Littlelees Preschool - 20/02/2018

1 Evaluation of Littlelees Preschool

How well placed is Littlelees Preschool 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.


Littlelees is a privately-owned centre that opened in January 2016. The service provides early childhood education and care for children over two years of age in a mixed-age setting. The centre is licensed for 30 children. The current roll is 32, with the majority of children identified as Chinese.

The owner is also the centre manager. She retains overall governance and management responsibilities including strategic planning, and compliance with legislative requirements. The manager is a highly-qualified teacher and leads a team of two full-time and two part-time teachers who are all qualified and registered.

The philosophy of the centre is to promote loving and nurturing relationships where children are valued and respected as uniquely created with talents, potential and creativity.

This is the first ERO report for this centre.

The Review Findings

The owner, as centre leader, successfully creates conditions that support the centre’s philosophy. A useful policy framework and clear guidelines for regular self review have been implemented. The centre's focus is on providing quality education and care through a shared vision of valuing and respecting each child. Relevant professional learning and development is provided for all teachers. High levels of relational trust between teachers, parents, and children are evident. Children experience learning in a safe, nurturing and welcoming environment.

The curriculum is responsive to children’s emerging interests and cultural backgrounds. There is a strong focus on language development for children whose first language is not English, and te reo Māori and other languages are naturally integrated into the programme. The curriculum is enriched by frequent visitors who share their knowledge and expertise. Transition to school is supported through regular involvement and visits to the neighbouring school. Well-presented portfolios provide parents with a record of children’s participation in the programme. Children benefit from participating in a relevant curriculum that meets their developmental needs.

Teachers have positive and affirming relationships with children and parents. Interactions with children are caring and consistent. Teachers work well together to provide for children’s emotional, physical and learning needs, and they actively participate with children in meaningful play. Children with additional needs are well supported by the centre leader, who has a specialist qualification and experience in Early Intervention. Parents appreciate personalised communication with teachers and opportunities to be involved in centre events and activities. Responsive interactions support children’s sense of wellbeing and belonging.

Key Next Steps

The centre leader and ERO agree that a key next step is to develop shared expectations for assessment and planning, including:

  • consistent identification of children's learning and next steps

  • collecting parent voice

  • sharing assessment information between teachers to inform planning.

The centre leader and ERO also agree that priority should be given to extending the range of learning opportunities for children, and adding greater complexity and challenge to learning.

Management Assurance on Legal Requirements

Before the review, the staff and management of Littlelees Preschool 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.

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 Littlelees Preschool will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer

Te Tai Miringa - Waikato / Bay of Plenty Region

20 February 2018

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


Rototuna, Hamilton

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 0 aged under 2

Service roll


Gender composition

Boys 18 Girls 14

Ethnic composition

Other Asian


Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates


Reported ratios of staff to children

Over 2


Better than minimum requirements

Review team on site

January 2018

Date of this report

20 February 2018

Most recent ERO report(s)

No previous ERO reports

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.