Onepoto Awhina Educare Centre - 22/03/2019

1 Evaluation of Onepoto Awhina Educare Centre

How well placed is Onepoto Awhina Educare Centre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Onepoto Awhina Educare Centre is not well placed to promote positive learning outcomes for children.

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


Onepoto Awhina Educare Centre is part of the Northcote Community House, Onepoto Awhina Inc. It provides a full-day service for 37 children, aged from two to five years. The centre's property is owned by the Ministry of Education (MOE). The MOE returned the centre to a full licence in January 2019.

The service provider reports to the management committee of the community house. A longstanding head teacher and two other qualified teachers provide programmes for children.

This is the fourth ERO review of Onepoto Awhina Educare Centre, since 2013. ERO has consistently reported that the quality of management and teaching practices need to be improved. ERO's 2017 report identified the need to implement effective internal evaluation and staff appraisal, link annual plans with strategic planning, and improve curriculum knowledge and leadership.

Although the centre has received external professional support since ERO's 2017 review, insufficient progress has been made, particularly with establishing effective governance and management practices.

The Review Findings

Children are settled and play happily. Teachers interact warmly with children and support them to develop social competence. The learning environments have been upgraded. Teachers are beginning to implement and become more confident with new planning and assessment processes.

Teachers are at early stages of developing an understanding of, and implementing Te Whāriki, the early childhood curriculum. Ongoing professional development and internal evaluation are required to achieve significant improvements in teaching practices and education outcomes for children.

Managers and leaders of the centre have yet to develop an understanding of their leadership role in enacting the centre's vision.

Centre personnel agree that further external support is needed to implement effective appraisal processes to support leadership and ongoing improvement in teaching practices. Developing an understanding of the effective use of internal evaluation could support improvements across all areas and aspects of service operations.

The service provider reports verbally to the management committee. These reports need to be more specific and robust, align with strategic goals, and include evaluative information about the quality of the curriculum. They should assure the committee that it is meeting all its legal requirements, and providing good quality education and care for children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Onepoto Awhina Educare 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

Actions for compliance

ERO found significant areas of non-compliance in the service related to:

  • effective governance and management

  • staff appraisal practices that reflect the requirements of the Teaching Council

  • the committee's and teachers' use of internal evaluation

  • health and safety records, including medication administration, accidents and analysis, and risk management on excursions.

Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA6,7, HS12,17,27,28.

Recommendation to Ministry of Education

ERO recommends that the Ministry reassess the licence of Onepoto Awhina Educare Centre. ERO will not undertake a further education review of this service until the Ministry of Education is satisfied that the service meets licensing requirements.

Steve Tanner

Director Review and Improvement Services Northern

Northern Region

22 March 2019

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


Northcote, Auckland

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

37 children aged over 2 years

Service roll


Gender composition

Boys 11 Girls 6

Ethnic composition

other ethnic groups


Percentage of qualified teachers


Reported ratios of staff to children

Over 2


Better than minimum requirements

Review team on site

February 2019

Date of this report

22 March 2019

Most recent ERO report(s)

Education Review

April 2017

Supplementary Review

June 2014

Education Review

April 2013

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

The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:

  • Very well placed

  • Well placed

  • Requires further development

  • Not well placed

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.