Auckland Girls Grammar School Childcare - 14/05/2014

1 Evaluation of Auckland Girls Grammar School Childcare

How well placed is Auckland Girls Grammar School Childcare to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.


Auckland Girls Grammar School Childcare is located in central Auckland on the grounds of Auckland Girls Grammar School. The centre provides for the ethnically diverse community within urban Auckland city.

Governance of the centre is the responsibility of the Auckland Girls Grammar School board of trustees and principal. The centre manager and teachers are responsible for day-to-day operations and for planning the centre’s curriculum. The centre provides all day care and education for infants, toddlers and pre-schoolers.

The centre’s long-established philosophy has a holistic view of the child and this vision permeates centre practice. Centre leaders give priority to promoting meaningful and positive partnerships between children, families and teachers.

ERO’s 2011 review identified many positive practices and supported the centre’s plans to strengthen assessment documentation and programme evaluation.

The Review Findings

A highly inclusive and welcoming culture defines the service and is evident in all centre operations and systems. Parents report high levels of satisfaction with the centre’s approach to the quality of care and education for their children.

Learning programmes are based on Te Whāriki, the early childhood curriculum. Children’s voice and parent input are evident in centre planning. Teachers facilitate children’s thinking and respond to children’s ideas. They are able to describe clearly the learning pathways that engage each child. This dynamic learning process helps to ensure that teachers know children very well.

Resources for play activities are purposefully arranged at children’s level so that children’s choice, exploration and creativity can be a significant part of learning. The layout and resourcing of the environment changes regularly, indicating that teachers are responsive to children’s evolving interests and needs.

Relationships between teachers and children are affirmative and caring. Children who need additional assistance to learn effectively are identified for special support. Children who speak languages other than English at home benefit from the centre’s continuous focus on children’s literacy and language development.

The centre manager and teachers value the importance of New Zealand’s bicultural heritage and are promoting te reo me ōna tikanga. Good support is provided for Māori children and whānau. Celebration and acknowledgement of all cultures and ethnicities is evident in the centre’s environment.

Good practices for transition to primary school are in place, enabling children to be confident and prepared for this move.

High quality care and safety routines for children are well established. Children in the under-two area are nurtured and cared for respectfully. Infants and their parents are given generous time to settle into routines when newly enrolled. Centre leaders are currently reviewing the curriculum and philosophy in regard to children up to the age of two.

Centre self-review systems are being used more productively as a tool for improvement. Teachers understand the importance of good evaluation practice within the review process.

Key Next Steps

During the course of the review, ERO and centre leaders agreed that the next phase of development in the centre should include:

  • development of strategic thinking, planning and documentation, including the recording of progress towards the completion of a strategic plan
  • continuing development of assessment practice through bringing individual children’s learning progress to the forefront in portfolios
  • review of operations and systems to provide a clear management structure and succession plan for sustainability.

Management Assurance on Legal Requirements

Before the review, the staff and management of Auckland Girls Grammar School Childcare 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:

  • curriculum
  • premises and facilities
  • health and safety practices
  • governance, management and administration.

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.

In order to improve practice, centre leaders should strengthen the quality of documentation for children’s excursions outside the centre. A policy for crisis management also needs to be written.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Auckland Girls Grammar School Childcare will be in three years.

Dale Bailey National Manager Review Services Northern Region

14 May 2014

The Purpose of ERO Reports

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.

2 Information about the Early Childhood Service



Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

32 children, including up to 12 aged under 2

Service roll


Gender composition

Boys 26 Girls 22

Ethnic composition


NZ European/Pākehā

other European



Latin American









Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates


Reported ratios of staff to children

Under 2


Better than minimum requirements


Over 2


Better than minimum requirements

Review team on site

February 2014

Date of this report

14 May 2014

Most recent ERO report(s)

Education Review

February 2011


Education Review

February 2008


Education Review

August 2004

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.