood Centre will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
Te Tai Raki - Northern Region
14 November 2017
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 |
Manukau, Auckland |
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Ministry of Education profile number |
46584 |
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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 |
120 children, including up to 25 aged under 2 |
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Service roll |
146 |
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Gender composition |
Boys 60% Girls 40% |
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Ethnic composition |
Māori |
21% |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
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Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
September 2017 |
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Date of this report |
14 November 2017 |
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Most recent ERO report(s) |
No previous ERO reports |
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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.