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 (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 |
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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 |
Whakawhanake Sustaining |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whakaū Embedding |
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Kaihautū Leaders foster collaboration and improvement |
Whakawhanake Sustaining |
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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 |
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Service type |
Education and care service |
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Number licensed for |
80 children, including up to 25 aged under 2. |
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Percentage of qualified teachers |
80%+ |
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Service roll |
105 |
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Ethnic composition |
Māori 20, NZ European/Pākehā 65, Indian 5, Pacific 5, Other ethnic groups 10 |
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Review team on site |
February 2021 |
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Date of this report |
30 April 2021 |
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Most recent ERO report(s) |
Education Review, October 2017; 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.
ABC Educare is a privately owned early learning service located in Moturoa, New Plymouth. It is licensed for 80 children, including 25 up to two years old. There are three main learning areas designed for infants, toddlers and young children. Each area has its own team of teachers.
The quality of education is overseen by the manager who is responsible for governance and management, and the professional leader who mentors teachers and leads curriculum and review. Many staff are long serving.
The centre philosophy states a commitment to providing high quality education and care for each child, underpinned by relationships with whānau and community and holistic teaching and learning through authentic experiences.
ERO's January 2015 report identified the need to strengthen strategic planning, self-review, assessment, success for Māori learners, and the appraisal process. The centre has responded well to these areas.
The values of whanaungatanga, manaakitanga, ako, aroha, whakaute and purei, expressed in the philosophy are evident in practice. Respectful relationships between children, teachers and families contribute to children's strong sense of belonging and wellbeing.
Children participate in a programme that is responsive to their interests. Educators effectively notice, recognise and extend these interests by providing a wide range of learning opportunities. A well-resourced environment supports children's engagement in authentic learning experiences.
Teachers support children to be confident, capable and self-managing learners. Children are highly engaged in sustained play. Tuakana teina is evident within a child-led programme where their independence and problem solving skills are encouraged.
An effective policy guides assessment, planning and evaluation of children's learning. There is a wellconsidered approach to the documentation of assessment of children's learning. Since the previous ERO review, there has been a deliberate focus by leaders on supporting teachers' capability through developing a shared understanding of good assessment practice.
Through assessment and planning processes, teachers notice, recognise and respond to the strengths and interests of children. Teachers' observations of children in everyday activities builds a picture of their interests.
The curriculum effectively integrates bicultural values and practices in meaningful ways. Te reo me ngā tikanga Māori are integrated throughout the programme. Parents' and whānau aspirations for their children's learning are sought and used to guide practices. They are valued as partners in their child's learning and many have long standing relationships with the centre. Sharing of information and involving parents in events are centre priorities.
A local kaumatua supports teachers and children's understanding of authentic Māori learning contexts. Teachers show a commitment to continuing to strengthen educational success for Māori learners.
Separate learning areas cater for the specific needs and interests of those children up to two years of age. Transitions are responsive to individual needs and rhythms. Key teachers effectively support children's sense of belonging and security as they transition into and within the centre. Older children benefit from careful consideration to growing literacy and mathematical knowledge to support their transitions to school.
Children who require additional learning support and their families are well catered for within an inclusive learning environment. Teachers appropriately plan and implement successful strategies to respond to individuals' needs. Staff work in collaboration with parents and whānau and seek advice and guidance from appropriate agencies when necessary. Suitable professional learning opportunities are provided to build teachers’ knowledge and practice.
Leaders and teachers have identified that strengthening partnerships to support Pacific learners' language, culture and identity is a next step. ERO agrees.
There is a collaborative approach to internal evaluation with clear expectations for teacher practice and learning outcomes for children. Reviews are ongoing and responsive to the identified priorities, plans and actions. Leaders and ERO have identified that further strengthening of internal evaluation is required. This includes having a clear evaluative question to guide inquiry and measureable indicators to show what best practice looks like.
A successful induction and mentoring programme contributes to teacher growth and development. The centre manager and professional leader model collaboration, with a strong focus on continual improvement. Teachers are valued and acknowledged for the strengths, skills and expertise they bring to the centre. They regularly seek professional learning and development and access a range of research to support their practice.
A revised appraisal process supports teachers' practice. The quality of feedback should be strengthened to be more strongly focussed on teachers' development needs.
A strategic plan with clear governance roles and responsibilities, supports continued improvement and sustainability of operation over time. A good range of operational guidelines is in place to build consistency of teaching practice.
Leaders, teachers and ERO agree to continue to further strengthen:
internal evaluation to better evaluate the impact of actions on improving learning outcomes for children
aspects of the appraisal system
understanding and practices that promote success for Pacific learners.
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:
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 ABC Educare will be in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
27 October 2017
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 |
New Plymouth |
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Ministry of Education profile number |
50506 |
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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 |
80 children, including up to 25 aged under 2 |
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Service roll |
103 |
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Gender composition |
Boys 53, Girls 50 |
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Ethnic composition |
Māori |
30 |
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Percentage of qualified teachers |
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 |
1:6 |
Better than minimum requirements |
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Review team on site |
September 2017 |
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Date of this report |
27 October 2017 |
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Most recent ERO report(s) |
Education Review |
January 2015 |
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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.