Jigsaw Preschool Ashburton - 03/03/2014

1 Evaluation of Jigsaw Preschool Ashburton

How well placed is Jigsaw Preschool Ashburton to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Jigsaw Preschool Ashburton is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.


Jigsaw Preschool Ashburton opened in June 2011. This is the centre’s first ERO review.

The centre caters for children in two separate areas. The under-two and over-two-year old areas each include two classrooms with shared outdoor play spaces. The teachers are qualified early childhood teachers or training to become early childhood teachers. Support staff help with meal times and maintaining the learning environment.

The Review Findings

Relationships between children, teachers and families are respectful and affirming. Children’s wellbeing is promoted and they are well supported during transitions into and across the centre. Teachers use a number of effective ways to help children develop positive relationships with each other.

Children with special needs and their families are warmly welcomed and successfully integrated into the programme. Teachers, parents and outside support agencies work effectively together to set goals, plan appropriate programmes and monitor how well the children are achieving these goals.

The centre has a wide range of resources in the indoor and outdoor areas. Teachers often join children’s play, giving direction and additional resources.

Teachers provide children who are under-two-years old with a nurturing, responsive and calm environment. They successfully use routines as fun opportunities to promote children’s learning and wellbeing.

The managers have high expectations. They are building a strong team culture. They promote collaboration, use of individual strengths and support for each other in the programme and across the centre.

The managers are developing an appropriate organisational structure. Roles and responsibilities are clear. Staff appraisal and professional development is well used to recognise individual strengths and provide ongoing support.

Key Next Steps

The managers and ERO agree that the next key steps for the centre to continue to improve learning outcomes for all children include:

  • developing strategic planning and closely linking it to the centre’s philosophy, self review, staff appraisal and professional development
  • continuing to review and improve child assessment and programme planning to make it more effective in guiding and improving teaching practices and promoting children’s learning
  • reviewing group times in the preschool to ensure they successfully promote and extend the learning of all children in accordance with the principles of Te Whāriki, the New Zealand Early Childhood Curriculum
  • extending teachers’ knowledge and understanding of Te Ao Māori and Pacific culture and language to ensure children have opportunities to experience success within their own culture.

Management Assurance on Legal Requirements

Before the review, the staff and management of Jigsaw Preschool Ashburton 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.

ERO identified an area of non-compliance:

  1. The service needs to ensure that managers are regularly police vetted. Education Act 1989 [Section 315AA]

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Jigsaw Preschool Ashburton will be in three years.

Graham Randell

National Manager Review Services

Southern Region

3 March 2014

The Purpose of ERO Reports

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.

2 Information about the Early Childhood Service


Ashburton, Mid Canterbury

Ministry of Education profile number


Licence type

Education and Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

75 children, including up to 25 aged under two

Service roll


Gender composition

Boys 50%

Girls 50%

Ethnic composition


NZ European/Pākehā


Cook Island


Other Ethnicities







Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates


Reported ratios of staff to children

Under 2


Better than minimum requirements


Over 2


Better than minimum requirements

Review team on site

January 2014

Date of this report

3 March 2014

Most recent ERO reports

No previous ERO reports New Centre


3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.