Jigsaw Preschool 1 - 10/08/2016

1 Evaluation of Jigsaw Preschool 1

How well placed is Jigsaw Preschool 1 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.


Jigsaw Preschool caters for infants, toddlers and children up to 5 years of age. The purpose-built centre has four separate rooms. Each room has a group of children of a similar age. There are two rooms for children aged under 2 ½ years old and two rooms for the older children. There are two outdoor areas. The centre provides meals for children as part of the daily programme.

The owner and a manager work together to run the centre. The manager is responsible for the day-to-day running of the centre. At the time of this review, an acting manager was in place.

The majority of teachers are fully qualified in early childhood education. Three teachers are currently in training.

The managers and teachers have made good progress since the 2012 ERO review in addressing most of the areas identified for improvement.

The Review Findings

The centre provides an environment that actively fosters children’s sense of belonging and well-being.

Teachers have respectful and positive relationships with children. Routines are flexible and responsive to children's needs and preferences. Teachers promote a calm and settled environment and an unhurried programme. Conversations with children effectively support children’s oral language development, independence and social skills.  

Very respectful, sensitive and nurturing interactions between teachers and children are supporting infants and toddler's wellbeing and sense of belonging. These younger children are benefitting from being part of small group sizes. They have consistent teaching staff that help to ensure familiar adults are easily available to them. Infants and toddlers are given ample time to follow their interests, make choices, and become involved in activities and routines at their own pace.

Teachers effectively promote children's learning by:

  • being observant and following their interests
  • providing a wide range of activities and learning experiences
  • encouraging children’s active involvement in exploratory play and the use of a variety of equipment.

Children's learning is enhanced through regular excursions into the local community, parent involvement and visitors to the centre. These include frequent visits to a local gym that build on children's physical development. Te reo and tikanga Māori is integrated into the programme.

Transitions within the centre are flexible and personalised. They are based on individual children’s confidence, readiness, and involve supportive discussions with parents.

Teachers are successfully increasing the ways they support parents and whānau to contribute to children’s assessment. This has built on the variety of ways parents views are valued in decision making across the centre.

Managers are improvement focused. They promote teamwork, collaborative practices and make good use of staff strengths. There is effective support for new and beginning teachers.

Self-reviews led by management are robust. Whole centre review is methodical and collaborative. It effectively supports teachers to reflect on aspects of their practices and promotes centre improvement.

Key Next Steps

ERO and the centre managers agree that the key next steps to build on current best practices and promote further centre improvement include:

  • extending centre management practices to include long-term/strategic planning
  • working on the quality of programme planning, evaluation and assessment practices
  • building teachers capacity to undertake robust self-review
  • continuing to develop the outdoor environments to better reflect the centre’s commitment to  natural environments for children’s learning.

Management Assurance on Legal Requirements

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 Jigsaw Preschool 1 will be in three years. 

Lesley Patterson
Deputy Chief Review Officer Southern

10 August 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 


Richmond, Nelson

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

65 children, including up to 25 aged under 2

Service roll


Gender composition

Girls 34; Boys 33

Ethnic composition

Other Ethnicities


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

June 2016

Date of this report

10 August 2016

Most recent ERO report

Education Review

August 2012

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.