Parent and Child Taradale - 19/12/2014

1 Evaluation of Parent and Child Taradale

How well placed is Parent and Child Taradale 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.


Parent and Child Taradale is a privately owned education and care service. It is one of three centres in Hawke’s Bay that operate under the philosophy that acknowledges the importance of children, parents, family and staff as partners in learning.

The centre is licensed for 40 children, including 18 aged up to two years. Of the children currently enrolled, 75% are up to two years of age. The centre operates in the mornings.

A key feature of the centre is that it is family based. Parents and whānau members attend with the children. Many parents bring more than one child. Teachers at the centre aim to support children’s development by providing a stimulating and secure environment in which parents and children are valued and respected.

The owner is the service provider. She works in close partnership with the area manager and centre manager, who is responsible for the day-to-day running of the centre. All teachers are qualified and registered.

The Review Findings

Children are positively supported by their parents and teachers to develop their learning and interests. These are fostered and extended in an environment that is very well resourced. Real-life experiences provide for exploration, investigation and physical activity.

A sense of belonging is promoted through responsive and respectful relationships with children, parents and whānau. Teachers know the children and their families well. Cultural diversity is celebrated.

The centre’s philosophy is highly evident in practice. The wellbeing of children, their parents and whānau is at the heart of decision-making and planning. Parents are respected as the first and most important teachers of their children.

Teachers encourage and provide opportunities for parents and whānau to contribute to the curriculum. Their aspirations are valued and taken into account in programme planning. Mathematics, literacy and science are promoted and highly evident. Wall displays show the curriculum in action and support parents participation in their child’s learning.

Teachers work closely with families to cater for children with special education needs. Transitions into and out of the centre are planned and responsive to individual needs.

Children’s learning is captured in group stories. These are being strengthened by including next steps for learning. Teachers acknowledge that this is an area for further development. Parents are encouraged and supported to contribute to their child’s learning journey at the centre.

A commitment to bicultural practice is evident. This is reflected in wall displays, resources and some use of te reo Māori. Teachers recognise the need to continue to grow their knowledge and understanding of te ao Māori.

Infants and toddlers are well supported in a calm and inclusive environment with safe spaces for those who are not yet mobile.

The centre is well managed. The leadership team is highly collegial and child-focused. Continual improvement through purposeful planned and emergent self review is focused on teaching and learning. Established systems and processes support smooth operations and on-going improvement.

Key Next Steps

Managers and leaders should continue to work alongside staff and parents to strengthen:

  • staff knowledge and understanding of te ao Māori
  • assessment of children’s learning
  • self review across all aspects of the centre operations.

Management Assurance on Legal Requirements

Before the review, the staff and management of Parent and Child Taradale 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 Parent and Child Taradale will be in three years.

Joyce Gebbie

National Manager Review Services Central Region

19 December 2014

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 and Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, including 18 aged up to 2

Service roll


Gender composition

Boys 68, Girls 65

Ethnic composition


NZ European/Pākehā


Other ethnic groups





Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates


Reported ratios of staff to children

Under 2


Better than minimum requirements


Over 2


Better than minimum requirements

Review team on site

October 2014

Date of this report

19 December 2014

Most recent ERO report(s)

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.