Marton Childcare Centre - 03/11/2016

1 Evaluation of Marton Childcare Centre

How well placed is Marton 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.


Marton Child Care Centre is licensed for 25 children, including eight up to the age of two. Of the 32 children enrolled, nine identify as Māori. Parents are offered a choice of sessional and full-day care. Children learn and play in a modified house with easily accessible outdoor areas. The local community contributes a wide range of resources and experiences for children to enjoy.

The centre is one of two owned by the manager who undertakes responsibilities in administration and staff employment. A management team, made up of the owner, a supervisor, and an assistant supervisor oversee the care and education of children. The supervisors have responsibility for the daily running of the service. They are supported by the teaching team.

The centre is a member of enviroschools and has adapted the environment and the curriculum to reflect the ideals of building sustainability. Children have been involved in the development of a bushland area and participate in planting, nurturing and harvesting vegetables.

The August 2013 ERO evaluation identified the need to revisit the service philosophy, further develop planning, assessment and bicultural practices and review strategies that support success for Māori and Pacific children. Progress has occurred and improvements made.

The Review Findings

The centre philosophy guides strategic direction-setting which has an emphasis on improvement. A determination to provide well for children and their families, within a culture of respect and collaboration, underpins teaching and learning. Families are encouraged to share their knowledge and expertise. These interactions and relationships are highly valued by staff.

Children are active participants in the daily programme. They contribute to decision making and take on leadership roles. Children are confident, have a strong sense of belonging and form strong attachments with their peers and teachers.

Teachers record children's learning in their portfolios and in individual learning plans. Stories capture child and parent views through teacher conversations and these are reflected in the programme provided. Teachers respond to and extend children's interests between home and the centre, through a useful communication tool. Children's learning skills are underpinned by the strands and principles of Te Whāriki, the early childhood curriculum. Opportunities for learning experiences outside the centre occur.

Infants and toddlers learn alongside their peers and older children. Programme provision focuses on their wellbeing through responsive caregiving. Care routines are unhurried and part of children's learning. Daily diaries provide specific information about care routines and experiences for parents.

Bicultural practice is meaningfully integrated into the programme. Manaakitanga and te reo me ngā tikanga Māori are evident.

Leaders and teachers have identified that, promoting educational success for Māori by working with whānau to deepen learning partnerships is a next step. ERO agrees.

Self review is well-established with a clear framework to guide the review and evaluation process. It informs decision making and contributes to promoting positive outcomes for children.

There is a cycle of regular appraisal which is improvement focused. Teachers are reflecting on and evaluating their professional growth, with a focus on continual development. The owner supports emergent leadership and building the capability and capacity of teachers to improve practice.

The owner actively encourages teachers to engage in professional development. There is a regular cycle of policy review to underpin quality practices in all aspects of the service. An annual plan is aligned to the service's goals and priorities, which guides centre policies and operation effectively.

Key Next Steps

ERO and centre management agree that the service needs to continue to strengthen:

  • how teachers assess children's progress over time

  • further promote educational success for Māori learners. 

Management Assurance on Legal Requirements

Before the review, the staff and management of Marton 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.

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 Marton Childcare Centre will be in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

3 November 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



Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

25 children, including up to 8 aged under 2

Service roll


Gender composition

Boys 16, Girls 16

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


Better than minimum requirements

Over 2


Better than minimum requirements

Review team on site

August 2016

Date of this report

3 November 2016

Most recent ERO report(s)

Education Review

August 2013

Supplementary Review

March 2010

Supplementary Review

August 2008

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.