13 Wall Street, Waimate
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 Rural Scholars Early Learning 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 |
Whāngai Establishing |
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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 |
Rural Scholars Early Learning Centre is a privately owned service located on a farm property. It provides care and education for children in three separate learning areas. The owner is supported by a team of kaiako. The philosophy is based around authentic learning experiences in a farm setting.
Children are viewed as confident and competent learners. They have access to a wide range of learning experiences to support and challenge their learning. The services’ unique philosophy promotes respectful relationships, self-belief, and confidence in a natural environment.
Kaiako know the children well in the context of their family. Relationships with parents and children are respectful, informative and responsive. A calm, slow pace is maintained when working with infants and toddlers and care moments are maximised to promote learning. This builds children’s sense of wellbeing and belonging.
Te reo me ngā tikanga Māori is well integrated throughout the curriculum. Māori whānau have authentic opportunities to contribute to curriculum design and development that reflects their unique place as tangata whenua. Kaiako commitment to Pacific communities is reflected well through resourcing, cultural celebrations and valuing community engagement. Children’s cultures, languages and identities are evident within the curriculum.
Learning partnerships are well established. Parents actively contribute to establishing learning priorities likely to enhance their child’s learning. Kaiako are increasingly intentional in using the learning outcomes from Te Whāriki, the early childhood curriculum, in written documentation. Assessment practices are affirming. Kaiako are intentional in planning to extend learning and children’s progress over time. Further work is required to personalise individual planning to reflect the service’s learning priorities and the learning outcomes in Te Whāriki.
Children with additional learning needs are well supported to fully participate in the programme. Leaders and kaiako effectively identify developing capabilities and communicate with whānau and external agencies to remove barriers to enhance children’s learning.
Leaders and kaiako are collaborative. They engage in regular professional learning and development aligned to service priorities. Self-review is well established, focused on aspects of practice and ongoing improvement. A useful framework for internal evaluation is in place however, understanding the evaluative process needs strengthening.
Rural Scholars Early Learning Centre will include the following actions in its Quality Improvement Planning. These are to:
Before the review, the staff and management of Rural Scholars Early Learning 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:
Licensing Criteria for Early Childhood Education and Care 2008, HS17.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
4 March 2022
| Early Childhood Service Name | Rural Scholars Early Learning Centre |
| Profile Number | 70170 |
| Location | Waimate |
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Service type |
Education and care service |
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Number licensed for |
51 children, including up to 10 aged under 2 |
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Percentage of qualified teachers |
80-99% |
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Service roll |
81 |
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Ethnic composition |
Māori 14, NZ European/Pākehā 51, Filipino 5, other ethnic groups 11 |
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Review team on site |
December 2021 |
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Date of this report |
4 March 2022 |
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Most recent ERO report(s) |
Education Review, June 2018; Education Review, January 2015 |
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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.
Rural Scholars Early Learning Centre is a privately owned centre in Waimate, South Canterbury. The purpose-built centre provides all-day care and education for up to ten children under two years of age, and 41 children over two years of age. The centre is located on the owner's farm property. The features of the rural environment, including the care of animals, are used as part of the daily programme.
Centre leaders include the owner/manager and two head teachers who guide and support six full- time qualified staff. One part-time staff member supports staff during break times. Three student teachers are currently working alongside the qualified staff.
The centre philosophy is based around the authentic context for learning provided by the focus on nature and the opportunities offered by the farm setting. Creating a learning culture of manaakitanga (care), kawenga (respect) and whataute (responsibility) is central to the philosophy and underpinned by the early childhood curriculum.
Children learn in three different purpose-built rooms and age groups for parts of the day. Children are welcome to explore play and learning experiences in either of the over two rooms at other times of the day, and share a large outdoor play ground. Children under two have their own appropriately designed indoor and outdoor spaces. The under two room has its own philosophy, particular to the needs of babies and toddlers.
The service has made very good progress on addressing the areas for improvement identified in the January 2015 ERO Report.
The centre is focused on building a family-like environment, and strong reciprocal relationships. Leaders and teachers are very responsive to whānau and the needs of families. Children's language and identity is clearly visible in the programme. Teaching programmes are culturally responsive and a positive, collaborative approach promotes supportive relationships among children, teachers and whānau. These inclusive practices are key strengths which are promoting positive outcomes for all children.
Children are well supported in their learning. Indoor and outdoor spaces are thoughtfully arranged to invite exploration, independence, and creativity. Regular access to the surrounding farm provides authentic and meaningful opportunities for learning. There is a focus on respect and care for both the farm animals and the natural environment. Children are engaged in learning experiences responsive to their strengths, interests and abilities. Parents' views are strongly valued. Their ideas are regularly sought and used in the planning and assessment of children's learning. Teachers value this partnership and arrange different events to consolidate this positive and purposeful connection with whānau.
Teachers use an effective range of strategies to engage children in purposeful and sustained play. They actively involve themselves in children's learning, through developing meaningful focused group and individual learning experiences. Teachers value children's ideas and are intentional in promoting children's thinking, problem solving and self-belief. Growing children's social and emotional competence is well supported. Children with diverse needs receive individualised ongoing support tailored to their needs and celebrating their strengths.
Children's cultures are strongly valued in the daily programme. A strong emphasis on biculturalism is evident. Children regularly see, hear and experience te reo me ngā tikanga Māori in daily programmes. Leaders and teachers have a deliberate commitment to Te Tiriti o Waitangi in policy and practice. Pacific languages and culture are deliberately integrated into aspects of the programme and are an area of current professional development.
The specific needs of children under two are well considered. Teachers regularly communicate with parents and caregivers sharing information about infants' preferred routines. Teachers provide continuity and consistency of care in a calm, settled environment. These positive caring conditions support a strong sense of belonging. Transitions into, through and out of the centre are flexible and responsive to the needs of children and families.
Learning stories clearly provide a record of children's progress and development. Their successes, capabilities and areas of further development are identified through a range of useful assessment practices, and thoughtfully responded to. The aspirations of parents and whānau are valued and increasingly visible.
Since ERO's 2015 review, leaders have strengthened the appraisal system, and undertaken in depth professional development to strengthen the focus on children's learning. Leaders systematically support effective teacher practice. Centre leaders effectively build collaboration amongst teachers, systematically guide improvement, and are committed to the development of high quality teaching practices.
Teachers have undertaken a significant strategic review into their effectiveness of teaching mathematics and have implemented a cohesive cycle of assessment, planning and evaluation. These actions have resulted in an ongoing improvement in both the quality of teaching and learning. Teachers collaborate on useful, child-focused reviews of their practice. The next step is to continue to embed knowledge and build capacity of the internal evaluation processes.
Leaders need to:
build all teachers' understanding and capacity in high quality internal evaluation processes.
refocus the centre's philosophy, vision, values and annual plans to better reflect current priorities.
Before the review, the staff and management of Rural Scholars Early Learning 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.
The next ERO review of Rural Scholars Early Learning Centre will be in four years.
Dr Lesley Patterson
Deputy Chief Review Officer Southern
Te Waipounamu - Southern Region
7 June 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 |
Waimate |
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Ministry of Education profile number |
70170 |
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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 |
51 children, including up to 10 aged under 2 |
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Service roll |
88 |
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Gender composition |
Girls: 41 Boys: 47 |
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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 2 |
1:3 |
Better than minimum requirements |
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Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
May 2018 |
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Date of this report |
7 June 2018 |
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Most recent ERO report(s) |
Education Review |
January 2015 |
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Education Review |
July 2011 |
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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.