60 Roberts Road, Te Atatu South, 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 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 Freyberg Community Pre-School are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whakaū Embedding |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whakawhanake Sustaining Whakawhanake Sustaining |
Freyberg Community Pre-School is located on the grounds of Freyberg Community School. The philosophy acknowledges Te Tiriti o Waitangi. Governance is provided by a committee of parents, staff representatives and community members. A small number of Māori children attend and almost a third of the children are of Pacific heritages.
Children benefit from an enacted centre philosophy, which reflects Te Whāriki, the early childhood curriculum. Oral language, literacy and numeracy skills are fostered by teachers who role model and encourage children to express their ideas. Transitions into and beyond the service are effectively managed by teachers.
Children’s learning and development is well supported through teachers establishing caring relationships with them. Their sense of competence and belonging is fostered by a calm, unhurried pace that gives them space and time to explore and learn. Teachers work with parents and external agencies to ensure that children with additional learning needs are supported effectively.
Teachers’ effectively extend children’s ideas and working theories. Assessment records reflect learning outcomes from Te Whāriki and show children's interests, dispositions, and their learning.
Te reo me ngā tikanga Māori, Pacific greetings and diverse languages are woven into Wa Whānau rituals. Children’s cultures are visible within the learning environment. Teachers and leaders continue to strengthen partnerships with parents to gain understanding of children’s cultures, languages and identities.
Individual teacher inquiries contribute to teachers’ professional growth and enhance children's learning through a project-based approach. Team collaboration promotes a shared understanding of the service’s philosophy, vision, goals and priorities.
Teachers continue to grow their understanding and use of internal evaluation for improvement. A process for internal evaluation, introduced in 2022, is in place and positively influences children’s learning. At the time of ERO’s evaluation, the impact of improvement actions in relation to indicators of effective practice and outcomes for children are not consistently recorded.
Freyberg Community Pre-School will include the following actions in its Quality Improvement Planning:
For leaders to support teachers to:
Before the review, the staff and management of Freyberg Community Pre-School 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)
15 March 2024
| Early Childhood Service Name | Freyberg Community Pre-School |
| Profile Number | 20287 |
| Location | Te Atatu South, Auckland |
| Service type | Education and care service |
| Number licensed for | 30 children aged over 2 |
| Percentage of qualified teachers (delete if not applicable) | 100% |
| Service roll | 35 |
| Review team on site | November 2023 |
| Date of this report | 15 March 2024 |
| Most recent ERO report(s) | Education Review, April 2019; Education Review, May 2015 |
Not well placed | Requires further development | Well placed | Very well placed |
Freyberg Community Pre-School is very well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Freyberg Community Pre-School is a well-established service that operates on the grounds of Freyberg Community School. It is licensed to provide education and care for 30 children aged over two years. The centre continues to be staffed by the same teaching team of four qualified teachers. It is governed by a committee of parents and community members who, over recent years, have supported the centre's refurbishment. Most children are Pākehā with several other smaller ethnic groups of children, including Pacific and Māori.
The 2015 ERO report noted the good provision of care and education, and teachers' commitment to developing a bicultural curriculum. These aspects, as well as positive relationships teachers had with children and families, have been maintained. Since the 2015 ERO review, teachers have enhanced their good practices by refining the appraisal processes, and supporting children to develop confidence in themselves as independent learners.
Children form strong friendships and play cooperatively with their peers. They respond positively to the inclusive and responsive atmosphere of the centre. Children lead their learning. They collaborate and negotiate in decision making with teachers. Children choose their activities, and teachers engage them in conversation as they play. Interactions between teachers and children are friendly and encouraging, and contribute to children's learning.
The learning environment is richly resourced and interesting for children. Science resources have a special place. The environment offers opportunities for risk-taking, provocations and a variety of learning opportunities. It is an exciting space for children's exploration and play.
The preschool promotes bicultural practices to ensure Te Tiriti o Waitangi principles are recognised. Aotearoa's bicultural heritage is celebrated and woven through the preschool environment. Teachers are inclusive and responsive to the rich diversity of cultures in the preschool. They invite parents and whānau to share about their children's cultural identities. Teachers continue to look for ways to build knowledge from, and strengthen relationships with the local community.
Teachers listen to children and observe their play. They use this knowledge to plan learning for individual and groups of children, based on children's interests and strengths. Teachers plan meaningful opportunities to develop early literacy and numeracy skills through play. Teachers collate information about children's learning and participation in preschool activities in individual portfolios and online to share with parents.
The preschool has positive transition to school practices. Teachers have a close relationship with the local school. They work to familiarise children and parents with their next steps in children's educational journey.
Teachers' practices and the environment reflect the principles and strands of Te Whāriki, the early childhood curriculum. Teachers have shared ownership of the philosophy, and are inspired by Reggio Emilia and current learning theorists.
Parents express their appreciation of the teaching team, and feel a sense of belonging to the preschool. Teachers' reciprocal relationships with families are developing into learning-focused partnerships. Parents are well informed about their child's progress, and the activities in the preschool.
Managers and the governance committee support teachers very well in their professional development. This support has helped them to develop a clear vision, and to contribute to the priorities for the preschool. The refined appraisal process supports teachers' inquiries, which are aligned to the preschool's strategic direction and its robust improvement practices.
Teachers and managers have identified relevant key next steps for the preschool's development that include strengthening learning-focused partnerships with parents and whānau.
Before the review, the staff and management of Freyberg Community Pre-School 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.
Steve Tanner
Director Review and Improvement Services Northern
Northern Region
3 April 2019
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 | Te Atatu South, Auckland | ||
| Ministry of Education profile number | 20287 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 30 children aged over 2 years | ||
| Service roll | 39 | ||
| Gender composition | Boys 20 Girls 19 | ||
| Ethnic composition | Māori Pākehā other Asian other Pacific other ethnic groups | 3 18 11 6 1 | |
| Percentage of qualified teachers | 80% + | ||
| Reported ratios of staff to children | Over 2 | 1:8 | Better than minimum requirements |
| Review team on site | February 2019 | ||
| Date of this report | 3 April 2019 | ||
Most recent ERO report(s)
| Education Review | May 2015 | |
| Education Review | February 2012 | ||
| Education Review | February 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:
Pou Whakahaere – how the service determines its vision, philosophy and direction to ensure positive outcomes for children
Pou Ārahi – how leadership is enacted to enhance positive outcomes for children
Mātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children
Tikanga whakaako – how approaches to teaching and learning respond to diversity and support positive outcomes for children.
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 will depend on how well the service promotes 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.
Freyberg Community Pre-School has been operating for a long time on the grounds of the Freyberg Community School in Te Atatu South. It provides education and care for up to 30 children between two and five years of age.
The predominant cultural background of children attending is NZ European/Pākehā. A small number of children from a range of other ethnicities, including Māori and Pacific, also attend. The roll is made up mostly of children aged three and four years old.
The centre is governed and managed by a committee of parents and community members, including a senior management representative from the local primary school. Previous and current committee members have supported extensive work by teachers to renovate, refurbish and significantly improve the indoor learning environment. The result is a very attractive, spacious and functional space that is well suited to the needs of children, parents and teachers.
The preschool philosophy reflects community aspirations that children develop as capable and confident life-long learners who are able to direct their own learning. Positive relationships between children, parents and teachers are a feature of the preschool. All teachers are registered and work well together, sharing leadership roles.
The centre has responded positively to the findings of the 2012 ERO report. Teachers have used self review well to evaluate and improve teaching practices. They continue with work on making children’s interests a more visible part of programme planning.
This 2015 ERO report affirms the pre-school’s ongoing good quality practices.
The centre provides good standards of care and education. While children interact well with one another, many of the older children who demonstrated strong leadership abilities and served as role models for their younger peers have gone to school. Teachers are currently in the process of supporting younger children to settle into the programme and to develop confidence in themselves as independent learners.
Parents are happy with provisions for their children at the pre-school. Younger children are gradually developing language skills. Children are learning to socialise and are making friendly connections with their peers and teachers.
Teachers are committed to developing bicultural foundations in the pre-school programme. The bi-cultural heritage of Aotearoa and te ao Māori are well promoted. An emphasis on understanding other cultural beliefs and the aspirations of each whānau is evident and helps to affirm children’s cultural identity and individuality.
Children’s learning is central to the daily programme. Planning records demonstrate a wide range of learning experiences, and children’s individual assessment records/portfolios track their progress over time. Some parents take opportunities to feed back to teachers by responding to material in their child’s portfolios. Very recently teachers and parents have begun identifying and sharing children’s home interests so that learning can be further extended at pre-school.
The head teacher is responsible for the effective operation of the pre-school, including the learning programme. She reports regularly to committee members enabling them to make informed decisions about the centre’s progress and development.
Centre self review processes are very thorough and are used to make ongoing improvements. Managers have recently refined the performance appraisal system. The improved system is raising the quality of teachers’ professional knowledge and teaching skills.
ERO and the pre-school manager agreed that staff should continue to enhance good practices by continuing to develop learning partnerships with parents to plan for children's ongoing learning.
Before the review, the staff and management of Freyberg Community Pre-School 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 Freyberg Community Pre-School will be in three years.
Dale Bailey
Deputy Chief Review Officer Northern
15 May 2015
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 | Te Atatu South, Auckland | ||
| Ministry of Education profile number | 20287 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 30 children, including up to 0 aged under 2 | ||
| Service roll | 44 | ||
| Gender composition | Boys 24 Girls 20 | ||
| Ethnic composition | Māori Pākehā Samoan Chinese Indian Afghani Cambodian Cook Island Niue other | 5 18 4 3 3 2 2 2 2 3 | |
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates | 80% | ||
| Reported ratios of staff to children | Over 2 | 1:10 | Meets minimum requirements |
| Review team on site | February 2015 | ||
| Date of this report | 15 May 2015 | ||
| Most recent ERO report(s) | Education Review | February 2012 | |
| Education Review | February 2009 | ||
| Education Review | November 2005 |
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:
Pou Whakahaere – how the service determines its vision, philosophy and direction to ensure positive outcomes for children
Pou Ārahi – how leadership is enacted to enhance positive outcomes for children
Mātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children
Tikanga whakaako – how approaches to teaching and learning respond to diversity and support positive outcomes for children.
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.