4 Great Burke Street, Ohaupo
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 are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Akarangi Quality Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Grasshoppers Early Learning Centre Ltd are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whāngai Establishing |
Learning Conditions |
ERO’s judgement |
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Whāngai Establishing |
Organisational Conditions |
ERO’s judgement |
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Whakaū Embedding |
Grasshoppers Early Learning Centre Ltd is a privately owned education and care service located in the rural township of Ohaupo. The centre is governed by a managing director with lead kaiako overseeing each of the three age-based learning spaces. The service philosophy informs a play-based, bicultural approach to learning.
Children play and learn within a curriculum that is increasingly consistent with Te Whāriki, the early childhood curriculum. Children experience a sense of belonging through responsive, respectful relationships with kaiako. The homely, play-centred environment supports kaiako to encourage children’s independence and decision making. Infants and Toddlers experience a calm environment with space and time to lead their own learning. Ongoing collaboration with external agencies contributes to positive outcomes for children and whānau who require additional learning support. Children’s holistic learning is positively supported.
The service is working toward the integration of te reo and tikanga Māori into the curriculum. A recently developed philosophy guides a bicultural curriculum, outlining valued priorities for children’s learning in line with Māori concepts. Leaders are yet to connect with local iwi and draw on expertise from whānau Māori to contribute to the further design of a bicultural curriculum. Kaiako are beginning to reflect children’s culture, language, and identity in the curriculum. They are yet to reflect these in all children’s documented assessment.
Children’s learning and wellbeing are the primary considerations for the service’s management. Leaders foster a positive working environment conducive to building quality adult-child relationships. Resources are provided to support the collective capacity to do and use evaluation. Recent evaluations have resulted in children’s learner identities being enhanced by improvements to assessment and planning. Kaiako are supported to strengthen the use of inquiry to reflect on current practices. Children’s learning is supported through leaders and kaiako working as a professional learning community.
Grasshoppers Early Learning Centre Ltd will include the following actions in its Quality Improvement Planning:
grow and develop practices to increase the use of te reo Māori in the programme
develop appropriate cultural practices to support Māori infant and toddlers
work in partnership with Māori whānau and iwi to develop a local curriculum
strengthen the extent to which information documented about children’s learning reflects the cultural contexts in which they live.
Before the review, the staff and management of Grasshoppers Early Learning Centre Ltd 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.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
13 April 2022
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Early Childhood Service Name |
Grasshoppers Early Learning Centre Ltd |
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Profile Number |
45343 |
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Location |
Ohaupo |
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Service type |
Education and care service |
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Number licensed for |
65 children, including up to 15 aged under 2 |
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Percentage of qualified teachers |
80-99% |
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Service roll |
80 |
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Ethnic composition |
Māori 7, NZ European/Pākehā 69, Other ethnic groups 4 |
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Review team on site |
February 2022 |
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Date of this report |
13 April 2022 |
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Most recent ERO report(s) |
Education Review, June 2018; Education Review, 12 May 2015 |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Future Kids Preschool Ohaupo is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Future Kids Preschool Ohaupo, previously known as Ohaupo Childcare, is one of two privately owned centres operated by Future Kids Preschools Ltd. It is located in a rural area south of Hamilton City. The centre is licensed for 65 children, including 20 under the age of two years. At the time of this ERO review there were 78 children enrolled. It caters for children from birth to school age in three age-based play rooms. Children over the age of two share a large outdoor playground. Infants and toddlers have a designated outdoor play space.
The centre's recently reviewed vision and philosophy aims to empower all children to be confident communicators, risk takers, have a positive attitude and values that lead to open-ended learning experiences.
Three directors share responsibility for the financial, marketing and human resourcing of both centres. One director is the licensee and takes overall responsibility for the Ohaupo service. The supervisor is responsible for the day-to-day management of the centre. Three team leaders are responsible for the management of their respective rooms. One team leader has responsibly for the pedagogical leadership for the centre. There are 10 fully qualified early childhood educators and five unqualified educators.
Since the previous ERO review in May 2015 the under two year old licence increased from 15 to 20, a new supervisor from within the centre and a new teacher have been appointed. All key next steps in the last ERO report have been effectively addressed.
The curriculum responds effectively to the emerging interests, strengths and capabilities of children. The daily programme allows children to make choices and engage in periods of sustained and uninterrupted play. Children’s independence and self management are actively encouraged through responsive and flexible routines. Children learn in a setting that values their contributions.
A focus on sustainable practices is a feature of the programme. Children have regular opportunities to develop respect for, and learn about the natural world through engagement with animals, bee keeping and gardening. Indoor and outdoor environments are thoughtfully presented and well-resourced. Children have the opportunity to experience and manage risk-taking and challenge.
Opportunities for whānau participation are effectively encouraged through parent education evenings and fun events. The centre continues to build connections with the community through engagement with the neighbouring retirement home. Leaders and teachers acknowledge that an important next step is to develop a local bicultural curriculum in conjunction with children, parents and whānau.
Rhythms and rituals are a valued part of the programme for under two year olds, and support the physical and emotional needs of these young children. Respectful practices, gentle and nurturing transitions allow babies and infants to feel settled and secure. A key-teacher approach and good communication between all stakeholders supports successful transitions into, through and out of the centre. These transitions are well managed, flexible and responsive to the needs of each child. The centre has fostered a reciprocal relationship with the neighbouring primary school which includes a weekly experience for children close to school age. The service continues to strengthen connections with other schools in the community.
Children and their whānau have access to well-presented individual learning portfolios which capture each child's engagement with a wide range of activities. Leaders agree that further consideration needs to be given to strengthening assessment, planning and evaluation practices.
Teachers provide a welcoming and inclusive environment. Children of all ages benefit from respectful and responsive teaching practices. Thoughtful conversations between teachers and children promote rich oral language development. Teachers positively encourage and acknowledge children's efforts and successes. They use positive guidance strategies to support children's developing social competencies.
Children with additional learning and development needs are well supported through close cooperation with whānau and external agencies. Individualised education plans support the learning and development of these children.
Teachers are reflective practitioners who actively engage in professional development for the benefit of children's learning. Teaching practices support the building of children's independence and self-confidence.
Leaders nurture respectful relationships with teachers, children and their families. They are committed to promoting and supporting quality teaching and learning. Leadership is effective in building teacher capability within the service through internal evaluation practices. Ongoing professional learning and development promotes a reflective culture focused on improvement and positive outcomes for children.
Future Kids Preschools Ltd provides effective governance for the centre. Well-developed systems and processes guide centre operations. Strategic direction has been developed in consultation with stakeholders and informs operational planning. Self review is well embedded across the centre. Capacity building is a priority and centre leaders actively engage with and supports professional learning. Responsive governance ensures children benefit from on-going improvements.
ERO and management agree that there is a need to further develop:
the centre’s vision, philosophy and programme statement to ensure they reflect a commitment to the bicultural heritage of Aotearoa New Zealand
the centre’s strategic plan to ensure that the identified priorities and goals are strongly linked to positive outcomes for children
centre-wide internal evaluation of the revised Te Whāriki, early childhood curriculum to strengthen culturally responsive practices.
assessment, planning and evaluation processes to include individual planning, progression and increasing complexity over time and children's language, culture and identity.
Before the review, the staff and management of Future Kids Preschool Ohaupo Ltd 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 Future Kids Preschool Ohaupo Ltd will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
Te Tai Miringa - Waikato / Bay of Plenty Region
12 June 2018
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 |
Ohaupo, Hamilton |
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Ministry of Education profile number |
45343 |
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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 |
78 children, including up to 20 aged under 2 |
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Service roll |
78 |
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Gender composition |
Boys 44 Girls 34 |
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Ethnic composition |
Māori |
5 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
April 2018 |
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Date of this report |
12 June 2018 |
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Most recent ERO report(s) |
Education Review |
May 2015 |
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Education Review |
March 2012 |
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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:
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.
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.