55A Rimu Street, Strandon, New Plymouth
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 (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Jumpstart School are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whakaū Embedding |
Ngā Akatoro Domains |
ERO’s judgement |
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He Whāriki Motuhake The learner and their learning |
Whakaū Embedding |
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Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakaū Embedding |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whakaū Embedding |
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Kaihautū Leaders foster collaboration and improvement |
Whakaū Embedding |
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Te Whakaruruhau Stewardship through effective governance and management |
Whakaū Embedding |
Jumpstart School is one of four privately owned Jumpstart early childhood services in New Plymouth. Children attending are aged three and over. Many children transition from the closely located Jumpstart Preschool Rimu. A new appointed principal leads a team of qualified and unqualified kaiako. A number of staff changes have recently occurred.
Children effectively lead their own learning in a play-based curriculum. Children’s interests and dispositions drive curriculum responsiveness and kaiako practices. Thoughtful intentional transition practices into, and from the service, support children’s and whānau sense of security. Kaiako use a range of strategies to support individual and groups of children’s engagement in the curriculum. Children’s learning support needs are identified, and leaders and kaiako show flexibility to support children’s learning and development. There are some opportunities for children to engage in sustained interactions with kaiako that enhance and extend their learning. Children show independence as capable and competent learners.
The learning outcomes from Te Whāriki, early childhood curriculum, are meaningfully incorporated into assessment, to collaboratively establish goals for children’s learning and development. Assessment recognises children’s efforts, successes and challenges, showing learning progression over time. Children’s language, culture and identify is visible in assessment. Respectful and positive interactions with whānau build connections between the service and home. The sense of wellbeing and belonging of children and their whānau is enhanced as a result of kaiako knowing them well.
Children’s learning is enhanced through opportunities to experience aspects of te ao Māori. Te reo me ngā tikanga Māori are integrated within daily practices. The learning environment reflects the dual heritage of Aotearoa/New Zealand. Kaiako and children learn with people who hold culturally relevant knowledge and expertise. Children benefit from maintaining aspects of their cultural connectedness.
The Jumpstart organisation uses internal expertise to grow effective kaiako practice. Appraisal processes clearly articulate expectations and align to organisational priorities reflecting kaiako professional growth. Children’s learning is promoted by kaiako identifying the impacts of their practice.
Organisation-wide internal evaluation has led to some positive changes in practice. Leaders and kaiako are increasingly responsive to individual service identified priorities. Ongoing monitoring of the implementation of improvement actions and evaluating the impact for all children and their whānau is yet to be carried out.
Jumpstart School will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Jumpstart School 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:
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 visit the service has provided ERO with evidence that shows it has addressed the following non-compliance:
Shelley Booysen
Acting Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
20 December 2021
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Early Childhood Service Name |
Jumpstart School |
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Profile Number |
46448 |
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Location |
New Plymouth |
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Service type |
Education and care service |
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Number licensed for |
60 children over the age of two. |
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Percentage of qualified teachers |
50-79% |
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Service roll |
58 |
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Ethnic composition |
Māori 6, NZ European/Pākehā 29, English 4, Other ethnic groups 19 |
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Review team on site |
September 2021 |
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Date of this report |
20 December 2021 |
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Most recent ERO report(s) |
Education Review, September 2017 |
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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.
Jumpstart School is one of three locally owned and operated private early childhood education and care services operating under the Jumpstart umbrella, in New Plymouth. The centre is licensed for 45 children aged over two years. Of the 44 children enrolled, 13 are Māori.
The Jumpstart managing director supports the centre leaders (principals) and administrator in the day to day operation and ensures the strategic priorities are progressed. She works closely with and provides ongoing professional support to the principal and teachers to deliver high quality education and care.
Learning through play, respectful relationships and promoting children's development as confident, capable learners who are self managing and socially competent is emphasised. The philosophy is currently being reviewed by the team.
This is the centre's first ERO report.
This review was part of a cluster of three reviews in Jumpstart preschools.
Children’s interactions are positive, respectful, and unhurried. Teachers implement a range of practices that promote learning. Children are responsive to their peers and collaborate well with each other.
A wide range of high quality resources invites children's investigation and participation. The indoor and outdoor areas encourage involvement in a range of experiences, exploration, challenge and engagement with aspects of the natural environment.
Children actively engage in their learning experiences. Their social competencies, independence and self-management are well supported. They demonstrate perseverance through their play.
Commitment to Te Tiriti o Waitangi is evident. Te ao Māori values and beliefs are reflected through interactions, the environment and within the learning programme. Children show confidence in using te reo Māori. Leaders are focused on continuing to strengthen practices that contribute to success for Māori.
Parent aspirations and children's interests inform and guide the curriculum. It is consistent with the intended learning outcomes of Te Whāriki (the early childhood curriculum). Experiences include a focus on literacy, mathematics, science and creativity.
An individualised assessment approach and focus on development of children's specific learning dispositions has been developed. Continuing to make links between planning, assessment and evaluation processes is a next step for teachers.
An online programme that illustrates and celebrates individual learning has been successfully introduced. It includes recognition of progress over time and two-way communication between parents, whānau and teachers. 'My Learning Journey' reports and associated parent conferences provide a further opportunity for parents and teachers to share children's learning.
Recent self-review has resulted in a well-considered transition process that supports children and their families into the centre and on to schools. This includes providing a range of information, visits and the sharing of learning records.
Leaders and teachers are improvement focused. Building a team approach to promote positive outcomes for children is an emphasis. Regular meetings to share ideas about effective teaching, learning and care practices helps to develop consistency and improve capability.
Centre-wide professional learning positively contributes to the development of curriculum to promote positive outcomes for children. The organisation has a comprehensive appraisal process that supports improvement for teachers and leaders. An important next step is to ensure that the organisations' appraisal requirements are carried out and completed.
Internal evaluation, ongoing inquiry and planning evaluations provide insight into the effectiveness of teaching practices. The centre leader is developing collaborative review processes that lead to positive change and improvement. Professional learning is building evaluative capacity. A next step to continue developing this process is through deeper analysis and sense-making of evidence collected within evaluations.
Management and leadership support centre operation and build capability to promote positive outcomes for children. Quality assurance and well-developed communication processes foster leadership, teaching and awareness of service and legislative expectations to build consistent practices.
Strategic goals are developed by the managing director in consultation with the centre leaders. These are influenced by parent, whānau, community and teacher input. Parent and staff surveys affirm practices and identify possible areas for further strengthening.
Management and leaders should:
continue to build shared understanding of the purpose and use of assessment and planning for children's learning
deepen aspects of internal evaluation
further support teachers to fully implement the organisations' appraisal process.
Before the review, the staff and management of Jumpstart School 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 Jumpstart School will be in three years.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
26 September 2017
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 |
New Plymouth |
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Ministry of Education profile number |
46448 |
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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 |
45 children, aged over 2 |
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Service roll |
44 |
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Gender composition |
Boys 29, Girls 15 |
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Ethnic composition |
Māori |
13 |
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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 |
1:8 |
Better than minimum requirements |
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Review team on site |
July 2017 |
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Date of this report |
26 September 2017 |
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Most recent ERO report(s) |
This is the first review of this centre |
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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.