Our Family Early Learning Ltd - 06/12/2017

1 Evaluation of Our Family Early Learning Ltd

How well placed is Our Family Early Learning Ltd 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.


Our Family Early Learning Ltd is located in Sunnynook on the North Shore. It was previously known as Prodigy Centre - Forrest Hill. The centre provides sessional and all day education and care for children over 2 years of age and is licensed for 35 children.

Our Family Early Learning Ltd is privately owned and operates in a converted house. The current owner had managed the centre for nine years before purchasing it in October 2016. She is committed to building strong relationships, and strengthening learning partnerships with whānau. This is the centre’s first ERO report under the new ownership.

The centre has a long-serving team of qualified teachers who reflect the centre’s multicultural community, and are able to communicate with parents in their home language. Curriculum development and implementation are led by the teaching team.

Centre leaders have responded positively to development priorities noted in the 2014 ERO report. These were to do with strengthening planning and assessment, and parent education on the value of play.

The Review Findings

Children enjoy inclusive, respectful relationships with adults who support their learning. They play cooperatively, and initiate imaginative play. The environment is well-resourced and attractively presented. Children have easy access to indoor and outdoor play spaces, and they respond positively to the transitions and rhythms of the day.

Children’s work is valued, and teachers recognise children as capable, confident learners. Opportunities for learning about literacy, numeracy and science are integrated into play. Children's self-management and independence is encouraged, and thus helping them to take a more active role in progressing their own learning. The ‘ready for school’ programme identifies skills and ways of learning to help children make a positive transition to school.

Children show a strong sense of belonging in the centre. Their cultural identity and language is recognised and nurtured by teachers who reflect the multicultural community. Leaders and teachers are committed to building bicultural practice in the centre. Teachers confidently use te reo Māori during the session, and integrate the language into children’s play and group activities. Children respond enthusiastically, and are learning to count, recognise colours and sing waiata.

Inclusive relationships with families are fostered. Teachers provide opportunities for parents to discuss their child’s progress, and share ideas and aspirations for future learning. Parents can access their child’s learning journey records through an online portal.

Leaders model effective teaching and learning practice. Teachers have a good understanding of Te Whāriki, the early education curriculum. They work collegially, and the team’s relationships are based on trust and respect. Professional learning offers teachers opportunities to develop their knowledge and capability. Managers encourage teachers to take leadership responsibilities. Internal evaluation is valued and used to promote professional dialogue. Current internal evaluation is supporting teachers to better respond to children’s interests.

The centre manager/owner is conscientious, and is eager to ensure the sustainability of the centre. A clear vision and well-considered strategic plan drives continual improvement. The cohesive team of staff supports the owner’s initiatives. Teachers’ ability to connect and communicate with the local community is a valuable asset for the centre. A sound system of policies and procedures underpins practice.

Key Next Steps

The centre manager and teachers agree that key next steps include continuing to:

  • develop questioning techniques that extend the complexity of children’s thinking, and further strategies that encourage children to lead their own learning
  • strengthen the depth of teacher’s reflections on the effectiveness of their practice
  • promote the expectations of Te Whāriki, by extending and challenging older children to further support their readiness for transitioning to school.

Management Assurance on Legal Requirements

Before the review, the staff and management of Our Family Early Learning Ltd 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 Our Family Early Learning Ltd will be in three years.

Graham Randell

Deputy Chief Review Officer Northern

Te Tai Raki - Northern Region

6 December 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


Sunnynook, Auckland

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

35 children over 2 years of age

Service roll


Gender composition

Girls 15 Boys 20

Ethnic composition

Latin American


Percentage of qualified teachers


Reported ratios of staff to children

Over 2


Better than minimum requirements

Review team on site

October 2017

Date of this report

6 December 2017

Most recent ERO report(s)

Education Review

April 2014

Education Review

March 2011

Education Review

March 2008

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.