Daisies Early Education & Care Centre - 26/01/2018

1 Evaluation of Daisies Early Education & Care Centre

How well placed is Daisies Early Education & Care 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.


Daisies Early Education & Care Centre (hereafter Daisies) is a privately owned, full day service located in Johnsonville, Wellington. It is licensed for 30 children, including up to 18 aged under two.

The senior management group includes personnel with a high level of experience in early childhood education research, business and management. There have been some changes in leadership since the August 2013 ERO review.

The centre’s philosophy outlines a loving and engaging community of learning, with strong connections to the natural world. Emphasis is placed on respectful adult-child dialogues to expand language and thought. The centre is part of the Enviroschools network.

Daisies has been very responsive to areas for development previously identified by ERO.

The Review Findings

Children and their families benefit from warm and respectful interactions. The Daisies core values of respect, manaakitanga, environmental sustainability and enthusiasm for learning are well embedded in the curriculum.

Infants and toddlers are well supported in the mixed age setting. They are affirmed as competent learners and included in centre-wide investigations. Teachers are attuned to their needs and purposefully tailor their practice to build strong attachments with them. Children benefit from the maximised learning opportunities within play, and through respectful, unhurried care routines.

Children with diverse learning needs are well supported. Teachers liaise effectively with families and outside agencies, as appropriate, to implement planned strategies and identify children's next learning steps.

Documented teaching and learning clearly aligns with the service philosophy and the early childhood curriculum Te Whāriki 2017. Leaders are increasing consistency and quality in this area, through rigorous gathering and analysis of data, and collaborative critique of practice. They have identified that written assessments of children's learning should emphasise the impact that individualised teaching has on improved outcomes. As this process develops, teachers should also explore ways to more strongly draw on children’s language and cultural contexts to inform the cycle of assessment, planning and evaluation.

Settling and transition processes are very well considered. A range of useful strategies supports the wellbeing and confidence of children and families. Teachers actively liaise with local schools.

Leaders demonstrate commitment to the authentic reflection of te ao Māori in centre practices. Recent professional learning in this area has challenged teachers to deepen the bicultural curriculum. Regular excursions to local places of significance affirm children’s dual heritage as citizens of Aotearoa.

Leaders and teachers are highly reflective. They collaborate on useful internal evaluations, which are focused on monitoring and refining the impact of their teaching on children's learning. The service demonstrates a high level of evaluative capacity, and is well equipped to self-identify areas requiring further development.

Daisies leadership effectively promotes high quality teacher practice. A robust appraisal system is in place. Teachers are well supported, and appropriately challenged, to continually strengthen their practice.

Streamlined management systems effectively guide centre operations. A strength of the service is the breadth of leadership opportunities for teachers. They are committed to professional learning and meaningful contribution to the early childhood education sector. A positive team culture of high expectations and professional trust is evident.

Key Next Steps

ERO has confidence that the service has the capacity to monitor quality and self-identify next steps, through the application of systematic, regular internal evaluation of the curriculum and operation.

Management Assurance on Legal Requirements

Before the review, the staff and management of Daisies Early Education & Care 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Daisies Early Education & Care Centre will be in four years.

Alan Wynyard

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

26 January 2018

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

30 children, including up to 18 aged under 2

Service roll


Gender composition

Girls 18, Boys 17

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

November 2017

Date of this report

26 January 2018

Most recent ERO report(s)

Education Review

August 2013

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.