916a Tremaine Avenue, Roslyn, Palmerston North
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 Ngā Rito o Te Puawaitanga Early Childhood Centre are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whakaū Embedding |
Ngā Akatoro Domains |
ERO’s judgement |
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He Whāriki Motuhake The learner and their learning |
Whakaū Embedding |
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Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakaū Embedding |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whakatō Emerging |
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Kaihautū Leaders foster collaboration and improvement |
Whakaū Embedding |
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Te Whakaruruhau Stewardship through effective governance and management |
Whakaū Embedding |
Ngā Rito o Te Puawaitanga Early Childhood Centre is a mixed-age service located adjacent to the Whakatipuria Teen Parent Unit in Palmerston North. It is governed by ‘The Learning and Growing Together’ Trust. Catering primarily to children of teenage parents, some spaces are allocated to children from the community.
Young children, toddlers and infants have responsive, reciprocal and respectful relationships with kaiako. Networked partnerships with parents, whānau and external agencies enhance children’s learning. Children’s emotional wellbeing and social competency are supported in the inclusive environment. Infants and toddlers benefit from nurturing interactions with kaiako. Children demonstrate a strong sense of belonging.
The curriculum positively promotes children’s independence and a sense of security. Kaiako respond to most children’s culture, language, and identity. They acknowledge the need to further investigate ways to always provide accessible curriculum activities for older children. Art therapy is integrated into the programme to support children’s resilience and emotional self-management. Learning outcomes from Te Whāriki, the New Zealand early childhood curriculum, underpin assessment. Children’s interests are well supported.
The principles of Te Tiriti o Waitangi are enacted through policies and practices. Children experience a bicultural curriculum. Positive relationships with whānau Māori are valued. Tuakana-teina relationships support children to take increasing responsibility for their own and others wellbeing. Te reo Māori, waiata, and tikanga are intertwined into the daily curriculum. Children’s mana and mauri are supported.
Evaluation for improvement is in an early stage of development. Some conditions are in place. Relational trust supports collaboration. Kaiako have access to professional learning. Professional growth cycles have an inquiry focus. Internal evaluation has not yet been used to critically reflect on curriculum, or collaboratively monitor how improvement actions have helped realise strategic goals and priorities for children’s learning.
Trustees and the centre manager advocate for, and with, children and their parents and whānau to ensure all children have access to high quality, inclusive education and care. They aim to remove barriers to participation. Resources are aligned to support the service’s philosophy, vision, goals and priorities for learning. Children’s learning and development is supported.
Ngā Rito o Te Puawaitanga Early Childhood Centre will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Ngā Rito o Te Puawaitanga Early Childhood 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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliance:
Shelley Booysen
Acting Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
20 July 2021
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Early Childhood Service Name |
Ngā Rito o Te Puawaitanga Early Childhood Centre |
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Profile Number |
50088 |
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Location |
Palmerston North |
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Service type |
Education and care service |
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Number licensed for |
39 children, including up to 25 aged under 2. |
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Percentage of qualified teachers |
80%+ |
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Service roll |
36 |
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Ethnic composition |
Māori 19, NZ European/Pākehā 13, other ethnic groups 4. |
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Review team on site |
June 2021 |
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Date of this report |
20 July 2021 |
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Most recent ERO report(s) |
Education Review, February 2018; Education Review, September 2014. |
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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.
Ngā Rito o Te Puawaitanga Early Childhood Centre is situated in Palmerston North. It is adjacent to the Whakatipuria Teen Parent Unit and attached to Freyberg High School.
The non-profit centre is licensed for 37 children aged from birth to five years, primarily of teenage parents who have returned to school. Some spaces are allocated for children from the local area. Many of the children attending the centre are Māori.
It operates as a charitable trust and is governed by 'The Learning and Growing Together Trust'. The trust is in the process of formalising its relationship with Freyberg High School. Since the October 2014 ERO report a new centre manager has been appointed.
The centre's philosophy emphasises whanaungatanga and manaakitanga and supporting whānau to learn and grow together.
Ngā Rito o Te Puawaitanga has responded appropriately to the key next steps identified in the previous ERO report.
Teachers know children well and use this knowledge to provide appropriate support to assist their learning and social, emotional and physical development.
The centre vision 'building respectful relationships to support and encourage one another to learn and grow' is highly evident. Children are nurtured in an environment where whanaungatanga and manaakitanga underpins teacher practice that promotes children's learning.
Children confidently participate in a curriculum that is responsive to their interests and needs. They benefit from positive interactions with highly respectful and attentive teachers. Children are familiar with routines and expectations. They are well supported to develop their self-help skills and social competence through a range of learning opportunities and activities.
Children's interactions to support each other's learning are actively promoted. They are encouraged to be leaders. Transitions within the centre are flexible and responsive to the needs of individual children.
Infants and toddlers are very well supported through consistent, responsive teaching. They have easy access to resources and freely explore learning spaces according to their preferences. Teachers respect children's rights and inform them about decisions that affect them.
The culture, language and identity of Māori children are well promoted. Staff are strongly committed to providing an environment that promotes bicultural practice.
Parents are respected by staff as contributors to their children's learning. They are encouraged and have opportunity to be involved in their children's learning. The centre has identified that continuing to build knowledge of the diverse aspirations of whānau for their children is a next step.
Recently reviewed assessment, planning and evaluation practices contribute to improved learning opportunities for children. Te Whāriki (2017), is deliberately integrated into planning and assessment. Programmes to promote children’s learning are reviewed each term to inform areas of curriculum focus. Assessment through learning stories records children's experiences. A next step for the centre is to strengthen assessment to clearly show progress and how children's learning could be extended.
Self review is well documented and changes to practice are made in response to findings. External professional learning and development effectively supports teachers to strengthen evaluation of their improvement.
The recently introduced appraisal system is useful and collaborative. Teachers inquire into the effectiveness of their practice using evidence linked to care for children, teaching and leadership practice. The centre manager works alongside teachers to support their decision making and challenge their thinking to promote positive outcomes for children. ERO's evaluation affirms this direction.
Trustees are well informed, by the centre manager, about priorities, finances and operation. They use this information to inform decision making. The trust and centre staff have worked collaboratively to develop the centre philosophy, vision and strategic plan. Aligning the annual plan more clearly with strategic goals should support cohesion across processes and practice.
ERO and centre manager agree that the key next steps are to:
continue to develop planning, assessment and evaluation
strengthen assessment of children's learning
align the annual plan more clearly with strategic goals
continue to develop internal evaluation of the impact of the curriculum and its effectiveness in enacting the centre philosophy.
Before the review, the staff and management of Ngā Rito o Te Puawaitanga Early Childhood 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.
To improve current practice the trust should fully implement the appraisal process for the centre manager.
The next ERO review of Ngā Rito o Te Puawaitanga Early Childhood Centre will be in three years.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
27 February 2018
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 |
Palmerston North |
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Ministry of Education profile number |
50088 |
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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 |
37 children, including up to 25 aged under 2 |
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Service roll |
28 |
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Gender composition |
Boys 16, Girls 12 |
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Ethnic composition |
Māori |
12 |
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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 1 |
1:3 |
Better than minimum requirements |
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Under 2 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:7 |
Better than minimum requirements |
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Review team on site |
December 2017 |
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Date of this report |
27 February 2018 |
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Most recent ERO report(s) |
Education Review |
October 2014 |
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Education Review |
November 2011 |
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Education Review |
April 2008 |
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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:
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.