Crossways Community Creche - 25/02/2019

1 Evaluation of Crossways Community Creche

How well placed is Crossways Community Creche to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Crossways Community Creche is well placed to promote positive learning outcomes for children.

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


Crossways Community Creche, in central Wellington, is licensed for 22 children, including five up to two years of age. At the time of this ERO review, 30 children were enrolled, including six aged between one and two years.

A parent committee provides governance and management for the centre. Day-to-day operation is the responsibility of the head teacher. Three registered teachers are part of the well-established team. Many families and volunteers have longstanding associations with the community creche.

The centre’s vision is to provide a learning environment where children in their first years flourish within a culture of collaboration and respect between family, child, teacher and community. The philosophy expresses commitment to providing learning that is strongly reflective of Te Whāriki, the early childhood curriculum.

The April 2015 ERO report identified areas of practice requiring significant development. These included: bicultural perspectives in the programme; responsiveness to children's cultural diversity; assessment practice; and internal evaluation. Additionally, the committee needed to improve the appraisal process, policy review and more clearly define their roles and responsibilities.

The parent committee, senior teacher and kaiako have engaged in a range of professional learning and development (PLD).

The Review Findings

Good progress has been made in relation to the areas identified for improvement in 2015.

The recently reviewed philosophy, gives priority to learning that is responsive to the children's needs in partnership with whānau and families. It aims to foster a collective sense of responsibility for enacting the vision and values of the centre.

Children are well supported to purposefully lead and engage in learning. They can access different spaces and resources to extend their interests. Teachers work collaboratively to provide intentional and responsive teaching to enrich and add complexity to learning. The programme provides a range of meaningful opportunities for children to initiate and sustain their learning.

Younger children benefit from positive, inclusive interactions with older children. This supports their active participation in all aspects of the programme and promotes the development of a positive sense of self.

Highly respectful and gentle interactions with teachers support children’s sense of belonging and wellbeing. Staff respond to their needs and provide consistent strategies for positive guidance to promote and develop their independence. Provision for children with additional learning needs is suitably supported through collaboration between external agencies and whānau.

Improved provision of a culturally responsive learning environment is evident. External expertise supported a deliberate focus on developing and strengthening te ao Māori within the curriculum. The heritage of all children and whānau is highly valued and celebrated. Teachers and leaders continue to look for ways to strengthen practice in promoting the Pacific heritage of children.

Values of kotahitanga, arohatanga, manaakitanga, and whanaungatanga have been respectfully developed with whānau. These guide teacher practice to enact the curriculum. A clear commitment to Te Tiriti o Waitangi is evident in policy and practice. Children increasingly experience meaningful learning in Māori contexts and through te reo me ngā tikanga Māori.

A well-considered approach to improve assessment, planning and evaluation has been undertaken. Practices are well aligned to better support teaching and enhance learning. Children’s interests, capabilities and areas requiring further support are identified and thoughtfully responded to through individual and group planning. Learning records more clearly show children's progress over time. Aspirations and contributions of parents and whānau are highly valued and inform learning pathways.

Transitions into school have been strengthened through robust review and ongoing development. Processes are thoughtfully planned to support the child and family's individual learning and wellbeing needs. Improved networking and understanding of effective practices supports continuity of learning. Flexible transition processes support children into the centre.

External expertise has promoted the implementation of a more robust appraisal processes. The strengthened appraisal process supports teachers to effectively improve their practice through goal-setting and PLD aligned to centre priorities. The centre recognises that ongoing use of inquiry and evaluation should further assist them to determine the impact of actions on learner outcomes.

Since the previous ERO review, there has been a strong focus on developing and implementing cohesive systems and processes. Approaches to strategic planning and organisational management are well considered. The committee and head teacher work well together, with a shared commitment to meeting their goals and objectives for the benefit of children, whānau and community. Parent input regularly informs strategic direction and curriculum priorities. A reflective culture is evident centre wide. Self review and evaluation is effectively guiding improvement.

Key Next Steps

ERO and the centre agree that their priority next steps are to continue to strengthen practices for:

  • consistent assessment, planning and evaluation

  • bicultural and cultural responsiveness

  • shared understandings and implementation of effective internal evaluation for ongoing improvement.

Management Assurance on Legal Requirements

Before the review, the staff and management of Crossways Community Creche 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.

Actions for compliance

ERO identified non-compliance in relation to governance and management. In order to address this service leaders must:

  • ensure systematic police vetting of non-teaching staff every three years.
    [Licensing Criteria for Early Childhood Education and Care Services 2008, GMA7A, Education Act 1989, Sections 78C to 78CB]

Since the onsite phase of ERO’s evaluation, steps have been taken to address these matters.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Crossways Community Creche will be in three years.

Alan Wynyard

Director Review and Improvement Services Southern

Southern Region

25 February 2019

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

22 children, including up to 5 aged under 2

Service roll


Gender composition

Girls 19, Boys 11

Ethnic composition

Other ethnic groups


Percentage of qualified teachers


Reported ratios of staff to children

Under 2


Better than minimum requirements

Over 2


Better than minimum requirements

Review team on site

January 2019

Date of this report

25 February 2019

Most recent ERO report(s)

Education Review

April 2017

Education Review

February 2014

Education Review

May 2010

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.