460-464 St Aubyn Street, Moturoa, New Plymouth
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 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 ABC Educare are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whakawhanake Sustaining |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whakawhanake Sustaining Whakawhanake Sustaining |
ABC Educare is privately owned and managed. The service is led by an experienced centre manager and leadership team across three age group areas. Of those children enrolled, almost a fifth are Māori. The service philosophy aims to provide respectful and authentic learning experiences.
Children’s learning is enriched through a highly responsive curriculum that is seen, heard and experienced. The centre values of whanaungatanga, manaakitanga, ako, aroha, whakaute (respect) and purei (play) are well enacted. The localised curriculum upholds Māori values and beliefs and is clearly informed by Te Whāriki, the early childhood curriculum, and iwi insights.
Māori children experience success as Māori. Te āo Māori is woven through centre practices and the programme. Authentic learning experiences connect Māori children to the knowledges and understandings of whakapapa. Children’s culture, language and identity is affirmed.
Leaders and teachers are measured and skilled in working with learners to advance their ways of knowing, doing and being. Children engage in sustained learning, participating in uninterrupted periods of play. They demonstrate their resilience and confidence, enacting social and emotional skills.
Children experience respectful and reciprocal relationships that support their sense of belonging and encourage them to lead their learning. The centre philosophy is informed through partnership with children, parents and whānau. Parents and whānau share goals for their children that inform assessment for learning practice.
The learning outcomes in Te Whāriki, the early childhood curriculum, and the service priorities, strongly underpin children’s learning and progress over time. Children’s challenges and successes are highlighted through their individual learning journeys.
Leaders’ and teachers’ commitment to quality improvement is enhancing children’s learning outcomes. The service’s internal evaluation practice generates positive change. The impact of this change on different groups of learners is not always identified to support teachers’ understanding of equity in the centre. Professional learning has informed teacher practices, resulting in building children’s knowledge and understanding of social competencies.
Leaders have well established systems and processes to support governance and management. Alignment of the philosophy, strategic direction and annual plan informs decision making that is clearly focused on children.
ABC Educare will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of ABC Educare completed an ERO 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-compliances:
Licensing Criteria for Early Childhood Education and Care Centres 2008, HS12.
Patricia Davey
Director of Early Childhood Education (ECE)
12 April 2024
| Early Childhood Service Name | ABC Educare |
| Profile Number | 50506 |
| Location | Moturoa, New Plymouth |
| Service type | Education and care service |
| Number licensed for | 80 children, including up to 25 aged under 2 |
| Percentage of qualified teachers | 100% |
| Service roll | 113 |
| Review team on site | February 2024 |
| Date of this report | 12 April 2024 |
| Most recent ERO report(s) | Akarangi | Quality Evaluation, April 2021; Education Review, October 2017 |
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 (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 ABC Educare are as follows:
Outcome Indicators | ERO’s judgement |
| What the service knows about outcomes for learners | Whakaū Embedding |
Ngā Akatoro Domains | ERO’s judgement |
He Whāriki Motuhake The learner and their learning | Whakaū Embedding |
Whakangungu Ngaio Collaborative professional learning builds knowledge and capability | Whakawhanake Sustaining |
Ngā Aronga Whai Hua Evaluation for improvement | Whakaū Embedding |
Kaihautū Leaders foster collaboration and improvement | Whakawhanake Sustaining |
Te Whakaruruhau Stewardship through effective governance and management | Whakaū Embedding |
ABC Educare is a privately owned early learning service located in Moturoa, New Plymouth. There are three separate learning areas for infants, toddlers and young children, with adjacent outdoor areas. The service has responded positively to key next steps identified in the October 2017 ERO report.
The service’s philosophy is strongly evident in practice. Children lead their own learning in an inclusive, well-resourced environment that reflects the local area. A calm, slow pace is maintained to allow infants and toddlers the time and space to explore. Kaiako are responsive to children’s verbal and nonverbal cues. The sense of wellbeing and belonging of children is enhanced as a result of kaiako knowing them well.
Positive outcomes for children are promoted through reciprocal and respectful relationships between staff, children, whānau and the wider community. Effective intentional transition practices into, within and from the service support children’s and whānau sense of security.
The curriculum provided responds well to all children’s identities, languages and cultures. Te reo me ngā tikanga Māori are naturally integrated into daily routines and rituals. Aspirations of whānau are regularly sought and revisited, purposefully contributing to planning for and responding to the community of the service. Strategies that promote educational success for Māori and children of Pacific heritage are evident.
Leaders and kaiako are increasingly intentional in using the learning outcomes in Te Whāriki, the early childhood curriculum. Individual and collaborative critical reflection contributes to outcomes for all children. Kaiako notice, recognise and respond to children’s interests and urges; however, evaluation of intended learning outcomes for children is not clearly visible.
Leaders promote a shared understanding of the service’s philosophy, vision and goals and priorities for children’s learning. Organisational decisions support quality provision focused on what is happening for children and their learning. Relational trust between kaiako supports purposeful engagement with internal evaluation, to sustain and improve this quality of provision. Clear identification of actual outcomes for children is not yet strongly evident.
Aspects of compliance needs to be strengthened to meet all licensing criteria.
ABC Educare will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of ABC Educare 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.
ERO found areas of non-compliance in the service relating to:
[Licensing Criteria for Early Childhood Education and Care Centres 2008, HS22]
During the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliance:
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:
7 Recommendation to Ministry of Education
ERO recommends the Ministry follows up with the service provider to ensure the non-compliance identified in this report is addressed.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
30 April 2021
| Early Childhood Service Name | ABC Educare |
| Profile Number | 50506 |
| Location | New Plymouth |
| Service type | Education and care service |
| Number licensed for | 80 children, including up to 25 aged under 2. |
| Percentage of qualified teachers | 80%+ |
| Service roll | 105 |
| Ethnic composition | Māori 20, NZ European/Pākehā 65, Indian 5, Pacific 5, Other ethnic groups 10 |
| Review team on site | February 2021 |
| Date of this report | 30 April 2021 |
| Most recent ERO report(s) | Education Review, October 2017; Education Review, January 2015. |