Lansdowne Private Childcare Centre - 11/12/2015

1 Evaluation of Lansdowne Private Childcare Centre

How well placed is Lansdowne Private Childcare Centre 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.


Lansdowne Private Childcare Centre is an established privately-owned centre located in Masterton. It is licensed to provide all-day education and care for 57 children, including 26 up to two years. Two learning areas cater for infants and toddlers (nursery) and children aged over two years (preschool).

The owner/director has oversight of centre operations. Recent staffing changes include a newly appointed mentor-teacher who is leading the teaching team and two new teachers.

The centre has a variable reporting history with ERO. The May 2012 ERO report identified issues with: the quality of teaching; assessment; planning and evaluation; self review; and professional leadership in relation to curriculum and staff appraisal. Subsequent ERO reviews in May 2013 and June 2014 identified minimal improvement had been made.

The centre director has sought the support of an external facilitator to set priorities for improvement and work with staff to address concerns identified in the June 2014 ERO report.

The Review Findings

Progress in addressing the concerns identified in the May 2014 ERO report has been slow. Many of the priorities identified at this time remain areas for ongoing development. Service leaders with teaching staff need to improve to the quality of the curriculum and teaching and learning practices and sustain these improvements overtime.

The centre philosophy has been reviewed collaboratively by management, teachers, parents and whānau. There is now a shared understanding of the service’s desired outcomes for children. An urgent priority is to establish and implement high quality curriculum, assessment and teaching and learning practices that enable these outcomes to be realised. Once determined these should support teachers to improve:

  • the quality of the their interactions with children to support language development, extend their thinking and engagement in learning experiences

  • learning experiences to engage children in meaningful play

  • opportunities to build on children's interests

  • support for the children who need to learn to express themselves in more positive ways.

Leadership for improving teachers' understanding of assessment is required. Teachers should develop assessment practices that demonstrate how they have noticed, recognised and responded to the learning of individuals and groups of children. This information should then be used to inform curriculum planning, identify and implement teaching strategies and experiences that provide challenge and extend children's learning.

The bicultural curriculum needs developing. Initial work has begun on this, led by the centre mentor. A focus on success for Māori as Māori is also required.

The quality of the appraisal process requires strengthening to support improvements to teachers’ practice and their responsibility as professionals in line with the Practicing Teacher Criteria.

Self review is beginning to inform change. A useful framework guides the process and promotes collaboration and understanding. Once the team has identified and implemented high quality practices that assist them to realise their desired outcomes for children, they should be in a better position to:

  • identify how well their practices improve outcomes for children

  • use the findings from internal evaluation to inform ongoing improvements to practice.

Management Assurance on Legal Requirements

Before the review, the staff and management of Lansdowne Private Childcare 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:

  • 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.

To improve practice service leaders now need to focus on raising the quality of teaching and learning practices, the curriculum and build their capacity for measuring quality through internal evaluation.


ERO requests that the service develops and action plan that demonstrates how they will address the priorities for improvement outlined in the report.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Lansdowne Private Childcare Centre will be determined on the quality of the service's action plan and progress made against the priorities identified.

Joyce Gebbie

Deputy Chief Review Officer Central

11 December 2015

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



Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

57 children, including up to 25 aged under 2

Service roll


Gender composition

Boys 45, Girls 23

Ethnic composition

Other ethnic groups


Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates


Reported ratios of staff to children

Under 2


Meets minimum requirements

Over 2


Better than minimum requirements

Review team on site

September 2015

Date of this report

11 December 2015

Most recent ERO report(s)

Education Review

June 2014

Supplementary Review

May 2013

Education Review

May 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.