Immanuel Preschool - 14/09/2016

1 Evaluation of Immanuel Preschool

How well placed is Immanuel Preschool 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.


Immanuel Preschool is a small, privately owned centre. The centre promotes a Christian-based philosophy and values as its foundation for a bright future for children. It continues to provide an all-day programme for children from birth to school age. It caters for a maximum of 36 children including 10 children up to 2 years of age. Most children are of Māori, Samoan and Cook Island Māori descent.

The centre has been owned and managed by the same owner since 2009. Most teachers have taught in the centre for some years and represent the ethnicities of children. Most teachers are qualified early childhood teachers with two teachers working towards full registration.

The 2013 ERO report identified the need to improve programmes for children and provide appropriate work space for staff. A small workspace has recently been created for staff and there is now better provision for sleeping children.

Teachers have focused on developing an emergent curriculum, and have attended professional development to improve their understanding of Māori and Pacific cultures. They have further developed their transition to school programme with support from their parent and local school community. A newly created work space for staff is very small. The challenge remains to provide an area where staff can have space to undertake their professional tasks and to take adequate breaks.

The Review Findings

The manager and supervisor in this centre base relationships on respect, trust and reciprocity. They create opportunities for parents and whānau to respond, have input, and make decisions about the curriculum.

Teachers also promote strong reciprocal and respectful relationships. They use Te Whāriki, the early childhood curriculum, to evaluate the centre curriculum. They recognise and value the importance of children's learning through play. Children's contributions in assessment and information from individual and group portfolios are used to help plan the curriculum and programme provided for children. Centre leaders could now consider the information they have about individual children's progress more closely as they plan for groups and individual children.

Teachers support children's learning through exploration, problem solving and experimentation. They provide feedback to children that acknowledges their effort and successes in their everyday learning and play. Teachers include aspects of literacy, numeracy and science concepts in children's learning programmes. Teachers should consider how they can integrate learning into children's play in contexts that are more meaningful for the children.

The centre philosophy acknowledges the Treaty of Waitangi. The curriculum fosters the children's understanding of biculturalism where teachers and leaders validate te ao Māori. Children are contributing to the development of a curriculum that is responsive to culture and identity. Teachers seek ways to maintain children's connections to their cultural identity

Centre routines are successfully implemented to support children's learning and wellbeing.

Teachers are keen to improve the quality of education and care through ongoing internal evaluation. They regularly reflect on their teaching practice in providing a meaningful curriculum. Self-review has provided improved outcomes for children. Internal evaluation informs decision making at governance level. Good systems are in place to monitor health and safety compliance matters.

Key Next Steps

The centre owner and supervisor agree that key next steps are to:

  • further increase the challenge and complexity of children's play,
  • integrate learning in meaningful contexts.

Management Assurance on Legal Requirements

Before the review, the staff and management of Immanuel Preschool 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 Immanuel Preschool will be in three years.

Graham Randell

Deputy Chief Review Officer Northern

14 September 2016

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


Otara, Auckland

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

36 children, including up to 10 aged under 2

Service roll


Gender composition

Girls 15 Boys 20

Ethnic composition



Cook Island Māori










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

July 2016

Date of this report

14 September 2016

Most recent ERO report(s)

Education Review

July 2013

Education Review

March 2010

Education Review

March 2007

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.