1 Doncaster Drive, Papamoa, Tauranga
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.
Child’s Wonder Learning Centre is privately owned. Children learn and are cared for within two age-related areas. New owners purchased the service in 2019. This is the first review since moving from a provisional licence. A full licence for all-day education and care was issued in March 2020.
Children experience a curriculum responsive to their interests. Parents have opportunities to contribute to their children’s learning and to the development of the centre. The design and layout of the premises supports a range of play activities.
The centre philosophy guides teaching practice and programmes for children. Teachers engage in positive interactions with children to promote their learning and wellbeing. They take all reasonable steps to promote the health and safety of those enrolled.
The key next step is to:
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
16 December 2020
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Early Childhood Service Name |
Child’s Wonder Learning Centre |
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Profile Number |
45261 |
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Location |
Papamoa |
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Service type |
Education and care service |
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Number licensed for |
43 children, including up to 15 aged under 2. |
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Percentage of qualified teachers |
80%+ |
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Service roll |
55 |
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Ethnic composition |
Māori 7, NZ European/Pākehā 29, Chinese 5, |
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Review team on site |
November 2020 |
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Date of this report |
16 December 2020 |
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Most recent ERO report(s) |
Education Review, June 2015, Education Review, March 2012. |
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 |
ERO's findings that support this overall judgement are summarised below.
Childs Wonder Private Preschool and Infant Centre is located in Papamoa in the Eastern Bay of Plenty. The centre is a privately owned service which was opened in 2009. The centre provides education and care for children from birth to school age. At the time of this ERO review the roll was 62, of whom 10 identified as Māori.
The knowledgeable owner and centre manager lead a team of professional and committed teachers including three head teachers. The head teachers are providing good educational leadership in the centre. There are three separate rooms for under two’s, two to three year olds and over threes.
Childs Wonder has a philosophy that focuses on trust and respect. Centre leaders have responded very well to the area of development and review in ERO’s 2012 report related to the integration of te reo Māori. Ongoing professional learning has focused on developing planning and assessment approaches that are more responsive to children’s interests and working theories.
The centre has a very diverse group of families which is reflected in its learning environments. Parents are involved in decision making processes within the centre especially the care of their children.
The centre owner, manager and staff effectively promote positive outcomes for children. The management team provides opportunities for all teachers to contribute to the drive and direction of the centre. Teachers know children well and are responsive to their individual learning needs and strengths. Children respond well to teachers’ enthusiasm and high expectations. They are supported to make good friendships with their peers.
The centre is inclusive and welcoming. Children settle into routines, play and connect well with each other and their teachers. Trusting relationships between adults, and between adults and children, contribute to high-quality learning interactions. Children have a strong sense of belonging. They are confident and co-operate well to support each other’s play. Teachers place importance on children leading their own learning.
Children experience early literacy and mathematics and the sciences in the centre’s richly resourced environment. Features of effective teaching practice include:
Respect for biculturalism is evident in centre practices and the environment. Teachers confidently integrate waiata, karakia and te reo Māori into the programme. The centre manager and head teachers continue to build the confidence and practice of all staff in these areas.
Children freely access a wide variety of activities and resources. They play on their own or co-operatively with each other in well-organised environments. Separate rooms for under two’s, two to three year olds, and over three’s provide separate spaces and appropriate equipment for exploration and challenge.
Older children engage in imaginative and creative play for long periods of time. They confidently share their ideas with teachers and other children. They have opportunities to be leaders and to support and mentor their younger peers. Teachers are responsive to children’s interests. They skilfully ask questions that encourage children to think critically and solve problems.
Provision for babies and toddlers is well considered and nurturing. Teachers are sensitive to children’s preferences and requirements. They interact with young children in a calm and unhurried way giving them time and space to lead their learning.
The strong focus on continual improvement is evident. Clear systems of self review, grounded in current theory and research, are well used to improve aspects of service practices, management and organisation. The owner, centre manager and head teachers work collaboratively with teachers to enhance teaching and learning experiences for the children in their care. Ongoing review of the performance management system is enabling leaders to promote high-quality, professional teaching and learning practices.
Centre leaders agree that a next step for the centre is to continue to build teaching capability through further development of teacher reflection, evaluation and through the appraisal process.
Before the review, the staff and management of Childs Wonder completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they select ‘have’ or ‘have not’ 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.
The next ERO review of Childs Wonder will be in four years.
Dale Bailey
Deputy Chief Review Officer Northern
8 June 2015
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 |
Papamoa |
||
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Ministry of Education profile number |
45261 |
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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 |
43 children, including up to 15 aged under 2 |
||
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Service roll |
62 |
||
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Gender composition |
Boys 32 Girls 30 |
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Ethnic composition |
Māori NZ European/Pākehā Other Other European |
10 44 5 3 |
|
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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 |
April 2015 |
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Date of this report |
8 June 2015 |
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Most recent ERO report(s) |
Education Review |
March 2012 |
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.