Matata Early Learning Centre - 20/11/2018

1 Evaluation of Matatā Early Learning Centre

How well placed is Matatā 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.


Matatā Early Learning Centre is situated in the coastal township of Matatā in Eastern Bay of Plenty. It is an all-day education and care centre licensed for 30 children including up to 10 aged under two years. It is a mixed-age group centre catering for children from three months to six years of age. At the time of this review there were 36 children enrolled, mostly of Māori and Pākehā descent and including a small number of other nationalities.

The centre vision and values are to provide a learning environment that supports children to build relationships in a culture that has a sense of peacefulness, imagination and creativity. Priority is placed on respect for all cultures and nurturing social competency. The centre has a positive review history and since the last ERO review in 2015 has responded to ERO’s recommendations and strengthened assessment, planning and evaluation and improved the use of te reo Māori.

The centre operates under the governance and management of Central North Island Early Education Services Trust and the Central North Island Kindergarten Association Trust, community not-for-profit organisations. The overarching philosophy is to provide centres that enable children to reach their full potential, and learning through play, supported by passionate professional people.

This review was part of a cluster of four centres reviews in the Central North Island Early Education Services Trust.

The Review Findings

Children and their families enjoy trusting, respectful relationships with teachers. Whanaungatanga values underpin the centre culture. Children have close friendships and learn alongside each other through tuakana teina relationships. They develop a strong sense of belonging through positive relationships that support their emotional wellbeing.

The curriculum is inclusive and promotes equitable learning for children. Curriculum strengths include:

  • strength based assessment, planning and evaluation practices that identifies children's learning and shows progress over time, including children whose learning requires additional support

  • meaningful learning in literacy, mathematics, aspects of te reo and tikanga Māori through children’s interests and play

  • personalised flexible centre routines that are responsive to each individual child's education and care needs.

Children confidently initiate and lead their own learning. Kaiako use intentional learning conversations that encourage children to problem solve and develop learning dispositions, such as perseverance and resilience. Children are encouraged to experience success and view themselves as capable learners.

Centre leaders have developed sustainable systems and processes. Internal evaluation practices lead to ongoing improvements and positive outcomes for children and their families.

Governance and management have comprehensive, well-established systems and practices to enable the organisation to monitor, evaluate and plan for improvement for its early learning centres. Clear guidelines and expectations for centre practice and curriculum are strongly fostered by the leadership team and trust. The vision and values support positive outcomes for children's learning, wellbeing and that of their whānau.

Key Next Steps

Next steps for the service are to:

  • further develop curriculum practices that are responsive to children’s language, culture and identity, particularly Māori

  • develop intentional planning practices to increase the complexity of learning for older children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Matatā 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 Matatā Early Learning Centre will be in three years.

Adrienne Fowler

Director Review and Improvement Services

Te Tai Miringa - Waikato / Bay of Plenty Region

20 November 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


Matatā, Eastern Bay of Plenty

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 10 aged under 2

Service roll


Gender composition

Girls 20 Boys 16

Ethnic composition



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

September 2018

Date of this report

20 November 2018

Most recent ERO report(s)

Education Review

March 2015

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.