99 Peacockes Road, Hamilton Central, Hamilton
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 (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Li’l Pumpkins Preschool Centre Limited are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whakawhanake Sustaining |
Ngā Akatoro Domains |
ERO’s judgement |
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He Whāriki Motuhake The learner and their learning |
Whakawhanake Sustaining |
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Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakawhanake Sustaining |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whakawhanake Sustaining |
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Kaihautū Leaders foster collaboration and improvement |
Kia rangatira ai te tipu Excelling |
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Te Whakaruruhau Stewardship through effective governance and management |
Whakawhanake Sustaining |
Li’l Pumpkins Preschool Centre Limited is one of two privately owned services operated by the same owner in the Hamilton area. An experienced head teacher is supported by a team of six teachers to provide a curriculum and learning environment inspired by the Reggio Emilia approach.
A rich and responsive environment offers children complexity and challenge in their learning. They explore and drive their learning in partnership with their whānau and teachers. The daily programme holds relationships and whānau involvement as central to what happens for children in the service. The blend of Te Whāriki, the New Zealand early childhood curriculum, and Reggio Emilia is managed thoughtfully by teachers. Children experience an environment where their identity as learners is strongly affirmed.
Leadership is clearly focused on ensuring equitable outcomes for children. Leaders across the centre enact the service philosophy and model best practice. Decisions made by leaders maintain the wellbeing of children, whānau and teachers as one of their primary considerations. There is a clear focus on relational trust and inquiry that promotes innovation in teaching and learning. Children benefit from an environment where adults collectively enact high levels of collaboration.
Inquiry and evaluation are robust and well utilised to interweave the ongoing learning of children and teachers. There is an emphasis on evaluation as a vehicle for continual growth and meaningful improvement. Leaders and teachers engage in deliberate and systematic internal evaluation. A culture of critical thinking and reflection enriches children’s learning.
The curriculum affirms the languages, cultures and identities of the children attending the service. Experiences and centre events reflect what matters to children and their whānau. Te reo and tikanga Māori are authentically embedded into the daily programme. Te ao Māori values that are woven through the centre philosophy are skilfully reflected in what happens for children and their whānau. Children learn through a meaningful multicultural curriculum.
Li’l Pumpkins Preschool Centre Limited will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Li’l Pumpkins Preschool Centre Limited 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.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
28 June 2021
| Early Childhood Service Name | Li'l Pumpkins Preschool Centre Limited |
| Profile Number | 30047 |
| Location | Hamilton |
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Service type |
Education and care service |
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Number licensed for |
31 children, including up to 8 aged under 2. |
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Percentage of qualified teachers |
80%+ |
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Service roll |
38 |
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Ethnic composition |
Māori 7, NZ European/Pākehā 16, Asian 7, Cook Island Māori 4, Other ethnic groups 4. |
|
Review team on site |
May 2021 |
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Date of this report |
28 June 2021 |
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Most recent ERO report(s) |
Education Review, March 2017; Education Review, January 2014. |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Lil Pumpkins Preschool Centre Limited is very well placed to promote positive learning outcomes for children.
Lil Pumpkins Preschool Centre Ltd, located in the suburb of Glenview in Hamilton city, provides all day education and care for children. This is one of two Lil Pumpkins centres in the wider Hamilton area. The centre is licensed for 31 children including eight under the age of two years. The roll of 38, includes 15 children who are Māori. The centre operates two age-based rooms for children up to and over the age of two years.
The company manager oversees both Lil Pumpkins centres and provides ongoing support and guidance for the centre supervisor. The supervisor provides professional leadership for teachers and takes overall responsibility for centre operations.
The centre's philosophy makes a commitment to providing learning experiences that allow children to become confident, competent learners with a positive sense of identity and mana.
Since the previous ERO review in 2014, leadership and staffing have remained the same. The centre has a positive ERO reporting history and the areas of strength identified in the previous review remain evident. In response to the key next step identified in the previous ERO report, teachers and leaders have undertaken a comprehensive review of assessment and planning. This has involved ongoing teacher professional learning and development.
Lil Pumpkins Preschool Centre Ltd is very well placed to promote positive learning outcomes for children.
Children benefit from high quality education and care provided by teachers. They enjoy responsive and respectful interactions with their teachers and peers. Teachers use a wide range of effective strategies that promote children’s thinking, oral language development, and social competencies. The environment is presented in a well-considered manner to provoke children’s interests, problem solving skills and provide challenge. Teachers actively involve themselves alongside children in play, where they skilfully extend children's interests and learning. Positive relationships and highly effective teaching practices enhance children’s sense of themselves as successful learners.
The programme effectively promotes positive outcomes for children. Children enjoy participating in a programme that is a combination of child-initiated and teacher-led activities. Effective features of the programme include:
the natural integration of literacy and mathematics in children's play
the incorporation of meaningful science learning opportunities
frequent trips and excursions into the local and wider community
the involvement of a specialist music teacher who visits the centre on a weekly basis.
A special feature of the centre is the spacious outdoor environment that offers many opportunities for children to explore and experience physical challenge. Children have access to a wide range of high quality resources and equipment. Attractively presented wall displays celebrate children's learning and creativity. There are many small spaces where children can work independently and in small groups of their own choosing. Children benefit from being able to play, explore and learn in spacious, well-resourced buildings and outdoor play spaces.
Teachers’ assessment practices assist them to deliberately plan to extend children's learning. Attractively presented individual learning portfolios, accessible to whānau in digital form, specifically identify children’s learning and development. These include comprehensive six monthly evaluations that strengthen partnerships for learning. Teachers should now consider how they show the progress of children’s learning over time in these portfolios.
Māori children’s language, culture and identity is acknowledged and celebrated through:
teachers regular use of te reo Māori in their interactions with children
the incorporation of appropriate tikanga Māori practices
the daily use of waiata and karakia at group times.
Children up to the age of two years enjoy responsive and nurturing relationships with teachers. Their care needs are well met and reflect parent preferences and aspirations. Very young children are encouraged to be independent and develop oral language within an environment that promotes curiosity and exploration.
The centre has an inclusive approach to supporting children with special learning and behaviour needs. Valuable learning plans are developed with whānau to provide a consistent approach to supporting the needs of identified children. Children benefit from participating in a programme that is responsive to their interests, learning needs and provides them with appropriate levels of challenge.
Strong partnerships with whānau are evident, and they are actively involved in the life of the centre in regular events and celebrations. Productive and well-established partnerships between whānau and centre contribute to children's sense of wellbeing and belonging.
Centre leadership is knowledgeable and well informed. The experienced supervisor is effectively supported by the company manager. Her reflective approach to centre development is highly respected by teachers and whānau. The supervisor is successfully focusing on building teacher capability and is promoting high levels of collegiality among the teaching team. Teachers received regular feedback about the effectiveness of practice by a designated member of the Lil Pumpkins organisation. Effective leadership contributes to high quality teaching and learning for children.
The centre owner provides supportive stewardship focussed on continuing to enhance leadership and teaching capability. She is highly supportive of centre leaders and teachers. Generous funding is provided for teacher professional development and resources. Frequent meetings with centre leaders support the owner to be well informed about key aspects of centre operations, including health and safety requirements.
Well-developed and effective self-review practices support ongoing centre improvement and sustain high quality performance. These practices incorporate the perspectives of teachers, leaders and whānau. Comprehensive policies guide centre operations and a useful strategic plan informs centre improvement. To strengthen this plan, it would be helpful to set more specific timeframes to encourage closer monitoring and evaluating progress during the year. Well-informed stewardship supports leaders and teachers to promote positive outcomes for children.
The key next step for leaders is to further develop and embed a teaching as inquiry approach to assist teachers to undertake in-depth reflection of practices in providing positive outcomes for children.
Before the review, the staff and management of Li'l Pumpkins Preschool Centre Limited 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.
When is ERO likely to review the service again?
The next ERO review of Li'l Pumpkins Preschool Centre Limited will be in four years.
Lynda Pura-Watson
Deputy Chief Review Officer
29 March 2017
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 |
Hamilton |
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Ministry of Education profile number |
30047 |
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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 |
31 children, including up to 8 aged under 2 |
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Service roll |
38 |
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Gender composition |
Girls 24 Boys 14 |
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Ethnic composition |
Māori Pākehā Samoan Cook island Māori Chinese |
15 18 2 2 1 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
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 |
1:8 |
Better than minimum requirements |
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Review team on site |
January 2017 |
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Date of this report |
29 March 2017 |
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Most recent ERO report(s) |
Education Review |
January 2014 |
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|
Education Review |
February 2011 |
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|
Education Review |
July 2007 |
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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 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.