Nurtured @ Active Explorers Mayfair - 19/02/2018

1 Evaluation of Nurtured @ Active Explorers Mayfair

How well placed is Nurtured @ Active Explorers Mayfair to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

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


Nurtured @ Active Explorers Mayfair, previously known as Nurtured @ Rascals came under the umbrella of Evolve Education Group Ltd (Evolve) in 2015.

The service is licensed for 22 children over the age of two years. The current roll of 20 includes a small number of children who identify as Māori and of Pacific heritage. The service caters for four year old children only, and provides a programme focused on supporting their transition to school.

The service has recently experienced staff changes in the management position. The team leader is responsible for the day-to-day running of the centre. All teachers are qualified and registered.

The Review Findings

Children learn in an environment where they are valued and affirmed for who they are and what they bring to their learning. The centre philosophy emphasises the importance of relationships and this is highly evident in practice. Children enjoy positive relationships and friendships with their peers.

The programme enables children to build the competencies most likely to support their successful transition to school. Teachers are intentional in the way they provide for children to learn literacy, mathematics, science concepts and develop social competencies and self-management skills. Children are confident and capable learners, able to sustain their play for long periods.

Children's interests and parents' aspirations inform individual planning. Termly goals are set to support their learning. Through ongoing observation, teachers monitor and regularly assess children's progress in relation to these goals. Learning journeys are a valuable record of their learning and participation in the programme. These include summative assessments that capture how teachers have responded to individual's learning pathways. To further strengthen learning outcomes, teachers should more deliberately focus on intentional teaching strategies to extend children's learning.

Teachers seek ways to acknowledge the culture, language and identity of all children by integrating and celebrating cultural events. Te reo Māori is regularly woven through the programme.

There is a considered approach to supporting children's transition into the centre and on to school. This involves sharing of information and visits. A more deliberate approach, in consultation with parents and whānau, should provide children with a more coherent learning pathway and better inform parents of the intent of the transition programme.

Teachers are reflective and improvement focused. They work collaboratively and understand each other's way of working. This enables them to provide a programme that is responsive to children's needs. The appraisal process provides opportunities to inquire into their teaching practice. Continuing to improve their understanding and use of inquiry should support teachers to measure the impact of their teaching practices on outcomes for children. Support to do this is planned for 2018.

Teachers regularly review aspects of the centre's curriculum. Current professional learning and development is strengthening their understanding of evidenced-based internal evaluation. This should enable them to measure the impact of processes and practices on outcomes for children.

A recent restructure within Evolve has led to the introduction of new management roles that aim to provide increased support for centre staff. Evolve managers should continue to strengthen systems and to provide ongoing guidance and support to centre leaders and teachers, for continuous improvement of teaching and learning.

Key Next Steps

ERO, management and teachers agree that teachers should continue to strengthen assessment practices and their understanding and use of inquiry and internal evaluation.

Management Assurance on Legal Requirements

Before the review, the staff and management of Nurtured @ Active Explorers Mayfair 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Nurtured @ Active Explorers Mayfair will be in three years.

Alan Wynyard

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

19 February 2018

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



Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

22 children aged over 2 years

Service roll


Gender composition

Boys 11, Girls 9

Ethnic composition



Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates


Reported ratios of staff to children


Meets minimum requirements

Review team on site

December 2017

Date of this report

19 February 2018

Most recent ERO report(s)

Education Review

July 2014

Education Review

December 2011

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.