ERO Report
Bowen Early Childhood Education Centre Inc. 04/02/2026
Evaluation of the Service
To view the full report click the link below:
Bowen Early Childhood Education Centre Inc. | Education Review Office (ero.govt.nz)
About the service
Bowen Early Childhood Education Centre Inc. is a community-based service, governed by a parent committee. A new leadership team is in place while the head teacher is on leave. The team have oversight of the daily operation of the service and curriculum, including working with and alongside the teaching team. The service is a mixed-age setting that caters for all age groups. It values the children being able to learn and play alongside each other, prioritising tuakana-teina learning. The philosophy emphasises the importance of whanaungatanga (relationships), manaakitanga and kotahitanga (care and unity), and ūkaipōtanga (belonging).
Progress since the previous ERO report
ERO’s 2022 Akarangi | Quality Evaluation report identified two quality improvement actions. Leaders and teachers have made good progress in relation to these.
The first improvement action was to strengthen the visibility of the cultures, languages, and identities of children in their learning documentation. Children’s learning records show they have regular opportunities to experience a range of cultural celebrations. However, how teachers respond to individual children’s languages, cultures and identities remains an area to explore further. The second improvement action was to enhance internal evaluation processes to more clearly show how innovation and improvement impacts on equitable outcomes for children at this service. A range of reviews have been undertaken that are change and improvement focussed. Outcomes for individuals and groups of children are beginning to be understood.
Improvement actions
Bowen Early Childhood Education Centre Inc. will include the following actions in its Quality Improvement Planning: These include to:
• Build leaders’ and teachers’ evaluation capability to better know how changes and improvements made
have made a difference for individual and groups of children.
• Build teachers’ cultural competence to better respond to individual children’s languages, cultures and
identities and then show this in assessment documentation.