Meadowbank Community Pre-School - 04/04/2014

1 Evaluation of Meadowbank Community Pre-School

How well placed is Meadowbank Community Pre-School 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.


Meadowbank Community Pre-school is a small community based, non-profit early childhood centre in central Auckland. It has a strong community focus and provides full day education and care for up to 18 children over two years of age. The pre-school operates under the auspices of the Meadowbank Community Centre management committee. Staff know their families and community well.

The 2011 ERO report noted that a warm and welcoming environment and high quality relationships were strong features of the pre-school. These affirming features continue to be evident. The report also noted the pre-school’s positive response to national education goals designed to engage Māori whānau. It has continued to develop and strengthen its bicultural partnerships and practices.

The 2011 report recommended that managers continue to develop and extend short and long-term development goals. Some progress has been made in this area.

The Meadowbank Community Centre is in negotiations with the Auckland Council to redevelop the existing complex. Pre-school staff are working positively on this project and acknowledge the need for it to be completed in a timely manner.

The Review Findings

Children play and learn together and have good opportunities to develop skills for collaboration. They cooperate with their peers and engage in conversations with teachers. Children are confident learners and negotiate well with adults and each other. They are familiar with their surroundings and centre routines. The well developed community and centre gardens create a context for meaningful learning experiences and for fostering children’s understandings of environmental sustainability.

Teachers work closely and respectfully with children. They have a variety of skills and experience that help them to promote children’s wellbeing. Practices for supporting children’s transitions into the centre and on to school are responsive to their needs. Positive relationships between preschool staff, local schools and the community help ensure children have a smooth and affirming transition from preschool to school.

Inclusive practices are evident in the centre. Teachers work closely with children and Te Whāriki, the early childhood curriculum, guides the programme. Bicultural perspectives and connections with whānau Māori continue to strengthen and teachers are increasing their use of te reo and tikanga Māori in centre activities. Children’s cultural diversity is acknowledged, valued and integrated into the programme. Teachers now need to further develop the pre-school's learning environments and resources to further support their inclusive practices.

The supervisor affirms and supports teachers’ strengths. Teachers are encouraged to share their knowledge and to take on new responsibilities. They plan for and assess children’s learning collaboratively and are now reviewing ways to increase parent contributions in programme planning. They have begun to undertake self review and this is contributing to ongoing improvements in daily programmes and outcomes for children.

Key Next Steps

Management and staff agree that the key next steps are to:

  • continue to make use of external professional development to enhance current teaching and learning practices
  • improve systems for filing and storage of pre-school policies
  • continue to develop strategic and annual plans to ensure these plans specifically reflect future development priorities
  • align teacher performance appraisals with the registered teacher criteria and link these to centre strategic planning and professional development.

The management committee and teachers are now in a position to refine and strengthen their self-review practices to support ongoing improvement.

Management Assurance on Legal Requirements

Before the review, the staff and management of Meadowbank Community Pre-School 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 Meadowbank Community Pre-School will be in three years.

Dale Bailey

National Manager Review Services

Northern Region

4 April 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


Meadowbank, Auckland

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

18 children, including up to 0 aged under 2

Service roll


Gender composition

Girls 17

Boys 16

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


Better than minimum requirements

Review team on site

November 2013

Date of this report

4 April 2014

Most recent ERO report(s)

Education Review

February 2011


Education Review

November 2007


Education Review

June 2004

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.