14 Western Road, Ngongotaha, Rotorua
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 Ngongotaha Early Learning Centre are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
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Ngā Akatoro Domains |
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Learning Conditions Organisational Conditions |
Whāngai Establishing Whakaū Embedding |
Ngongotaha Early Learning Centre is a privately-owned, all-day education and care service. The service is governed by the owner supported by two centre managers. Together they lead and support the teaching team and centre operation. Children play and learn in two age-based rooms with a shared outdoor play area.
Children lead their learning in a calm and unhurried environment, where teachers support their independence. A variety of learning experiences is accessible to children both indoors and outside. Teachers who care for infants and toddlers are responsive to children’s individual needs and personalised routines. Children experience a sense of belonging in their learning and development.
Children’s learning is documented over time and shared with parents. Teachers know children and their families well. Teaching practices enable children with additional learning needs to participate fully in the learning environment alongside their peers. The languages, cultures and identities of children and their families are not yet evident across planning practices. Teachers are beginning to include the learning outcomes of Te Whāriki, the early childhood curriculum, into assessment practice. Children’s learning and development are well supported.
Ongoing inquiry and research support teachers to reflect on their practice and knowledge about children’s learning. Teachers are continuing to grow their knowledge and understanding of effective internal evaluation. They are yet to consider what is and isn’t working, and for which groups of children, in relation to the learning outcomes of Te Whāriki.
Sound governance practices position the learning and wellbeing of children, families and teachers as the primary considerations for decision making. Ongoing professional development provides opportunities to build teacher capability. A shared leadership approach allows teachers to use each other’s strengths to develop practice. Ongoing inquiry into the responsiveness and effectiveness of teaching practices promotes positive outcomes for children.
Ngongotaha Early Learning Centre will include the following actions in its Quality Improvement Planning:
use the learning outcomes from Te Whāriki, to strengthen assessment, planning and evaluation practice, and further respond to and reflect individual children’s culture, language, and identity
strengthen internal evaluation processes to include focused questions and further reporting on the impact of what is working well for which groups of children.
Before the review, the staff and management of Ngongotaha Early Learning 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:
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.
Phil Cowie
Director Review and Improvement Services
Central Region | Te Tai Pūtahi Nui
23 June 2022
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Early Childhood Service Name |
Ngongotaha Early Learning Centre |
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Profile Number |
40344 |
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Location |
Rotorua |
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Service type |
Education and care service |
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Number licensed for |
60 children, including up to 20 aged under 2 |
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Percentage of qualified teachers |
80-99% |
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Service roll |
68 |
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Ethnic composition |
Māori 24, NZ European/Pākehā 33, Other ethnic groups 11 |
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Review team on site |
May 2022 |
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Date of this report |
23 June 2022 |
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Most recent ERO report(s) |
Education Review, October 2018; Education Review, October 2014 |
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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.
Ngongotaha Early Learning Centre, located in the Ngongotaha Village, provides education and care for children from birth to school age. This privately owned centre is licensed for 60 children, including 20 under the age of two years. The centre’s roll of 54 includes 20 Māori children. Children play and learn in two age-based rooms for children up to and over the age of two years. Both rooms share the same outdoor play space. The centre owners undertake the roles of centre administrator and centre manager. An experienced supervisor supports the centre manager to provide professional leadership for teachers.
Since the previous ERO report in 2014, centre leadership has remained the same and there have been only minor changes to the teaching team. Nearly all of the teachers are fully-qualified early childhood teachers.
The centre’s philosophy makes a commitment to supporting children to feel empowered with positive self belief, self esteem and have confidence to try new things, persevere and try again.
Ngongotaha Early Learning Centre has a positive ERO reporting history.
Children benefit from participating in a broad and rich programme. The programme is predominantly child initiated with set meal times that provide children with a predictable structure for the day. Particular features of the programme that support positive outcomes for children include:
the natural integration of mathematics, literacy and music
many opportunities for exploration and safe physical challenge
regular trips into the local and wider community
children's ready access to a wide range of high-quality resources and equipment.
Well-presented Individual portfolios capture children's learning and development over their time at the centre. These are also available to parents and whānau in digital form. Portfolios increasingly incorporate parents' aspirations for their children's learning. Teachers are beginning to make good use of this valuable information to deliberately plan to extend children's learning.
Children under the age of two years enjoy respectful, caring and nurturing relationships with their teachers. They are well cared for in a calm and settled environment. Teachers place priority on presenting an age-appropriate environment that provides suitable challenge for very young children. A special feature of the programme is the opportunity for young children to play and learn alongside their older peers and siblings in the shared outdoor environment.
The centre has an inclusive approach to supporting children with additional health and learning needs. Teachers access appropriate external support to assist them to provide appropriate learning and care programmes for these children.
Māori children's language, culture and identity is recognised and celebrated. Teachers integrate karakia, waiata and tikanga Māori practices into the programme. They are continuing to develop their confidence and competence to regularly use te reo Māori in their interactions with children. Continuing to support teachers in this area is a priority for leaders.
Teaching practice strongly reflects the centre philosophy. Teachers work well together in the best interests of children. They have well-established links with the local community. Teachers use a range of effective strategies that promote children's oral language and problem solving skills. ERO observed teachers actively participating alongside children in meaningful play that sustained learning and engagement.
Leaders are knowledgeable and well informed. They are respected by teachers and parents and model good-quality teaching practice. Leaders have had a successful focus on maintaining a collegial teaching team. They have developed a very useful teacher appraisal process and access external professional learning and development to build teacher capability.
The centre owners provides good-quality governance. They are committed to promoting positive outcomes for children through the provision of high teacher-to-children ratios and employing fully-qualified teaching staff. A well-established policy framework guide' centre operations .The centre has a long-standing commitment to environmental sustainability including recycling, use of natural materials, children's vegetable gardens and use of solar energy.
The key next steps for leaders and teachers are to:
develop a local curriculum that responds to the intent of Te Whariki 2017
further develop planning processes to focus on children's learning.
Before the review, the staff and management of Ngongotaha Early Learning 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.
In order to improve current practice centre leaders should review the child protection and staff appointment policies to reflect the Vulnerable Children's Act 2014.
The next ERO review of Ngongotaha Early Learning Centre will be in three years.
Adrienne Fowler
Director Review and Improvement Services
Te Tai Miringa - Waikato / Bay of Plenty Region
24 October 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.
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Location |
near Rotorua |
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Ministry of Education profile number |
40344 |
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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 |
60 children, including up to 20 aged under 2 |
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Service roll |
54 |
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Gender composition |
Boys 34 Girls 20 |
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Ethnic composition |
Māori |
20 |
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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 |
1:3 |
Better than minimum requirements |
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Over 2 |
1:7 |
Better than minimum requirements |
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Review team on site |
August 2018 |
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Date of this report |
24 October 2018 |
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Most recent ERO report(s) |
Education Review |
October 2014 |
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Education Review |
June 2011 |
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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.