42 Taha Road, Waimauku
View on mapERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
Regulatory standards |
ERO’s judgement |
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Curriculum |
Meeting |
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Premises and facilities |
Meeting |
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Health and safety |
Meeting |
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Governance, management and administration |
Meeting |
At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.
Precious Pipis Childcare Centre is situated in rural West Auckland. The learning environment has two spacious outdoor areas. This centre is one of three under the same ownership. An owner and a manager oversee governance and management. The teaching team includes eight registered teachers.
The service curriculum is consistent with Te Whāriki, the early childhood curriculum. Children are supported in developing social competency and understanding of appropriate behaviour. Teachers encourage children to understand and respect other cultures.
The curriculum is inclusive. Children’s preferences are respected, and they are involved in decisions about their learning experiences. They are provided with a range of experiences and opportunities to develop as confident and competent learners. Teachers engage in meaningful, positive interactions with children.
A policy framework and annual plan guide centre operations.
Next steps include:
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
23 February 2022
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Early childhood service name |
Precious Pipis Childcare Centre |
| Profile number | 10116 |
| Location | Waimauku, West Auckland |
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Service type |
Education and care service |
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Number licensed for |
54 children, including up to 18 aged under 2. |
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Percentage of qualified teachers |
80-99% |
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Service roll |
65 |
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Ethnic composition |
Māori 8, NZ European/Pākehā 49, other European 5, other ethnic groups 3 |
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Review team on site |
February 2022 |
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Date of this report |
23 February 2022 |
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Most recent ERO report(s) |
Education Review, February 2020 |
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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:
As part of an Akanuku | Assurance Review ERO assesses whether the regulated standards are being met. In particular, ERO looks at a service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Precious Pipis Childcare Centre requires further development to promote positive learning outcomes for children.
Precious Pipis Childcare Centre is licensed for 46 children, including up to 12 under two years of age. The centre provides for children in two different spaces based on age, and children access separate indoor and spacious outdoor areas. The roll includes a group of Māori children and small numbers of children with Pacific heritage.
The centre is one of two privately owned centres, in a rural area in West Auckland. The owner/director and centre manager, both registered teachers, oversee the governance, management and curriculum implementation at both centres. The teaching team at this centre includes five registered teachers.
Since the 2016 ERO review, there have been significant staffing changes. The teaching team's philosophy is being established. Teachers aim to promote sustainability and work towards becoming a zero-waste centre.
ERO’s 2016 report identified positive aspects of the centre such as relationships and support for literacy and numeracy learning. These aspects continue to be evident. Areas for improvement included partnerships with parents and evaluating progress in relation to planned priorities. Some progress has been made in these areas.
Children settle quickly and are comfortable in the centre environment. They demonstrate a sense of belonging, and older children confidently approach and initiate conversations with adults. Children choose to play either inside or outdoors, and routines allow for uninterrupted play and exploration. Staff working with younger children respond well to their verbal and non-verbal communication.
Adults interact in warm and positive ways with children and acknowledge their cultures. Those working with older children, could further involve children in co-constructing the learning environment and assessing their own learning.
Leaders and teachers are committed to growing their knowledge of te reo and te ao Māori with a view to integrating these into teaching practice.
A framework has been established for planning the daily programme. Individual portfolios are available for all children. Planning focuses on the provision of resources and sensory, physical and science related activities. There is a need to continue to improve the quality of assessment and planning documentation for all children.
Leaders are in the process of establishing a vision, mission and philosophy with the new team. A framework of policies and procedures, and internal evaluation is established. Leaders should ensure that all policies meet current legal requirements, are implemented in practice, and that the child protection and recruitment policies align with each other.
Leaders are committed to the ongoing development of distributed leadership through accessing relevant professional learning opportunities and a new appraisal process. This could more purposefully guide the development of quality teaching practice.
The service provider should continue to build staff capability in:
engaging more deeply with Te Whāriki, the early childhood curriculum, to ensure the provision of a rich curriculum for every child
implementing systematic, planned, and deliberate inquiries into current practice to improve outcomes for children
setting robust goals linked to the standards of teaching and the centre's strategic plan and vision.
Before the review, the staff and management of Precious Pipis Childcare Centre 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:
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 areas of non-compliance relating to provision for health and safety. To meet requirements the service needs to improve its performance in the following areas:
annual review of the emergency plan
recording of sleep checks
recording of illnesses.
Licensing Criteria for Early Childhood Education and Care Centres 2008, HS7,9,27.
ERO recommends that the service, in consultation with the Ministry of Education, develops a plan to address the key next steps and actions outlined in this report.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki
7 February 2020
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.
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Location |
Waimauku, Auckland |
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Ministry of Education profile number |
10116 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
46 children, including up to 12 aged under 2 |
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Service roll |
69 |
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Gender composition |
Boys 35 Girls 34 |
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Ethnic composition |
Māori NZ European/Pākehā Chinese other ethnic groups |
10 48 4 7 |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:6 |
Better than minimum requirements |
|
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Review team on site |
October 2019 |
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Date of this report |
7 February 2020 |
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Most recent ERO report(s) |
Education Review |
April 2016 |
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|
Education Review |
March 2013 |
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|
Education Review |
February 2010 |
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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:
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.
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.