Paremata Plunket Creche - 18/10/2017

1 Evaluation of Paremata Plunket Creche

How well placed is Paremata Plunket Creche 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.


Paremata Plunket Creche provides education and care for children from 12 months to three and a half years of age. Parents have the option of their children attending either a four hour or six hour session and between 1 and 5 days a week.

Licensed for 25 children including five up to two years of age, it is one of seven licensed early childhood centres across the country that operate as part of the Royal New Zealand Plunket Society (RNZPS). It is governed by a centre manager who manages the day-to-day-operation and supports a teaching team of four. An administrator is also employed.

Since the February 2015 ERO evaluation, there has been significant changes at governance level. A new centre manager, early childhood national manager and national board have been appointed. Teachers have remained consistent throughout this period. They are fully qualified.

The key next steps identified in the previous ERO report included better defining managers' roles and responsibilities, strategic planning, refining and implementing appraisal and further improving self review. Good progress has been made in addressing these.

The Review Findings

The philosophy is aligned to the centre's valued outcomes for children and provides a clear direction to the teaching programme. It was recently reviewed in consultation with leaders and teachers. Leaders have identified the need to engage with parents, families and whānau to determine what success looks like for them and their children in this context.

Children participate in a welcoming, inviting and unhurried learning environment with opportunities to engage in sustained play. Reciprocal and respectful interactions between teachers and children are evident as they work alongside each other, providing time and space for children to inquire, problem solve, investigate, explore and take risks. This contributes to children's sense of belonging.

The indoor outdoor flow allows children to access a range of activities and resources that promote and extend their interests.

Routines are responsive to the mixed-age group. Children are well supported to develop independence and self-help skills. Younger children regularly learn alongside their older peers.

The programme incorporates many aspects of kaupapa Māori such as marae visits and iwi support, waiata and te reo Māori. A next step is to enrich the bicultural programme through more consistent use of te reo Māori in everyday practice.

There is a commitment to te ao Māori through waiata, te reo, building strong relationships with hapū and iwi and targeted professional learning. This contributes to a greater understanding of what educational success looks like for whānau Māori and their children.

A useful framework for assessment, planning and evaluation of learning supports teachers with noticing children's interests, recognising their strengths and responding to their learning needs. The programme is underpinned by the early childhood curriculum Te Whāriki and used to extend children's learning.

Children's profile books are an attractive record of their interests, strengths, engagement, learning and developmental milestones. Links are made between home and centre and support children's learning. Teachers are investigating ways they can be more effective in collecting parent aspirations.

Children's transitions to other early childhood services and schools is well considered. Transitions within the centre are unhurried and responsive to their individual needs.

A collaborative leadership approach, that promotes ongoing improvement across the service, is highly evident. The skills and strengths of teachers are acknowledged and valued. Networking with other early childhood centres supports professional growth of leaders and teachers.

Priorities are identified in the well-developed strategic plan that provides overall direction for the centre and is aligned to its priorities, vision and goals. A systematic process guides policy review and implementation. Leaders have recently implemented a new internal evaluation framework. They work alongside the teaching team to build their understanding and capability for using evaluation for improvement. Deepening their understanding and evidence gathering in each part of this process is a key next step to support teachers to more effectively determine the impact of their teaching on children's learning.

A new appraisal system to support and grow teaching staff has been recently developed. Teachers are encouraged to undertake research and to set goals. Regular meetings with leaders provide opportunities for feedback. Including observations of teachers' practice, in relation to service and teacher priorities to support leaders and teachers to identify good teaching practice and inform areas of development in their professional growth, would add rigour to this process.

Improving outcomes for all children is a high priority. Governance support is provided by the RNZPS national manager. She has oversight of the service direction providing business, strategic and curriculum support. She works collaboratively with the centre managers, head teacher and teachers.

Key Next Steps

Leaders and ERO agree on the following key next steps to strengthen:

  • the bicultural programme through more consistent use of te reo Māori

  • appraisal process to include teacher observations

  • internal evaluation to improve and support continued growth in teaching practice.

Management Assurance on Legal Requirements

Before the review, the staff and management of Paremata Plunket Creche 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 Paremata Plunket Creche will be in three years.

Alan Wynyard

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

18 October 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

25 children, including up to 5 aged under 2

Service roll


Gender composition

Girls 23, Boys 23

Ethnic composition



Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates


Reported ratios of staff to children

Under 2


Meets minimum requirements

Over 2


Meets minimum requirements

Review team on site

August 2017

Date of this report

18 October 2017

Most recent ERO report(s)

Education Review

February 2015

Education Review

December 2011

Education Review

August 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.