4 Hicks Lane, Clive
View on mapERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
Regulatory standards |
ERO’s judgement |
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Curriculum |
Meeting |
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Premises and facilities |
Meeting |
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Health and safety |
Meeting |
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Governance, management and administration |
Meeting |
Since the onsite visit the service has provided ERO with evidence that shows it has addressed non-compliances and is now taking reasonable steps to meet regulatory standards.
Nature Preschool New Zealand is a privately-owned centre purchased in August 2020. The philosophy emphasises learning from nature. The centre manager is responsible for day-to-day operations and leadership. This is the first ERO review for the service under the new management.
Children experience a programme underpinned by Te Whāriki and the centre’s philosophy. Teachers engage in positive interactions that extend learning and nurture reciprocal relationships. Children are viewed as competent and confident learners. They are involved in decisions about their learning experiences.
Assessment and planning of children’s learning is informed by children’s interests and preferences. Parents have regular opportunities to be involved in decision making concerning their child.
Systems, processes and procedures provide guidance for the centre’s operation.
Next steps include:
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliance:
[Licensing Criteria for Early Childhood Education and Care Centres 2008, PF7]
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
9 June 2021
| Early Childhood Service Name | Nature Preschool New Zealand |
| Profile Number | 55389 |
| Location | Clive |
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Service type |
Education and care service |
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Number licensed for |
27 children, including up to 4 aged under 2. |
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Percentage of qualified teachers |
80%+ |
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Service roll |
31 |
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Ethnic composition |
Māori 8, NZ European/Pākehā 18, Other ethnic groups 5 |
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Review team on site |
April 2021 |
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Date of this report |
9 June 2021 |
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Most recent ERO report(s) |
Education Review, May 2018; Education Review, May 2016. |
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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:
As part of an Akanuku | Assurance Review ERO assesses whether the regulated standards are being met. In particular, ERO looks at a service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Jenz Montessori Early Childhood Centre is a small, privately owned centre located in Clive, Hawkes Bay. The centre offers all day sessions for up to 27 children, aged from two years to six years old. Of the 19 children enrolled, three identify as Māori.
The day-to-day running of the centre, as the result of a recent change in ownership, is the responsibility of the new owner/centre manager. She is supported by three qualified teachers.
The programme is guided by the Montessori philosophy and practice and is underpinned by Te Whāriki, the early childhood curriculum.
The May 2016 ERO report identified a number of areas that required development. These included: assessment, planning and evaluation; educational success for Māori children; teacher appraisal; health and safety; self- review; and strengthening governance and management. The centre has had support from the Ministry of Education through Strengthening Early Learning Opportunities (SELO). Progress in addressing these areas is evident.
Since this ERO evaluation was undertaken the service has changed its name to Tiny Footsteps.
The philosophy is highly visible in practice. Children work within a well-resourced and prepared Montessori environment that fosters their self-management skills. A clear vision to implement a Treaty-based programme that aligns with Montessori ethos, guides teacher practice.
Teachers regularly use te reo Māori with children in meaningful ways. Children know waiata and karakia well. Tuakana teina promotes the development of leadership skills for older children. Some purposeful use of te reo Māori extends their learning experiences. Activities to further support this learning are readily accessed within the environment.
Clear expectations to work in partnership with whānau Māori have been established. Teachers consistently respond to whānau Māori aspirations for their children. A commitment to strengthening relationships with the wider Māori community continues to be a focus to further promote educational success for Māori children.
A child-led curriculum fosters children's independence. Children display curiosity and negotiation skills as they work alongside each other. Mathematics and literacy concepts are integrated within their daily work.
Care routines are responsive to children's individual needs and stages of development. Teachers respectfully interact with children and foster their confidence and autonomy. A range of appropriate strategies supports children and their families as they prepare for their move to school.
Children who require additional learning support play alongside their friends. Teachers are proactive in supporting their individual needs and work well with whānau and external agencies to provide an inclusive programme.
A focus on developing planning and assessment for learning has improved teachers' understanding of children's dispositions for learning. The newly implemented e-portfolio has successfully contributed to engaging parents in their children's learning. Teachers are beginning to use parent aspirations to inform individual planning. To promote consistency of practice, a key next step is to strengthen teachers' evaluation of the learning to better inform the planning process.
A full appraisal cycle has been completed. Teachers are reflective and focused on improving outcomes for children. Leaders have identified that the appraisal policy and procedures require further development to better support teachers and align practices to the specified requirements of the Education Council.
A cycle of self review has been established. Teachers are continuing to grow their knowledge and understanding of internal evaluation for ongoing improvement and decision making. Evaluating teacher practice and the impact on children's learning outcomes is a key next step to inform future decision making.
All areas of legislative non-compliance from the previous review have been appropriately addressed. The service has taken a well-considered approach to improve systems, policies and procedures.
Leaders recognise that some areas require further strengthening and are actively working to address these.
To further improve practice, the service should:
continue to strengthen teachers' understanding of planning, assessment and evaluation to promote consistent practice across the teaching team
strengthen appraisal to provide clearer expectations and guidance for teachers, aligned to the code of standards
continue to improve understanding and use of self review and internal evaluation to improve learning outcomes for children
continue to strengthen partnerships with whānau Māori and community.
Before the review, the staff and management of Jenz Montessori Early Childhood 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:
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.
Since the onsite phase of the review, the service has provided additional evidence related to personnel management. Embedding these new policies and procedures into practice remains a priority.
The next ERO review of Jenz Montessori Early Childhood Centre will be in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
24 May 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 |
Clive |
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Ministry of Education profile number |
55389 |
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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 |
27 children aged over 2 |
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Service roll |
19 |
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Gender composition |
Girls 13, Boys 6 |
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Ethnic composition |
Māori |
3 |
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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 |
Over 2 |
1:7 |
Better than minimum requirements |
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Review team on site |
March 2018 |
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Date of this report |
24 May 2018 |
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Most recent ERO report(s) |
Education Review |
May 2016 |
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Education Review |
March 2013 |
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|
Education Review |
July 2009 |
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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:
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.