Green Street Early Learning Centre (1) - 22/10/2013

1 Evaluation of Green Street Early Childhood Centre (1)

How well placed is Green Street Early Childhood Centre (1) also known as (Green Street ECC's House 11) 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.


Green Street Early Childhood Centre (1) is a full-day education and care service for children from birth to five years. It is one of two centres governed by a parent committee. A centre manager has oversight of both.

The centre philosophy is focuses on:

  • empowering children to be confident, lifelong learners
  • teachers building strong partnerships with children and whānau.

The centre is committed to employing qualified staff and providing ongoing professional development. At the time of the review, all teachers were fully qualified.

Since the last ERO review in 2011, centre staff have made significant progress in planning and assessment practices, the learning environment and teachers’ partnerships with the whānau of Māori children.

The Review Findings

Children have a strong sense of belonging, tūrangawaewae and self, rangatiratanga. Teachers know the children and their whānau well. They place the child at the centre of learning, recognising and supporting children’s individual interests, strengths and capabilities. A feature of this centre is the very respectful relationships between children, and with their teachers.

Teachers effectively plan and assess learning for individuals and groups of children. They follow the centre’s useful expectations and guidelines. They work collaboratively to evaluate children’s specific learning, including their own teaching strategies, planned activities and the effectiveness of the learning environment. They effectively use Information and Communication Technology (ICT) to record and share children’s ongoing learning, and to make the intended and actual learning visible to parents.

A significant feature of the planning process is that parent input is regularly sought, valued and included into planning. The links made between individual and group planning effectively supports children’s ongoing learning, progress and success. Children’s early literacy and numeracy learning is well supported.

Children benefit from very good teaching. Teachers have a good understanding of child development and learning. They maintain a calm and appropriate pace so that children have space and time to lead their learning. The planned activities closely link to the intended learning and routines. The intended learning is revisited throughout the programme.

There is a good balance between structured aspects of the day (eating, shared mat times, active movement) and children having choice in their play and learning. Children have genuine input into the daily programme.

Teachers ensure that the needs of children under two years of age are well provided for. These children are fully involved in the daily programme. Their emerging interests and non-verbal cues are well noticed and responded to. They benefit greatly from having easy access to the whole centre environment as well as their own areas for play and exploration. The teachers work effectively with families and whānau, House 13 and external agencies. Children’s sense of belonging is nurtured during and after transitions into and between the Houses. Teachers gather parents’ aspirations and learn about home routines to support children’s learning, development and care effectively.

Since the last ERO review, teachers have made significant progress in providing a strong bicultural programme and environment. Teachers place a strong focus on integrating te reo and tikanga Māori within the various daily practices. All children have many opportunities to hear, use and experience te reo and tikanga Māori through many activities and events. Māori children and their whānau identify with the centre and have a strong sense of belonging and self.

Leaders have established a culture in which children are first and foremost valued. A high level of relational trust is evident amongst the staff. Collaborative ways of working are fostered among everyone in the centre. Leaders have a strong commitment to teaching and learning that contributes to positive outcomes for all children. They are strongly supportive of the development and implementation of a Treaty-based curriculum.

Key Next Steps

The manager and leaders acknowledge it is timely for them and other staff to develop a deeper understanding of self review. This should lead to more rigorous review processes. ERO also recommends that the leaders extend the scope of what is reviewed, to ensure all aspects of centre operations are reviewed over time, including strategic planning and the centre philosophy in action.

The committee has a useful strategic plan to guide developments over the next few years. This planning would be strengthened with better alignment between planning and reporting to show:

  • connections between different plans, including linking professional development to the strategic plan, and performance management with centre and teacher philosophies
  • progress and achievement of goals as set out in centre plans
  • the different development needed in each of the two houses.

Management Assurance on Legal Requirements

Before the review, the staff and management of Green Street Early Childhood Centre (1) 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 Green Street Early Childhood Centre (1) will be in three years.

Graham Randell

National Manager Review Services Southern Region

22 October 2013

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


Mosgiel, Dunedin

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

25 children, including up to 13 aged under 2 years

Service roll


Gender composition

Boys: 23

Girls: 19

Ethnic composition


NZ European/Pākehā







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

August 2013

Date of this report

22 October 2013

Most recent ERO report(s)


Education Review

February 2011


Education Review

March 2007


Education Review

March 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.