Manaia Community Preschool - 14/10/2014

1 Evaluation of Manaia Community Preschool

How well placed is Manaia Community 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.


Manaia Community Preschool is a purpose-built centre located in the grounds of Manaia Primary School. The centre operates as a non-profit parent cooperative and provides education and care for up to 40 children aged over two years. Most children attending are three and four-year-olds. Currently there are 20 Māori children on the roll.

A parent-led management committee is responsible for governance of the service and is supported by an administration manager and a senior teacher. Recent redevelopment of the outdoor environment enhances the learning opportunities for children.

Between 2011 and 2013 management and teachers worked extensively with an external facilitator to review their philosophy, centre operation and teaching and learning. Teachers work together to promote a child-centred programme with a strong emphasis on the natural environment and a programme that empowers children to be active learners. Teachers are committed to practices that are responsive to family needs and circumstances.

The Review Findings

The philosophy is underpinned by shared values and beliefs. Positive, child-teacher-family relationships successfully support the development of children's identity. Assessment is responsive to children's immediate and emerging strengths, interests and skills. Narratives and photographs show their engagement and progress. These observations of learning are well reflected in profiles and a variety of visual displays within the centre. Documentation shows evidence of teachers’ analysis of observations. Their increasing understanding of children’s learning pathways supports how they plan to add complexity and strengthen outcomes for children.

The learning environment is well organised and aesthetically pleasing. Aspects of the Reggio Emilia philosophy are being introduced by teachers. A focus on including elements of the natural world in play and in creative opportunities underpins the programme. Children actively lead their learning through exploration and the use of a wide variety of resources.

Children have fun as part of the learning process, supported by caring adults. Most teachers use an effective range of strategies to encourage the development of children's ideas about how the world works. Some adults engage with them in one-to-one, sustained interactions. Children with special needs are welcomed and supported by close partnerships with parents. Teachers know each child and their personalities well. Staff recognise and respond to individual learning.

Recently developed curriculum statements emphasise te reo me ngā tikanga Māori in authentic and appropriate ways. The inclusion of te ao Māori continues to be refined and enhanced as a significant aspect of the service’s integrated curriculum.

Children’s transition to school is a focus. Adults work collaboratively to adapt processes to meet individual needs. The service works closely with two local schools. Teachers and parents increasingly share information so that children’s confidence and capability at preschool transfer to the new entrant classrooms.

The senior teacher confidently leads teachers. Teachers demonstrate a commitment to using self review to strengthen processes and to meet the objectives in strategic plans to build capacity and support sustainability. Self-review systems focus on maintaining a safe emotional and physical learning environment for children and adults. Regular consultation with parents encourages their contribution to decision-making processes and enhances outcomes for children.

Key Next Steps

Management and teachers should continue to build capacity for evaluation and self review. Processes should include:

  • promoting teachers' inquiry into the impact of their practice
  • developing consistency of practice through sharing clear expectations for teaching and learning, while introducing aspects of the Reggio Emilia philosophy
  • strengthening the appraisal process by making clear, next steps for teachers’ development and considering formal critique of teaching practice to improve teaching and learning
  • enhancing teaching practice and understanding of a culturally responsive curriculum through further exploration of Tātaiako: Cultural Competencies for Teachers of Māori Learners.

Management Assurance on Legal Requirements

Before the review, the staff and management of Manaia Community 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 Manaia Community Preschool will be in three years.

Joyce Gebbie

National Manager Review Services

Central Region

14 October 2014

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 and Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, aged over 2

Service roll


Gender composition

Boys 28

Girls 26

Ethnic composition


NZ European/Pākehā





Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates


Reported ratios of staff to children

Over 2


Meets minimum requirements

Review team on site

August 2014

Date of this report

14 October 2014

Most recent ERO report(s)

Supplementary Review

August 2011


Education Review

August 2010


Education Review

October 2007

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.