Central Childcare and Education Centre - 13/02/2015

1 Evaluation of Central Childcare and Education Centre

How well placed is Central Childcare and Education Centre 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.


Central Childcare and Education Centre is located in central Gisborne. It is licensed to provide all day education and care for 35 children, including eight up to two years old. High adult-to child-ratios support positive interactions between staff and children. The centre is governed by a committee.

There is a well-established partnership with the Baptist Church, which adjoins the centre. The centre philosophy reflects a commitment to building strong and respectful relationships with each family, promoting children’s sense of belonging.

The Review Findings

Children experience a curriculum that is responsive to and follows their interests. Opportunities are provided to learn in and about the community. Support for cultural diversity and inclusive practices are highly evident.

A settled and calm environment promotes choice, physical activity, exploration and an interest in nature. Teachers and children have fun as part of their learning. Play is meaningful and children work well independently and collaboratively. Tuakana-teina practices are highly evident.

A strong sense of community promotes children’s confidence and independence. Teachers know children and their families well. They use this knowledge effectively to make connections between home and the centre.

Infants and toddlers are nurtured and encouraged to explore. Teachers respond meaningfully to their interests and needs. Care routines are respectful, promoting a sense of security and positive connections.

Children’s interests, strengths and needs are evident in planning and assessment practices. Teachers regularly acknowledge children’s efforts and successes. Individual profile books provide parents and whānau with a record of significant learning experiences and children’s participation in centre events. Strengthening the consistency in showing and extending children’s learning over time, will assist teachers to evaluate the effectiveness of their teaching.

In-depth review of centre bicultural practices is an ongoing focus. Staff have accessed external support to further develop their understanding of ways of teaching that reflect and respond to Māori learners. As a result, teachers have strengthened their use of te reo me ngā tikanga Māori, a centre pepeha has been developed and Māori contexts are part of the curriculum. Staff continue to strengthen and embed these positive practices.

There is a considered approach to supporting children’s transition to school. A four-year-old space has been developed where children are able to follow their own interests in literacy and mathematics. Teachers are building connections with local schools and making useful transition information available for parents.

The governing committee provides sound oversight of centre operations. Parent and whānau views are represented, and effective working relationships are promoted. The committee has a useful cycle of policy review and strategic planning. It supports teacher development through resourcing professional learning and development opportunities.

Self review is used to guide centre improvements. It is informed by current research, success indicators and an appropriate range of evidence. Recent reviews have led to positive developments in teaching practices.

Key Next Steps

Management and staff agree to continue to strengthen:

  • appraisal processes and practices, to support professional growth and teachers inquiring into the effectiveness of their teaching
  • self review, by supporting teachers to lead review and showing the impact on learning outcomes for children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Central Childcare and Education 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:

  • 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.

Since the on-site phase of the review in December 2014, the governance committee has developed a process for mandatory reporting to the New Zealand Teachers Council regarding the conduct or competence of teachers.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Central Childcare and Education Centre will be in three years.

Joyce Gebbie

National Manager Review Services

Central Region

13 February 2015

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 and Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

35 children, including 8 aged up to 2

Service roll


Gender composition

Boys 23

Girls 22

Ethnic composition


NZ European/Pākehā

Other ethnic groups




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

December 2014

Date of this report

13 February 2015

Most recent ERO report(s)

Education Review

February 2012


Education Review

June 2008


Education Review

December 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.