Paula's Preschool Richmond - 04/07/2013

1 Evaluation of Paula's Preschool Richmond

How well placed is Paula's Preschool Richmond 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.


Paula’s Preschool, Richmond, is licensed to provide early childhood education and care for up to 40 children aged over two years. The facility is located in a house appropriately adapted for offering a wide range of outdoor and indoor learning experiences.

The centre operates academy classes for children aged over four. In these classes children work and play in small groups focused on fostering language and social experiences to support transition to school. They engage with literacy and numeracy experiences that are integrated in sustained learning opportunities.

The owner-manager of the service works with the supervisor who is the preschool’s professional leader. Together they form an effective team. Most staff are qualified or provisionally registered. The supervisor supports the guidance programme of those working toward registration.

Some children have attended Paula’s Tiny Tots, a nearby centre for up to two-year-olds. Transition into Paula’s Preschool is well managed so children settle easily.

The April 2010 ERO report identified self review, alignment of the strategic and annual plans and programme planning as areas for improvement. These are being addressed.

The Review Findings

Educators provide a wide range of good quality learning experiences for children. They value each child and what children learn using Te Whariki, the early childhood curriculum to guide planning and programmes. Teachers notice, recognise and respond to children’s interests and needs. Their continual reflection on practice positively influences curriculum provision. They use assessment to plan next steps for learning. The indoor and outdoor environments are exciting, inviting and have been thoughtfully planned.

All children participate in waiata, stories and experiences that link to te ao Māori. As a result of self review on how effectively the curriculum incorporates biculturalism and the extent of children’s involvement in Māori culture and language, programmes and practices have been strengthened.

Children are confident and articulate. They readily approach and speak to adults for help with problem-solving or to discuss ideas. Social interaction is encouraged and fostered by educators who are attentive and available for individuals and groups of children. Teachers skilfully observe children and make decisions about whether to intervene in play or to support the play from a distance.

Transitions into the centre and on to school are well managed. Teachers talk with new entrant teachers when planning the academy classes so that learning experiences link with school expectations. Written information is shared between Tiny Tots and the preschool assisting children to settle quickly. Children know about the new environments through visits and excursions. All children are welcomed and nurtured in a warm respectful environment.

Families are well informed. They receive good information about the care and learning of their child. There are many opportunities for families to participate in preschool programmes. Communication between staff and families contributes to educators knowing children well. Staff ask parents what they like about the centre and how things could be improved.

The philosophy is a working document prepared by educators, leaders and families. It is an important part of how the service operates. The philosophy refers to nurturing whānau as first teachers, respect, teamwork, caring for the environment and other well considered values. These are highly evident across preschool operation.

The owner and supervisor have put in place initiatives to strengthen relationships within the staff. These are appreciated and contribute to the overall caring respectful tone. Staff are involved in a useful appraisal process with appropriate professional development provided.

The preschool uses well considered review practices to seek evidence about the quality of programme delivery and next steps for them as an early childhood centre. ERO affirms the ongoing work around the implementation of reviews.

Key Next Step

ERO and the management team agree that it is timely for educators to share information about children, their interests and programmes more widely to encourage input from staff, families and children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Paula's Preschool Richmond 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 Paula's Preschool Richmond will be in three years.

Joyce Gebbie

National Manager Review Services Central Region (Acting)

4 July 2013

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


Richmond, Nelson

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children aged over 2

Service roll


Gender composition

Boys 41,

Girls 26

Ethnic composition


NZ European/Pākehā

Other ethnic groups




Percentage of qualified staff

0-49% 50-79% 80%

Based on funding rates


Reported ratios of staff to children

Under 2




Over 2


Better than minimum requirements

Review team on site

May 2013

Date of this report

4 July 2013

Most recent ERO report(s)

Education Review

April 2010


Education Review

February 2007

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.