155 Pottery Lane, Coromandel
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 Coromandel Community Preschool are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whāngai Establishing |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whāngai Establishing Whakatō Emerging |
Coromandel Community Preschool is a not-for-profit early education and care service operated by a governing committee of community leaders and parents. The philosophy is underpinned by commitments to “whanaungatanga, play as valued learning and Te Tiriti o Waitaingi.” Tamariki Māori comprise half of the roll and there are some children from Pacific fanau.
Tamariki empowerment, choice and independence are fostered through a well-resourced, free-play curriculum where Kaiako view them as competent and confident learners.
Māori tamariki are well responded to through a Te Ao Māori curriculum. Te reo Māori is integrated through play, wall displays, resources, kapahaka, waiata, karakia, and conversations. Te reo Māori is spoken daily and is specific to the dialect of mana whenua. There is a strong sense of belonging for Māori tamariki.
There are some opportunities for Pacific fanau and children to experience aspects of their culture through tapa, instruments, and books. Leaders and teachers are yet to build on and respond to a variety of Pacific learning experiences. Responding to the cultures, languages and identities for all tamariki is also an area of ongoing development.
Younger tamariki show strong attachments with Kaiako as they carry out responsive and respectful care practices. Kaiako know the younger tamariki well, participate in communal care, aroha, manaaki and whanaungatanga. The mana of these tamariki is nurtured.
Assessment for tamariki and their learning is focused on developing dispositions. Kaiako are beginning to build a shared understanding of the learning outcomes in Te Whāriki, the early childhood curriculum. They are at the beginning stages of documenting culture, language and identity for all tamariki.
The service’s organisational conditions are at an early stage of development. A continued focus on developing shared understandings of effective systems and processes and their purposes amongst kaiako, leaders and governance is required. Leaders and kaiako should continue to develop collaborative practices and relational trust, to enable them to provide a rich and responsive curriculum for all tamariki.
Coromandel Community Preschool will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Coromandel Community Preschool 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)
14 February 2024
| Early Childhood Service Name | Coromandel Community Preschool |
| Profile Number | 30295 |
| Location | Coromandel |
| Service type | Education and care service |
| Number licensed for | 35 children, including up to 8 aged under 2 |
| Percentage of qualified teachers | 100% |
| Service roll | 48 |
| Review team on site | December 2023 |
| Date of this report | 14 February 2024 |
| Most recent ERO report(s) | Education Review, May 2018; Education Review, November 2013 |
Not well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Coromandel Community Preschool is a not-for-profit early education and care service operated by a management committee comprising of parents and centre teachers. It is located in a purpose-built facility in the township of Coromandel. The preschool has two age-specific rooms and is licenced for a maximum of 35 children at any one time. The current roll is 41, and 19 children identify as Māori.
The management committee retain responsibility for aspects of governance including strategic and annual planning, financial and property management, the appraisal of the head teacher and a policy framework to meet legislative compliance. The experienced head teacher has responsibility for day-to-day operations of the preschool, and she works closely with other senior teachers to provide professional leadership. There have been few changes to the highly qualified teaching team in recent years.
The preschool philosophy emphasises the central importance of establishing strong relationships and partnerships built on trust, respect and open communication. Bi-cultural perspectives play an integral role in the Te Whāriki-based curriculum, and te ao Māori is woven throughout the programme. Children are inspired to explore, make decisions and nurture their natural abilities.
The preschool has a very positive reporting history with ERO. The management committee and centre leaders responded very effectively to the recommendation in the 2013 ERO report. Teachers have continued to develop child and whānau voice in assessment and individual portfolios and manaakitangi and whakapapa are the current focus in teaching as inquiry cycles.
Knowledgeable teachers consistently demonstrate a strong understanding of current early childhood education practice. Effective learning interactions with children are underpinned by high levels of respect and the use of a wide range of teaching strategies. Conversations with children are based on rich language and questioning, to support and extend learning and allow children to develop working theories. Children with additional needs, and their families, are well supported and fully included in all activities. Teachers are highly-reflective practitioners and are focussed on important and relevant outcomes for children.
The environment invites children’s engagement and exploration. It is well resourced and equipment is visible and accessible to children. Children also learn about their natural environment, within and outside the centre, developing strengths in sustainable practices and kaitiakitanga. The preschool is involved in a wetland development project with the Depart of Conservation. Children are able to initiate and lead their own learning.
Routines are flexible, but carefully monitored, so that play is not interrupted unnecessarily. Transitions into, within and from the preschool are personalised and responsive. Children are benefitting from a healthy, peaceful and sustainable environment, learning through play together with responsive teachers.
Very young children experience close attachments to key teachers. They experience a calm and nurturing environment which is a safe place for them to explore. These children have many opportunities to experience the natural world, and tuakana teina through their frequent interactions with older children.
Children experience a rich and emergent programme that encompasses a strong emphasis on building their sense of wellbeing and belonging. Through the localised curriculum teachers place a strong commitment on turangawaewae or a ‘place to stand’. The curriculum is extended by regular use of the local region such as the beach and bush, and shared events with the town community.
Assessment is based on teachers close knowledge of children and their families. It is focused on learning dispositions, with references to children’s interests and strengths. The preschool programme and environment encourages children to become confident and competent learners, aware of who they are and where they come from.
There is a strong commitment by leaders and staff to continue to build culturally responsive practice that affirms both Māori and children of Pacific origin. There are well-established links with the local iwi mana whenua Ngati Whanaunga, and an emphasis on values such as manaakitanga, whanaungatanga and aroha. Māori children's language, culture and identity are valued and celebrated. Preschool assessment is at the early stages of implementing Māori kaupapa approaches as identified in the Ministry of Education document, Te Whatu Pōkeka. All children, including Māori and Pacific, benefit from the inclusive culture and underpinning values of the preschool.
Leadership effectively builds capacity and promotes consistently high-quality outcomes for children. Staff roles and responsibilities are flexible to ensure the safe and responsive daily operations of the preschool. Leaders have established and sustained high levels of mutual trust and respect amongst the teaching team and the wider local community. These relationships promote a collaborative and reflective culture.
The preschool management committee provides effective governance that ensures the provision of high-quality education and care is sustained for all children. The board provide appropriate support for the professional development of the head teacher and staff.
Internal evaluation is well embedded and closely aligned to the priorities for individual teaching as inquiry and staff appraisals.
The strategic priorities for the services ongoing development are to:
Before the review, the staff and management of Coromandel Community Preschool 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 Coromandel Community Preschool will be in four years.
Lynda Pura-Watson
Deputy Chief Review Officer
Te Tai Miringa - Waikato / Bay of Plenty Region
25 May 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 | Coromandel | ||
| Ministry of Education profile number | 30295 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 35 children, including up to 8 aged under 2 | ||
| Service roll | 41 | ||
| Gender composition | Girls 22 Boys 19 | ||
| Ethnic composition | Māori Pākehā Pacific Other | 19 15 3 4 | |
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 | March 2018 | ||
| Date of this report | 25 May 2018 | ||
Most recent ERO report(s)
| Education Review | November 2013 | |
| Education Review | January 2011 | ||
| Education Review | January 2008 | ||
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.
| Not well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Coromandel Community Preschool is providing high quality education and care for children from six months to school age. The strong community spirit is reflected through their understanding of the services philosophy, goals and vision. The centre is managed by an enthusiastic group of parents and community members with a range of skills and expertise. The preschool caters for a diversity of life styles and cultures from a wide area around the Coromandel township. The centre is licensed to cater for 35 children including eight under 2 years in separate age based areas. There are 15 children who identify as Māori and these children whākapapa to the local iwi and a range of other tribal groups. These Māori children are confident in their culture.
Since the 2011 ERO review the roll has increased and the leadership and qualified teaching staff have remained constant. The effective use of self review practices contributes to ongoing centre development and improvement. Changes made to the indoor and outdoor areas have led to a more settled and challenging environment to extend children’s resilience and confidence. Relevant professional learning has led to enhanced self review and teaching practices.
The whānau community emphasis is to develop a sustainable environment for their children. This emphasis is to be involved in the reviewed centre philosophy which identifies the unique whānau based culture of the service.
Centre development is supported by a clear strategic direction and highly effective self review processes. The committee and centre leaders are providing successful governance and management that is focused on positive outcomes for children and their parents and whānau. Currently management is refining the appraisal system and has appointed an external person to oversee the appraisal of centre leaders and staff. This should lead to a clearer indication of teacher successes and areas for strengthening. Centre leaders agree that there is a need to strengthen their confidence in giving ongoing feedback and feed forward to teachers about their practice.
Centre leaders are collegial and focused on building teacher capability. They are inclusive and bring a range of experiences and expertise that contribute to a deep understanding of cultural diversity. Programmes include Māori concepts, skills, attitudes, customs, values and beliefs. Leaders are skilled at building meaningful relationships and partnerships with whānau and families.
The programme strongly reflects the strengths and interests of children. A particular strong point is the value placed on integrating Te Ao Māori. The meaningful use of te reo and tikanga Māori is highly evident in routines, the learning environment and displays. Children in the under two area have many opportunities to play alongside older siblings and tuakana teina relationships are affirmed. Teachers demonstrate ako through taking responsibility for their own learning and development.
Other features of this high quality programme include:
Teachers provide warm, nurturing support for babies and toddlers. They are sensitive and respectful when responding to children’s care needs. Teachers show a good understanding of children’s emerging language skills. Very young children demonstrate well being and confidence in their caregivers. They are learning in a calm and settled environment.
Children’s participation in the programme is documented and displayed for them to revisit and share with their parents. Individual profile books are attractively presented and show how children’s progress and development is planned and extended through their interests. Areas for development for teachers include:
Parents are important partners in their children’s learning and care. They make valuable contributions to the learning programmes and profile books.
Dedicated and skilful teachers and leaders are contributing to a positive culture for learning and care. Teachers respond sensitively to children’s interests and have creative ideas for meeting the particular learning needs of boys. Teachers affirm and celebrate children’s successes. They use effective communication strategies such as listening, humour, and asking open questions to stimulate children’s thinking and problem solving. Children’s social skills are fostered to promote positive behaviours and developing friendships with others. They know children and their families well and provide a welcoming whānau-based culture.
Before the review, the staff and management of Coromandel Community Preschool 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 Coromandel Community Preschool will be in four years.
Dale Bailey
National Manager Review Services Northern Region
18 November 2013
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 | Coromandel | ||
| Ministry of Education profile number | 30295 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 35 children, including up to 8 aged under 2 | ||
| Service roll | 49 | ||
| Gender composition | Girls 27 Boys 22 | ||
| Ethnic composition | Māori NZ European/Pākehā Cook Island Māori Fijian Tongan | 15 26 4 3 1 | |
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates | 80% | ||
| Reported ratios of staff to children | Under 2 | 1:4 | Better than minimum requirements |
| Over 2 | 1:8 | Better than minimum requirements | |
| Review team on site | September/October 2013 | ||
| Date of this report | 18 November 2013 | ||
Most recent ERO report(s)
| Education Review | January 2011 | |
| Education Review | January 2008 | ||
| Review Type | Click here to enter a date. |
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.