Waiapu Kids - Te Hapara Whanau Aroha

Education institution number:
55078
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
32
Telephone:
Address:

776 Childers Road, Te Hapara, Gisborne

View on map

Waiapu Kids - Te Hapara Whanau Aroha

1 ERO’s Judgements

Akarangi | 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 Waiapu Kids – Te Hapara Whanau Aroha are as follows:

Outcome Indicators

(What the service knows about outcomes for learners)

Whakaū Embedding

Ngā Akatoro Domains

 

Learning Conditions
Organisational Conditions

Whakaū Embedding

Whakaū Embedding

2 Context of the Service

Waiapu Kids – Te Hapara Whanau Aroha is one of eight services governed and managed by Anglican Care Waiapu (ACW). A centre manager guides the teaching team. ACW provides governance support. Of the 40 children enrolled, 35 identify as Māori and a small number identify as Pacific. The philosophy prioritises whole-whānau health.

3 Summary of findings

Curriculum opportunities are intentionally planned to:

  • foster tuakana-teina relationships and provide leadership opportunities for older children

  • support children’s independence, decision making and exploration

  • nurture relationships that are responsive to infants and toddlers

  • respect and meaningfully respond to children within an inclusive learning environment.

Transition pathways into, within and from the centre contribute to children’s sense of belonging. Children with additional learning needs are well supported. Kaiako work with the wider community, schools and external agencies to support children’s wellbeing.

Children’s cultural connectedness is supported through kaiako working in partnership with whānau Māori. Kaiako are focused on ongoing strengthening of culturally relevant practices. Te reo Māori and tikanga are valued and contribute to children’s learning experiences.

A range of assessment information shows children’s developing capabilities. It is responsive to their needs, interests and preferences. The learning outcomes from Te Whāriki, the early childhood curriculum, guide planning and assessment for children’s learning. Strengthening evaluation of individual children’s progress to achieve the intended learning outcomes is required.

Internal evaluation practices are used to support leaders and teachers’ inquiries into the ongoing effectiveness of curriculum practices on outcomes for children.

A well-considered approach to progressing strategic objectives responds to the diverse needs of the community. Children’s wellbeing is the primary consideration in decision making. An extensive range of policies and initiatives has been developed to support accountability across the organisation. These are in various stages of implementation. A commitment to Te Tiriti o Waitangi and Christian values underpins the Waiapu organisation priorities.

4 Improvement actions

Waiapu Kids – Te Hapara Whanau Aroha will include the following actions in its Quality Improvement Planning:

  • further strengthen individual assessment practices by evaluating the use of intended learning outcomes from Te Whāriki, to support teachers to respond to ongoing learning and progress over time

  • strengthen internal evaluation processes to better understand how well individual children and groups of children are progressing against the valued outcomes in Te Whāriki and identify what further changes need to be made.

At the governance level, Anglican Care Waiapu priorities are to refine the reporting process to enable closer scrutiny of:

  • how well each service is achieving their priorities for children’s learning

  • the maintenance of licensing conditions

  • the effectiveness of improvement actions and the impact on achieving equitable learning outcomes for children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Waiapu Kids – Te Hapara Whanau Aroha 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.

6 Actions for Compliance

During the review, the service provided ERO with evidence that shows it has addressed the following non-compliances:

  • equipment, premises and facilities are checked on every day of operation for hazards to children. Hazards to the safety of children are eliminated, isolated or minimised (HS12)

  • the outdoor activity space is enclosed by a gate that is designed to ensure that children are not able to leave the premises without the knowledge of adults providing education and care (PF13).

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

15 August 2022 

7 About the Early Childhood Service

Early Childhood Service Name

Waiapu Kids – Te Hapara Whanau Aroha

Profile Number

55078

Location

Gisborne

Service type

Education and care service

Number licensed for

50 children, including up to 20 aged under 2

Percentage of qualified teachers

80-99%

Service roll

40

Review team on site

May 2022

Date of this report

15 August 2022

Most recent ERO report(s)

Education Review, March 2019; Education Review, March 2017

Waiapu Kids - Te Hapara Whanau Aroha - 07/03/2019

1 Evaluation of Waiapu Kids - Te Hapara Whānau Aroha

How well placed is Waiapu Kids - Te Hapara Whānau Aroha to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Waiapu Kids - Te Hapara Whānau Aroha is well placed to promote positive learning outcomes for children.

The appointment of a suitable person to permanently fill the key leadership position has recently been made. While good progress is evident in improving practice and operation since the March 2017 ERO report, concerns about sustainability of the improved practices remain.

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

Background

Waiapu Kids - Te Hapara Whānau Aroha is a not-for-profit Christian-based early learning service operating under the umbrella of the Waiapu Anglican Social Services Trust Board. It is licensed for 50 children, including 20 aged up to two years. At the time of this ERO review, all children enrolled are Māori. They are catered for in two age-related groups and separate learning spaces. Regular interaction between age groups is promoted.

Day-to-day operation is the responsibility of a manager, who reports to a regional director. She also shares responsibility with the team leader for curriculum implementation and guiding teaching practice. The manager’s position has been temporarily filled by the leader of another service. A permanent appointment to this role was made after the on-site stage of this ERO review. Interim management support for operation was also in place. Five registered teachers (kaiako) and four support workers make up the teaching team. There has been significant staff turnover in the past six months.

Hauora Health, Plunket, a mobile dental service, ear specialist and social worker are made available to whānau for tamariki. Free transport is offered to support children's regular attendance. Around half of the families use this service.

Concerns about the quality of operation were identified in the previous four ERO reviews. Leaders and kaiako have been engaged in a range of professional learning and development (PLD), through a Ministry of Education Strengthening Early Learning Opportunities (SELO) contract and other sources. The centre regained its full licence in 2017. Ongoing PLD remains in place. Progress has been made in improving teaching and learning. Serious non-compliance with regulations has been addressed. Some aspects of practice continue to require development.

The new centre philosophy is child focused and emphasises the importance of acknowledging the dual cultures of Aotearoa, children's wellbeing and identity and Christian values.

Since the March 2017 ERO report the learning spaces have been reconfigured to improve supervision and flow. Plans have been approved for the refurbishment of the outdoor area.

A strategic review of services under Anglican Social Services is being undertaken. Increased emphasis on centralising operation, consistency of practice in early childhood services, and improving provision of social services are the desired outcomes.

The Review Findings

Equity in relation to child outcomes is strongly supported through the board's enduring focus on removing barriers to participation in the service. Free transport and access to a range of social services support children's attendance and wellbeing. A variety of communication initiatives enable whānau to have equitable access to information about their children's participation and learning, and have input into decision making.

The values identified in the revised philosophy underpinning teaching and learning are strongly evident in the programme. Children are encouraged to freely explore play spaces and materials to support their interests. Māori children's success as Māori is acknowledged, understood and meaningfully facilitated. Their whakapapa is celebrated. Whānau aspirations are sought and valued as a basis for individual development planning. Children have fun and are well supported to be self-managing learners.

Te ao Māori is strongly evident in the programme and environment. Te reo me ngā tikanga Māori are woven throughout the learning experiences enjoyed by the children each day. Leaders agree that researching aspects of significance to Māori in the local area and integrating this information into the programme is a next step.

Kaiako are respectful and positive in their interactions with children. They report an improved tone to the programme as a result of the recent review of behaviour management practices. Professional learning and development, and ongoing collaborative reflection and discussion, have informed a more consistent approach supported by shared understanding of effective practice.

Provision for children aged up to two years is carefully considered. Consistency of staffing promotes children's attachment and wellbeing. Routines are flexible and based on individual's rhythms. Relationships with kaiako are close and trusting. These young children have their own dedicated play space and resources and the programme also supports their interaction with the older age group. Tuakana teina relationships are encouraged.

Children with additional learning needs are welcomed and appropriate steps taken to support their participation. Leaders acknowledge that provision for children from Pacific ethnic groups and their families requires strengthening. Up-to-date Ministry of Education resources have been accessed to support this development.

Children's transitions into, through and out of the service to school are planned for and supported by kaiako. Their approach includes ongoing consultation with parents and the identification of key staff to support individual children. Further work is planned to strengthen children's transition to school. This should include building more purposeful relationships with local schools to assist with the sharing of information about individual children and support continuity in their learning.

Planning for learning is supported by new leadership and recent PLD about the revised early childhood curriculum, Te Whāriki. Long-term goals for individuals are identified in collaboration with whānau and are inclusive of their aspirations. Planning also acknowledges the importance of noticing, recognising and responding to individual children's emerging interests. Priorities for kaiako are to strengthen the focus on:

  • individual children's significant learning and how they are promoting their progress

  • integrating a bicultural perspective in children's learning records

  • continuing to support the everyday participation and input of whānau

  • making evaluation of the programme more manageable and meaningful in relation to identifying next steps for aspects of teaching and learning.

Leaders agree they should also further define the priorities they have identified for children's learning to highlight these in their assessment practice.

The teaching team is largely new and still establishing agreed ways of working. Teachers demonstrate a sense of purpose and commitment to improvement. Kaiako and interim leaders have worked well together to implement the learning programme. Progress is being made in improving the quality of teaching, learning and operation. Regular meetings support the sharing of ideas and a team approach to programme development. An action plan gives focus and direction.

The appraisal process provides good support for kaiako development. A revised approach in 2018 incorporates Teaching Council requirements. Practices for endorsing kaiako practising certificates are appropriate. Suitable mentoring and induction processes are in place to support provisionally certificated kaiako meet fully certification requirements.

Review is valued as a tool to improve outcomes for teaching and learning. A useful internal evaluation framework has recently been adopted. Kaiako and leaders now need to develop their understanding and use of this framework to support more effective decision-making about change and improvement.

Some sound governance and management practices are in place. Regular reporting about key aspects of operation, including health and safety, is undertaken at various levels of the organisation. Documented reporting between the new manager and director should be reinstated. Practice guidelines are up-to-date. The development of a detailed strategic plan outlining long-term priorities and supported by planned internal evaluation should strengthen the sustainability of operation.

Anglican Care Waiapu is supportive and well established as a governance body, and the new Chief Executive has a strong focus on lifting quality. However, despite best efforts being made, concerns about the sustainability of improved centre practices and operation remain.

Key Next Steps

Priorities for development are to continue to strengthen:

  • the quality of teaching and kaiako teamwork

  • planning for learning

  • understanding and use of internal evaluation

  • leadership and day-to-day management.

Management Assurance on Legal Requirements

Before the review, the staff and management of Waiapu Kids - Te Hapara Whānau Aroha 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.

In order to improve current practice the service provider should ensure:

  • guidelines and organisation for excursions are reviewed to make expectations clear, particularly in relation to adult-to-child ratios, what parents need to view and sign and risk management

  • sufficient and compliant impact material is in place around identified playground equipment at all times it is accessible to children.

Since the on-site stage of the ERO review, the service has provided evidence that shows these aspects of compliance have been addressed.

Recommendation

The service will provide ERO with an action plan that shows how the priorities for improvement will be addressed. ERO will request progress updates.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Waiapu Kids - Te Hapara Whānau Aroha will be within three years.

Phil Cowie

Director Review and Improvement Services

Central Region

7 March 2019

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

Location

Gisborne

Ministry of Education profile number

55078

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, including up to 20 aged under 2

Service roll

44

Gender composition

Girls 29, Boys 15

Ethnic composition

Māori

44

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

50-79%

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

November 2018

Date of this report

7 March 2019

Most recent ERO report(s)

 

Education Review

March 2017

Education Review

October 2014

Education Review

December 2012

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

The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:

  • Very well placed

  • Well placed

  • Requires further development

  • Not well placed

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.

Waiapu Kids - Te Hapara Whanau Aroha - 02/03/2017

1 Evaluation of Waiapu Kids - Te Hapara Whanau Aroha

How well placed is Waiapu Kids - Te Hapara Whanau Aroha 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.

Background

Waiapu Kids - Te Hapara Whanau Aroha, was previously known as Te Hapara Whanau Aroha Centre. The service operates under the umbrella of the Waiapu Anglican Social Services Trust Board. Management and day-to-day operation of the centre are delegated to the centre manager, who reports to a regional director. The centre manager and the tumuaki team leader share responsibility for curriculum implementation and guiding teaching practice. There have been some staff changes in the last year.

All day education and care is offered for 50 children, including 20 aged up to two years. The majority of children attending are Māori. The service emphasises whole-whānau health and holistic wellbeing for their tamariki. Two vans are provided daily to transport children and whānau to and from the centre. A social worker and counsellor are available to families in an adjoining building. The centre is regularly visited by a Plunket nurse, public health nurse, mobile dental service and ear specialist.

The centre is divided into two age groups. Infants and toddlers have indoor and outdoor playspaces separate to those of older children. Regular interaction between age groups is promoted by teachers.

Waiapu Kids - Te Hapara Whanau Aroha has been responsive to many of the next steps identified in the October 2014 ERO report. Leaders and teachers have engaged in a range of professional learning, including Ministry of Education funded support for self review and leadership, through the Strengthening Early Learning Opportunities (SELO) programme. They have developed a shared philosophy, a strategic plan and various systems and frameworks. It is evident that some progress has been made in assessment, planning, evaluation, appraisal and self review, however further work is still required. Systems and processes related to health and safety are in urgent need of development. 

The Review Findings

Children confidently engage in the programme. A strong bicultural emphasis underpins the curriculum. Children benefit from seeing, hearing and experiencing elements of te reo me ngā tikanga Māori. They have regular opportunities to participate in waiata and kapa haka, including through performance at community festivals.

Teachers of older children follow their interests and support them in their play. A wide range of experiences, excursions and planned activities extend the programme. Mathematics is strongly promoted, through a variety of strategies. However, the quality of teaching practice is variable. Some teachers are responsive in their provision of resources and activities. Children would benefit from an increased focus on the provision of challenge and complexity, in all areas of the curriculum.

Care routines are flexible to the needs and rhythms of children up to two. Interactions are warm and teachers know children well. Some teachers show high levels of respect and responsiveness to infants' and toddlers' preferences, interests and growing independence.

The value inherent in Pacific children's cultural heritage is acknowledged and suitably celebrated. The weaving of all children's cultures, languages and identities through the curriculum and assessment documentation is evident. This should be further strengthened through the purposeful gathering of cultural aspirations whānau have for their children, and targeted planning in response.

Children with additional needs are identified and well supported. External agencies are accessed where appropriate to support individual children. The implementation and monitoring of these individual education plans is evident in children's assessment documentation and a next step should include highlighting the link to the plan in a more purposeful way.

Planning and assessment for individual children has been recently redeveloped. This includes liaison with whānau about learning aspirations for their children, clear links to the early childhood curriculum, Te Whāriki and a range of intended teaching strategies. It is now timely to focus on more in-depth assessment of children's learning and analysis of information to inform the quality of the curriculum provided.

Leaders and teachers have worked to establish a new philosophy document to guide centre operation, in consultation with whānau. Intent and expectations of the philosophy statements have been clarified with the team. The centre would benefit from a stronger focus on the philosophy in terms of high quality practice expectations and this can then be monitored by leaders through appraisal.

Appraisal occurs regularly and promotes teachers' inquiry into their practice. This process requires strengthening through the development and implementation of robust guiding procedures. This should include the use of:

  • goals that challenge the teacher
  • targeted observations of teachers' practice, linked to their goals
  • critical feedback and feed forward
  • evidence to demonstrate that teachers meet all 12 practising teacher criteria over each appraisal year.

In addition, the centre should establish a clear outline of the role and expectations of registering teachers.

Regular reviews are now occurring with a focus on improvement and outcomes for children. However, the current process should be reworked to enable teachers to systematically inquire into and evaluate the effectiveness of teacher practice. Teachers require support to develop their knowledge of the purpose and use of internal evaluation.

The Waiapu Anglican Social Services Trust Board must increase their support and monitoring of management's understanding of all policies and procedures. The implementation of these systems should then be more closely supervised by management.

Key Next Steps

To improve outcomes for children, leaders and teachers should further develop:

  • the service curriculum
  • assessment, planning and evaluation processes
  • expectations for effective teaching
  • internal evaluation capacity and capability.

Management, should give priority to the development of robust procedures for: assessment, planning, review and evaluation; appraisal; and the registration process for provisionally certificated teachers.

Management Assurance on Legal Requirements

Before the review, the staff and management of Waiapu Kids - Te Hapara Whanau Aroha 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 

Actions for compliance

ERO found significant areas of non-compliance in the service related to:

  • ensuring that children are adequately supervised at all times

  • improving and consistently enacting excursion policies and procedures.

Licensing Criteria for Early Childhood Education and Care Centres 2008, Schedule 2 adult -to child ratios, HS17.

To improve practice the centre should:

  • more clearly inform parents regarding ratios and supervision on transport vans

  • revisit and improve procedures relating to medication

  • create a procedure document to guide earthquake drills.

Since the onsite phase of the review some of the identified areas relating to compliance have been addressed.

Recommendation to Ministry of Education

ERO recommends that the Ministry reassess the licence of Waiapu Kids - Te Hapara Whanau Aroha. ERO will not undertake a further education review of this service until the Ministry of Education is satisfied that the service meets licensing requirements.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Waiapu Kids - Te Hapara Whanau Aroha will be in consultation with the Ministry of Education.

Joyce Gebbie

Deputy Chief Review Officer Central 2 March 2017 

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

Location

Gisborne

Ministry of Education profile number

55078

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, including up to 20 aged under 2

Service roll

52

Gender composition

Girls 29, Boys 23

Ethnic composition

Māori
Pākehā
Tongan

49
1
2

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Under 2

1:5

Better than minimum requirements

Over 2

1:7

Better than minimum requirements

Review team on site

December 2016

Date of this report

2 March 2017

Most recent ERO report(s)

 

Education Review

October 2014

Education Review

December 2012

Education Review

July 2008

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.