Mangorei Early Learning Centre - 05/08/2016

1 Evaluation of Mangorei Early Learning Centre

How well placed is Mangorei Early Learning 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.


Mangorei Early Learning Centre, formally Wrinkles Early Learning Centre, is situated in Merrilands, New Plymouth. It caters for 44 children, including 14 aged up to two. The centre operates under management of Evolve Education Group Ltd.

Since the centre was full licensed in 2015, it has had several changes of staff and leadership. A new manager and head teacher were appointed during 2015.

Since the March 2011 ERO report, the centre’s roll has grown and improvements have been made to the outdoor area.

The teaching team is currently reviewing the philosophy underpinning the learning programmes, to better acknowledge the aspirations and the beliefs of the community, for provision of high quality education for young children.

The Review Findings

The curriculum is responsive to the needs and interests of children. Opportunities are taken to weave numeracy and literacy throughout activities. Good use is made of external expertise to promote children’s physical skills.

Children are encouraged to be independent, respectful learners. Teachers treat them as competent, valuing their points of view and decisions. Teachers model expected behaviours and actively support the development of children's oral language and expression of feelings and ideas.

Children are supported in their transition to school through the exchange of relevant information. School visits foster a sense of belonging. Teachers have strengthened their relationships with local schools and support agencies.

Infants and toddlers are offered choices and opportunities to make decisions about their day. A family-like atmosphere supports them to confidently interact with older children and siblings. Their learning environment is well designed and resourced to encourage interaction and exploration.

Teachers have worked to develop their understanding of te ao Māori and use of te reo Māori. They should continue to build their confidence and capability in the use of Māori language and protocols, to further enrich the learning experiences they provide for children.

Interactions and relationships are positive and support children and their families. Teachers are strengthening their relationships with parents and whānau to develop partnerships for learning. The recent introduction of a digital assessment tool has helped parents to give feedback and contribute to their children's learning at the centre.

The recently revised appraisal framework has been improved. It is well aligned to good appraisal practices. Next steps for managers are to further develop goal setting to make it more explicitly linked to outcomes for children, and support teachers to inquire into the impact of their practice on children’s learning.

Internal evaluation is useful, ongoing and responsive to centre priorities. Findings inform decision making and result in improvement. All staff regularly contribute to centre and programme evaluations. Regular discussion is leading to shared and clarified expectations for processes used.

Leaders are supportive, collaborative and improvement focused. They involve teachers in their decision making and use evidence and feedback well to inform decisions about change.

Business and administration procedures have been strengthened. The centre manager and head teacher have been well supported to undertake their new roles and responsibilities. Managers provide support through ongoing professional development for teachers, based on teacher needs and centre priorities. The next steps for leaders are to further develop systems that encourage parent and community involvement and ensure consistency of high quality teacher practice.

Key Next Steps

Managers and leaders identify that next steps are to continue to:

  • complete the review of the philosophy
  • create a place-based curriculum that acknowledges local contexts and is inclusive of bicultural practices
  • strengthen assessment, evaluation and planning processes
  • develop practices that encourage parent and community involvement
  • further develop teachers’ goal setting and ability to inquire into the impact of their practice on outcomes for children
  • strengthen internal evaluation practices.

ERO's external evaluation supports these next steps as key priorities. In addition ERO identifies the need to further develop teachers’ confidence and capability to use te reo Māori and their understanding of te ao Māori.

Management Assurance on Legal Requirements

Before the review, the staff and management of Mangorei Early Learning 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.

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 Mangorei Early Learning Centre will be in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

5 August 2016

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


New Plymouth

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

44 children, including up to 14 aged under 2

Service roll


Gender composition

Boys 32, Girls 30

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


Meets minimum requirements

Review team on site

April 2016

Date of this report

5 August 2016

Most recent ERO report(s)

Education Review

March 2011

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.