Oasis Family Preschool - 19/05/2017

1 Evaluation of Oasis Family Preschool

How well placed is Oasis Family Preschool to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Oasis Family Preschool does not have the governance and management systems and practices needed to sustain performance and build capacity to promote positive learning outcomes for all children.

The centre has made little progress in meeting the recommendations from the 2012 ERO report. Strategic planning, internal evaluation, staff appraisal, assessment, planning and evaluation processes and practices, and increasing te ao Māori in the programme remain as areas for development.

ERO's findings that support this overall judgement are summarised below.


Oasis Family Preschool, formerly known as Oasis Central, is one of four centres owned and managed by Oasis Preschools. The centres have a strong Christian philosophy that forms the basis of all aspects of management, leadership and teaching practice.

The preschool provides education and care for children from two years to school age. Most staff are fully qualified early childhood teachers. Some staff have been employed at the centre for a long time. The management team support teachers by employing a support staff member.

This review was part of a cluster of four reviews in the Oasis Preschools.

The Review Findings

Children are settled and confident in the learning environment. They independently choose their interests from a good range of activities appropriate for the age groups. Children experience supportive, respectful relationships with the staff and each other. They benefit from flexible routines that are a natural part of the learning programme.

Teachers work closely with children and help to develop their ideas through imaginative and creative play. They follow children's interests at a pace suitable for each child. Teachers purposefully support the development of independence skills.

Leaders and teachers are thoughtful about how each child transitions to this centre from Granny's Place and on to other Oasis centres. Transitions are flexible to meet the needs of children and families.

The management framework for Oasis Preschools has few established systems or processes to sustain and improve learning outcomes for children. Internal evaluation, teacher appraisal, strategic planning and targeted professional development are at early stages of development. Systems and practices for effective planning, monitoring and evaluation are not well understood or implemented by leaders and teachers. Managers are not able to achieve the service's long-term goals or evaluate the effectiveness of learning, teaching and professional development on outcomes for children.

Key Next Steps

ERO and the service leaders agree, that the key next steps for Oasis Preschools are to build leadership capacity and capability across the Oasis management team. To achieve this objective the service leaders need to:

  • define the roles and responsibilities of the management team members
  • develop an in-depth understanding of internal evaluation, ensure evaluations are well documented and show evidence of the process and outcomes for children's learning
  • develop strategic and annual planning that shows how the key priorities will be achieved, regularly monitored, evaluated and reported 
  • ensure the teacher appraisal processes meet the Education Council requirements
  • establish closer links between the strategic plan goals and professional development
  • improve the clarity of reports to staff on the centre's performance to ensure expectations and next steps are well understood, implemented and evaluated.

ERO and the service leaders agree, that the next steps to strengthen learning and teaching at Oasis Family Preschool include:

  • increasing staff knowledge and use of te reo and te ao Māori in the programme and in key centre documentation
  • establishing clear assessment, planning and evaluation processes and practices for individual and group learning
  • improving consistency in child assessments and plans for learning and teaching, and involving parents more in these processes.

Management Assurance on Legal Requirements

Before the review, the staff and management of Oasis Family Preschool 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

Actions for compliance

ERO identified areas of non-compliance relating to governance and management and health and safety. To meet requirements the service must improve its performance in the following areas:

  • ensuring teachers' appraisals meet the requirements of the Education Council to maintain or become certificated teachers
  • establishing and maintaining effective governance and management practices, particularly internal evaluation and professional development that links to the achievement of the service's strategic goals
  • recording the assessment and management of risks, evidence of parental permission and approval of adult to child ratios for excursion
  • ensuring parents sign to acknowledge they have been notified and informed of any accident involving their child
  • ensuring suitable soft fall is used for climbing equipment.

[47(1) Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA7 and GMA8, PF13, HS17, HS27]

Development Plan Recommendation

ERO recommends that the service consult with the Ministry of Education and plan to address the key next steps and actions outlined in this report.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Oasis Family Preschool will be within two years. 

Dr Lesley Patterson
Deputy Chief Review Officer Southern

19 May 2017

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

30 children two years and over

Service roll


Gender composition

Girls 22; Boys 15

Ethnic composition

Other ethnicities


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

March 2017

Date of this report

19 May 2017

Most recent ERO reports


Education Review

May 2014

Education Review

May 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.