Settlement Road, Kurow
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 Waitaki Valley Preschool are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whakatō Emerging |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whāngai Establishing Whāngai Establishing |
Waitaki Valley Preschool is a community operated early learning service. A centre manager is supported by a board of trustees. There has been a number of new staff appointments, including the centre manager and board members. A small number of children are Māori. Since ERO’s 2019 review, some progress has been made in relation to strategic planning.
Children experience a curriculum underpinned by values of manaakitanga (respect), aroha (love), auaha (creativity), kaha ake (resilience) and pākiki (curiosity). These are evident in the ways teachers provide an environment where children are supported to be creative, resilient and show respect for each other and themselves.
The social and emotional wellbeing of infants and toddlers is well supported. Children’s transitions into, within and out of the service are calm and unhurried.
Teachers regularly document aspects of children’s learning and development. Parents and whānau share their aspirations for their children’s learning, and in collaboration with teachers set learning goals. Teachers are yet to explore the learning outcomes of Te Whāriki, the early childhood curriculum. Documentation does not yet show children’s developing capabilities and learning progress over time in relation to the learning outcomes.
Leaders and teachers are at the early stages of implementing a localised bicultural curriculum. Some connections have been established with mana whenua to guide understanding of areas of significance to them. Teachers need to build their cultural competency to better provide a bicultural curriculum for all children.
Leaders, and teachers work collaboratively to build their knowledge. The professional growth cycle is in the beginning stages of being effectively implemented. A cycle of regular reviews informs changes to the curriculum.
Those in governance and management roles are well informed about day-to-day operations. However, they would benefit from better reporting on how aspects of the curriculum and changes made through internal evaluation processes have improved outcomes for children. A framework for internal evaluation is in place, however building teachers’ collective capability to do and use evaluation for improvement is needed.
Waitaki Valley Preschool will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Waitaki Valley Preschool 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-compliance:
Patricia Davey
Director of Early Childhood Education (ECE)
28 November 2023
| Early Childhood Service Name | Waitaki Valley Preschool |
| Profile Number | 83076 |
| Location | Kurow |
| Service type | Education and care service |
| Number licensed for | 40 children, including up to 12 aged under 2 |
| Percentage of qualified teachers (delete if not applicable) | 80-99% |
| Service roll | 58 |
| Review team on site | September 2023 |
| Date of this report | 28 November 2023 |
| Most recent ERO report(s) | Education Review, July 2019; Education Review, April 2015 |
Not well placed | Requires further development | Well placed | Very well placed |
Waitaki Valley Preschool is very well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Waitaki Valley Preschool is a small, rural, community-based all-day centre, located on the grounds of the local school in Kurow. It provides early childhood education for children from a wide geographical area, with many children travelling significant distances to attend. The centre is licensed for 40 children, including 12 children under two years of age. It is governed by a community board. A centre manager and financial manager provide the day-to-day leadership. Children play and learn in a mainly mixed-aged group environment where there is a dedicated area for infants and toddlers.
The vision of the centre is 'growing together in ways that make a difference'. Its philosophy is strongly based on the core values of respect/manaakitanga; love/aroha; creativity/auaha; resilience/kaha ake and curiosity/pākiki.
Since the April 2015 ERO report, the board has made extensive changes to the centre's management and leadership structure. There have also been many changes in staffing throughout the centre. Significant progress has been made in addressing the next steps identified in the 2015 report. These include refining planning and assessment, and further developing the centre's self-review processes and practices.
High expectations for teaching and learning, a strong focus on improvement, a responsive curriculum, and a supportive and committed board are key aspects of this centre that are promoting positive outcomes for children.
Children show a strong sense of belonging to their centre. They play well alongside and with their friends, and show sustained interest in their play and activities. Children are empowered by their teachers to take increasing control of their own learning.
Teachers are respectful and responsive in the way they interact with the children. They carefully design the curriculum to maximise the learning for all children. Curriculum decisions are well informed by the aspirations of parents and analysed assessment information. The teaching team demonstrates increasing collective capacity. Teachers collaborate well in their planning for children and in their professional conversations.
Infants and toddlers benefit from sensitive and responsive interactions with their teachers. Continuity of care contributes greatly to the secure relationships these children have with their teachers. Resources to support their learning and development are easily available to the children.
Māori learners see and hear aspects of their culture and language throughout the day and in the centre environment. Teachers carefully integrate te reo Māori into their interactions with all children. The board has set a goal to build the capacity within the teaching staff, to extend bicultural practices.
Records of learning show that children make good progress against their set goals and the centre's curriculum priorities. Children's learning and wellbeing are well supported by:
The centre's values and a collaboratively-developed philosophy effectively guide decision making in the centre and are evident in practice. There has been a strategic approach in developing teaching practices and learning programmes. Leaders and teachers:
The key next step for leaders and teachers is to expand their understanding of effective internal evaluation. This includes enhancing their understanding and applying evaluative thinking to the process to assist them to identify how well the impact of strategic plan developments and aspects of the philosophy have had on children's outcomes.
Before the review, the staff and management of Waitaki Valley Preschool 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.
Lesley Patterson
Director Review and Improvement Services Southern
Southern Region
19 July 2019
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.
| Location | Kurow | ||
| Ministry of Education profile number | 83076 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 40 children, including up to 12 aged under 2 | ||
| Service roll | 63 | ||
| Gender composition | Boys 32, Girls 31 | ||
| Ethnic composition | Māori NZ European/Pākehā Other ethnicities | 11 50 2 | |
| Percentage of qualified teachers | 80% + | ||
| Reported ratios of staff to children | Under 2 | 1:4 | Better than minimum requirements |
| Over 2 | 1:9 | Better than minimum requirements | |
| Review team on site | May 2019 | ||
| Date of this report | 19 July 2019 | ||
Most recent ERO reports
| Education Review | April 2015 | |
| Education Review | May 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 will depend on how well the service promotes 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.
| Not well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Waitaki Valley Preschool is a small rural centre on the grounds of the local school in Kurow. Many of the children travel significant distances from isolated areas to attend. They benefit from opportunities to socialise and enjoy experiences outside their everyday lives.
A dedicated teaching team provides education and care for up to 31 children during school terms. A business manager is responsible for the day-to-day management of the preschool. The centre is governed by a capable board.
Since the May 2012 ERO review the board and teachers, with the help of external support, have made many positive changes to all aspects of the centre’s practices and operations. Board members now have a better understanding of their roles and responsibilities. The teachers have improved programmes and practices in the preschool.
Children play and learn in well-resourced indoor and outdoor areas that encourage them to be creative and explore. They and their families benefit from the nurturing and supportive relationships they have with the teachers. Children play well with and alongside each other.
The teachers have thought carefully about how they can best support children’s learning. They have created an inviting area that allows infants and toddlers to be safe while still being part of the older children’s activities. They provide a programme that is strongly based on Te Whāriki – the Early Childhood Curriculum.
This includes children:
Teachers listen to children’s ideas and use these to build children’s knowledge and thinking. They support children to develop social skills and strong friendships. Routines and transitions within the centre and to school are well managed and responsive to each child’s needs. Teachers encourage families to share their diverse cultural backgrounds within the centre. Children benefit from learning about each other’s culture. Teachers are developing a deeper understanding of how to support the wellbeing and learning of Māori children.
The teachers have improved planning and assessment processes to clearly show the intended learning and teaching and the progress children are making. Teachers have identified that they need to find ways to make this process more manageable and to show how they gather and respond to parents’ wishes for their children’s learning.
The board, leaders and teachers work very well together. They are developing useful systems and planning to ensure the smooth operations of the centre. The head teacher has introduced a more purposeful appraisal system designed to meet the requirements of trained teachers. The teachers are improving their knowledge and use of self review. They should report the findings of self review to the board so that trustees can monitor and evaluate how well the centre is promoting positive outcomes for children. The next step for the board is to make sure that reviews of policies and the strategic plan are more evaluative and evidence based.
The key next steps have been identified by the board, centre leaders and teachers. ERO agrees that they are to:
Before the review, the staff and management of Waitaki Valley Preschool Incorporated 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.
The next ERO review of Waitaki Valley Preschool Incorporated will be in three years.
Graham Randell
Deputy Chief Review Officer Southern
21 April 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.
| Location | Kurow | ||
| Ministry of Education profile number | 83076 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 31 children, including up to 4 aged under 2 | ||
| Service roll | 57 | ||
| Gender composition | Boys 29 Girls 28 | ||
| Ethnic composition | Māori Pākehā Other | 5 49 3 | |
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates | 50-79% | ||
| Reported ratios of staff to children | Under 2 | 1:4 | Better than minimum requirements |
| Over 2 | 1:9 | Better than minimum requirements | |
| Review team on site | March 2015 | ||
| Date of this report | 21 April 2015 | ||
Most recent ERO report(s)
| Education Review | May 2012 | |
| Education Review | February 2009 |
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 childrenPou Ārahi – how leadership is enacted to enhance positive outcomes for childrenMātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for childrenTikanga 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.