1-15 Pipitea Street, Thorndon, Wellington
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.
Little Pipis Childcare Incorporated is an early childhood service for children whose parents work for Pipitea House in Thorndon. It is governed by a committee which works closely with the centre manager. Since the December 2017 ERO review, there have been some staff changes. Damage to the building meant that scaffolding was in place at the time of this review which caused some temporary access issues.
Teachers have developed and implemented a programme that demonstrates understanding of children’s learning, their interests, families and life contexts. Children’s preferences are respected, and they are provided with opportunities to be involved in decisions about their participation and play. Interactions between teachers and children are positive, purposeful and trusting. Implementation of a range of learning experiences is supported both indoors and outside. Parents’ participation in the management of the service is sought. Better organisation and monitoring of some aspects of health and safety is required.
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:
Licensing Criteria for Early Childhood Education and Care Centres 2008: PF2, HS5, HS6, HS7, HS12, HS17, HS28, GMA1
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
24 June 2021
| Early Childhood Service Name | Little Pipis Childcare Incorporated |
| Profile Number | 45732 |
| Location | Wellington |
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Service type |
Education and care service |
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Number licensed for |
30 children, including up to 15 aged under 2. |
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Percentage of qualified teachers |
80%+ |
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Service roll |
29 |
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Ethnic composition |
NZ European/Pākehā 21, Other ethnicities 8. |
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Review team on site |
February 2021 |
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Date of this report |
24 June 2021 |
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Most recent ERO report(s) |
Education Review, December 2017; Education Review, February 2014. |
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.
Little Pipis Childcare Incorporated is located in Pipitea House, Thorndon and is licensed for 24 children, including 15 up to two years old. It operates as a non-profit, parent cooperative and provides care and education for children whose parents work at, or have connections to Pipitea House. A parent management group governs the centre with the support of a manager.
The vision statement and philosophy is enacted through centre practices. Provision for infants and toddlers is underpinned by Pikler and Resources of Infant Education (RIE) teaching theory, which emphasises respectful practices and close attachments between adults and children.
Despite significant disruption due to the November 2016 earthquake, children’s care and learning has continued to be the priority for staff and managers. During 2017, the service licence was reassessed by the Ministry of Education, in response to conditions related to premises and facilities and health and safety matters.
The February 2014 ERO evaluation identified that the service should continue to develop assessment, planning and evaluation, and self review. Progress is evident in these areas.
Children are engaged in their play for sustained periods. The inside environment has a good range of activities and resources to meet the interests and needs of each child. Teachers maintain a calm, unhurried pace in which younger children have space and time to lead their learning.
Responsive relationships promote infants', toddlers' and young children's sense of wellbeing. Children are viewed as competent and capable learners. They show respect for their peers and have opportunities to play and learn alongside younger children. Children's social competence and independence are effectively promoted by teachers.
Teachers have made the most of the limited outside space so children experience a wide range of learning opportunities. Taking learning risks and problem solving is encouraged and enjoyed. The programme is further extended by regular excursions within the wider community.
Teachers carry out observations of children's learning and document their progress. They gather parents' views and aspirations to contribute to planning for children’s learning. The leader and management have identified that a next step is to continue to build on the teaching team’s collective knowledge and understanding of assessment practices.
Parents are warmly welcomed. Their skills are valued and partnerships in learning are evident in children's documentation. Children with diverse learning needs are well supported. Teachers work closely with parents and external agencies. Individual education plans support children and families learning goals.
Te reo me ngā tikanga Māori are valued and evident in the programme. Waiata Māori are popular with children. Culturally significant events are celebrated. A next step is for staff to implement a plan to enrich their knowledge and understanding of te ao Māori. Continuing to build on already established relationships with tangata whenua should better promote educational success for Māori children.
Children's transitions into and out of the service are sensitively managed. A close working relationship has been established with the local school.
An appraisal process is currently in place that meets requirements. The centre has begun a review of the policy to better reflect their new leadership structure as well as incorporating the Education Council, Standards for the Teaching Profession.
Leaders and teachers are reflective and improvement-focused. They make use of research and consult with parents to inform ongoing developments. There is a shared understanding of the value of reviewing practices and processes that impact on children outcomes.
Leadership and the parent management group work collegially. All policies have been reviewed within the past three years. However, it is now timely to develop a schedule to ensure that all policies and procedures are regularly updated and approved.
Leaders and ERO agree that the key next steps for the centre are to:
continue to strengthen assessment, planning and evaluation processes to ensure consistency of teaching practices
implement a process for the approval and ratification of centre policies
further promote success for Māori learners as Māori.
Before the review, the staff and management of Little Pipis Childcare Incorporated 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 stage of the review, the Ministry of Education has reassessed the licence status to a provisional licence. These matters relate to the deconstruction of a neighbouring building which will be completed in 2018.
The next ERO review of Little Pipis Childcare Incorporated will be in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
18 December 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 |
Wellington |
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Ministry of Education profile number |
45732 |
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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 |
24 children, including up to 15 aged under 2 |
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Service roll |
25 |
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Gender composition |
Boys 16, Girls 9 |
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Ethnic composition |
Māori |
1 |
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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 |
Under 2 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:6 |
Better than minimum requirements |
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Review team on site |
October 2017 |
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Date of this report |
18 December 2017 |
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Most recent ERO report(s) |
Education Review |
February 2014 |
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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.