5-7 Twin Oaks Avenue, Papamoa, Tauranga
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for New Shoots Children’s Centre (Papamoa) are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whakawhanake Sustaining |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whakawhanake Sustaining Whakawhanake Sustaining |
The Papamoa service is part of the New Shoots Childrens Centre Group. The service comprises two separate buildings divided into five age-specific learning spaces. A governance team guides centre operations with the centre director leading the teaching team. A small number of enrolled children identify as Māori and as Pacific, including a range of other ethnicities in the centre.
Children and their families experience a highly effective curriculum that responds to their ways of learning. The environment is well-prepared and resourced to provide rich learning spaces. The valued learning outcomes from Te Whāriki, are actively promoted through an intentional and responsive local curriculum. Children’s sense of belonging is fostered through the way teachers maintain strong connections with the local community. Children experience an environment that promotes excitement for learning, wellbeing and fun.
Assessment documentation builds a clear picture of what children know, understand, are interested in and can do. Individual planning, in collaboration with families, is responsive to each child's abilities, needs and interests. Literacy and numeracy are woven throughout play and are visible throughout the learning environments. Daily review of the curriculum ensures a rich and inclusive learning environment to meet children’s individual needs.
Teachers have extensive knowledge of children as learners and of their learning. Positive steps have been taken to grow culturally responsive teaching practices that affirm and respond to children’s cultural identities in assessment records. This has increased parent and whānau contributions to curriculum design and planning. Leaders have identified that further developing teachers’ capability to respond to all children’s cultures, particularly of Māori and Pacific learners continues to be an area for growth.
Strongly improvement-focused governance and management implement a well-considered strategic plan and relevant systems that intentionally guide the organisation. They purposefully allocate resources that clearly align with achieving centre priorities for children’s learning. Collaborative targeted ongoing professional learning builds leadership and teachers’ capabilities. Successful initiatives support children to access an inclusive curriculum.
New Shoots Children’s Centre (Papamoa) has identified the following actions in its Quality Improvement Planning:
The New Shoots governance group has indicated it will include the following in its Quality Improvement Planning to ensure that all services are working at a consistent level:
Before the review, the staff and management of New Shoots Children’s Centre (Papamoa) completed an ERO 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:
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Patricia Davey
Director of Early Childhood Education (ECE)
7 March 2024
| Early Childhood Service Name | New Shoots Children’s Centre (Papamoa) |
| Profile Number | 45747 |
| Location | Papamoa |
| Service type | Education and care service |
| Number licensed for | 100 children, including up to 29 aged under 2 |
| Percentage of qualified teachers | 80-99% |
| Service roll | 122 |
| Review team on site | November, 2023 |
| Date of this report | 7 March 2024 |
| Most recent ERO report(s) | Education Review, September 2017; Education Review, July 2013 |
Not well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
New Shoots Childrens Centre (Papamoa) is a purpose-built centre located in Papamoa. The centre is licensed to provide all-day education for 100 children, including up to 35 aged under two. The service comprises two separate buildings divided into five age-specific learning spaces. The current roll of 134 includes four children who identify as Māori.
The teaching team consists of experienced early childhood educators, new graduates, students and newly registered teachers. Since the previous ERO review staffing has remained relatively consistent. At the time of this review several staff were on short-term leave.
Integrity and respect underpin teaching and care for all whānau at the centre. Staff value the importance of relationships and build on respectful interactions between tamariki and kaiako. The spacious learning environment has a focus on natural resources and environmental sustainability that reflects the philosophy of the centre.
Since the last review a new co-owner/general manager has joined the team, a new centre director has been promoted from within the teaching team and a distributive leadership model has been established. Management has strengthened the areas for development identified in the 2013 ERO report related to increasing the Māori dimension, sharing good practice and strategic planning.
The centre is privately owned by three educators who are qualified in early childhood education and also own and govern centres in Tauranga, Auckland and Hamilton.
Strong reciprocal relationships are evident with children and whānau. Teachers respond to children with in-depth conversations and questioning to extend their learning and thinking. Children are empowered to take increased responsibility for their learning, well-being of themselves, others and the group. They are actively engaged in meaningful and sustained learning through purposeful play.
Children up to the age of two years are nurtured by teachers in a calm and responsive environment. Caring and respectful relationships between families and teachers support babies natural rhythms and routines. Children’s language development is fostered by key whānau support teachers. Teachers provide children with the time and space to explore, discover, and be challenged in a learning environment that is suitable for these young children. In addition, effective transition processes are well planned and support children's sense of confidence.
The service's curriculum effectively promotes positive learning outcomes for children. Literacy and mathematics are well integrated into all areas of the curriculum. Problem solving and exploration is promoted through the large, free flowing, and natural learning environments. Teachers are developing effective assessment, planning and evaluation processes that reflect and respond to children's interests and learning. At the time of this review leaders were evaluating processes to promote increased parent contributions in assessment practice.
Te reo and tikanga Māori are naturally included in the daily programme. Language, culture and identity is acknowledged by deliberate acts of teaching. Professional learning and development have supported teachers to have an understanding of te ao Māori across the curriculum. The authentic and respectful use of te reo, waiata and tikanga in everyday practice nurtures the wairua and mana of Māori tamariki. Children are developing confidence and competence within a bicultural context. In addition, strong foundations with whānau and children are contributing to a sense of well-being and belonging for all.
The professional leader is effectively building teacher capability through coaching and mentoring. Distributed leadership is promoted throughout the centre and there is a high level of relational trust between centre management, leaders and staff. Collaborative ways of working are fostered with teachers sharing their strengths and knowledge. Children benefit from leadership that strongly advocates for infants, toddlers, young children and their whānau.
The owners are providing effective governance. The service's philosophy, vision, goals and systems effectively promotes positive learning experiences for all children. Policies, procedures are well established. Management have strengthened the area of strategic planning and developed an annual plan alongside the teaching team. Self-review is valued, effectively undertaken and leads to improved outcomes for children.
Centre leaders and ERO agree that the key next step is to further develop the appraisal process to support teachers to gather ongoing evidence in relation to education council requirements.
Before the review, the staff and management of New Shoots Childrens Centre (Papamoa) 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:
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
The next ERO review of New Shoots Childrens Centre (Papamoa) will be in four years.
Lynda Pura-Watson
Deputy Chief Review Officer Waikato/Bay of Plenty
12 September 2017
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.
| Location | Papamoa | ||
| Ministry of Education profile number | 45747 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 100 children, including up to 35 aged under 2 | ||
| Service roll | 134 | ||
| Gender composition | Boys 77 Girls 57 | ||
| Ethnic composition | Māori Pākehā Other | 4 125 5 | |
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates | 80% + | ||
| Reported ratios of staff to children | Under 2 | 1:4 | Better than minimum requirements |
| Over 2 | 1:8 | Better than minimum requirements | |
| Review team on site | June 2017 | ||
| Date of this report | 12 September 2017 | ||
| Most recent ERO report(s) | Education Review | July 2013 | |
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:
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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.
Not well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
New Shoots Children’s Centre (Papamoa) opened in 2011 and is located on the outskirts of Papamoa in the Bay of Plenty. The well-designed, purpose-built facility has a focus on natural resources and environmental sustainability that reflects the philosophy of the owners. The centre is licensed to provide all-day education and care for up to 100 children including up to 35 aged under two. Of the 109 children currently enrolled, 17 are identified as Māori.
The centre is privately owned by two directors who also own and govern other centres in Auckland and Hamilton. A centre manager is employed to oversee day-to-day operations. She is supported by two head teachers, who are responsible for daily programmes in the separate infants/toddlers and older children’s play areas. There is a strong emphasis on employing and retaining qualified, registered teachers. This is the first ERO review for this service
The centre’s values include integrity, having fun, creating an environment that feels right for children and promoting innovation based on new ideas and research. Along with agreed understandings about curriculum, these values guide the philosophy statements which have been developed for each age group.
High-quality teaching practices are evident in many aspects of the programme. Teachers work responsively with children using open questioning to extend their learning. They deliberately facilitate children’s sustained engagement in meaningful play and provide a range of opportunities for creative expression. Bicultural perspectives are increasingly evident.
The programme is effectively based on children’s interests and learning needs. Spacious and innovatively resourced indoor and outdoor areas are designed to stimulate exploration. Resources and equipment offer children a wide range of suitable choices that foster learning through play. Portfolio entries are regularly monitored to ensure they meet requirements and provide parents/whānau with useful information. Parents/whānau receive regular updates about the centre programme and activities through a range of media options. They are welcome at the centre and encouraged to participate in their children’s learning. Teachers know children and families well.
Infants and toddlers benefit from nurturing, respectful and caring relationships with teachers in a calm, family-like environment. Established processes for transitioning children into the centre ensure they remain settled and have a positive relationship with primary caregivers. Teachers respect children’s natural rhythms and empower them to engage in independent and social activities of their choice. Oral language is encouraged through responsive communication and story reading. There is an established whakatau practice for transition into the preschool area.
Literacy, mathematics and science concepts are effectively integrated within older children’s play. There is a strong focus on environmental sustainability and recognising children’s learning styles. Children are encouraged to explore and take responsibility for managing their own learning and problem solving. Cultural diversity is affirmed and celebrated. Children with special needs are settled and well integrated. Processes to ensure smooth transition to school are continuing to develop as teachers become more familiar with schools in the local community.
The directors and centre director provide strong professional leadership. Teachers are actively encouraged to reflect on their practices and share good practice with one another. Their professional knowledge is continually developed within a community of professional learning, reading and discussion. Self review is effective in sustaining a momentum of continuous improvement.
The directors have identified that next steps are to:
Before the review, the staff and management of New Shoots Childrens Centre (Papamoa) 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:
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
The next ERO review of New Shoots Childrens Centre (Papamoa) will be in four years.
Dale Bailey
National Manager Review Services Northern Region
8 July 2013
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.
| Location | Papamoa, Tauranga | ||
| Ministry of Education profile number | 45747 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 100 children, including up to 35 aged under 2 | ||
| Service roll | 141 | ||
| Gender composition | Boys 57% Girls 43% | ||
| Ethnic composition | Māori NZ European/Pākehā Other | 12% 82% 6% | |
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates | 80% + | ||
| Reported ratios of staff to children | Under 2 | 1:3 | Better than minimum requirements |
| Over 2 | 1:6 | Better than minimum requirements | |
| Review team on site | May 2013 | ||
| Date of this report | 8 July 2013 | ||
| Most recent ERO report(s) | No previous ERO reports | ||
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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.