89 Parkers Road, Tahunanui, Nelson
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama- indicators of quality for early childhood education: what matters most (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Paula’s Tiny Tots Tahunanui are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whakaū Embedding |
Ngā Akatoro Domains |
ERO’s judgement |
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He Whāriki Motuhake The learner and their learning |
Whāngai Establishing |
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Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakaū Embedding |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whakaū Embedding |
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Kaihautū Leaders foster collaboration and improvement |
Whakaū Embedding |
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Te Whakaruruhau Stewardship through effective governance and management |
Whakaū Embedding |
Paula’s Tiny Tots Tahunanui is one of two privately-owned early learning services and provides education and care for a small number of infants and toddlers. The centre manager is responsible for the day-to-day running of the centre, supported by a team of qualified teachers.
Infants and toddlers experience caring and responsive interactions with kaiako, who are flexible in how they meet the needs of each child. Kaiako deliberately build children’s oral language and respectfully respond to children’s verbal and non-verbal cues. The calm and unhurried pace allows younger children the space and time to lead their own learning. There is an inclusive and affirming environment for learning.
Infants and toddlers are viewed as confident and capable learners. This is evident in the way they are well supported by kaiako to become fully involved as they play in the safe and thoughtfully resourced learning environment. A broad range of learning experiences provide opportunities for exploration and creativity.
Children and their whānau are well supported through their transitions into the service. Kaiako ensure their approaches to care are culturally responsive. This promotes a sense of security for children and their whānau. Te reo me ngā tikanga Māori are valued by leaders and kaiako and aspects are integrated into daily practice.
Kaiako are increasingly intentional in using the learning outcomes in Te Whāriki – the early childhood curriculum as a basis for assessment for learning. They work in partnership with whānau who regularly contribute to their child’s learning. There is an assessment for learning framework to guide kaiako practice. However, this is not yet consistently implemented.
Assessment records do not consistently:
Leaders and kaiako are improvement focused and implement a useful system for internal evaluation that leads to improvements to the curriculum and centre practices. Leaders are now developing the use of quality indicators to strengthen the process. They are establishing collaborative relationships to build on their professional knowledge.
Paula’s Tiny Tots Tahunanui will include the following actions in its Quality Improvement Planning.
Before the review, the staff and management of Paula’s Tiny Tots Tahunanui 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:
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
27 May 2021
| Early Childhood Service Name | Paula's Tiny Tots Tahunanui |
| Profile Number | 45317 |
| Location | Nelson |
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Service type |
Education and care service |
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Number licensed for |
15 children, including up to 15 aged under 2. |
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Percentage of qualified teachers |
80%+ |
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Service roll |
26 |
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Ethnic composition |
Māori 4, NZ European/Pākehā 13, Other, 9. |
|
Review team on site |
March 2021 |
|
Date of this report |
27 May 2021 |
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Most recent ERO report(s) |
Education Review, February 2018; Education Review, September 2014. |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Paula's Tiny Tots Tahunanui is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Paula's Tiny Tots Tahunanui is a privately-owned centre that provides education and care for infants and toddlers. The centre is licensed for 15 children up to two years of age.
Since the 2014 ERO review, there has been a change in ownership of the centre. Leaders and teachers continue to work on the key next steps from the previous review. This includes extending internal evaluation practices and developing the centre's strategic plans.
The owners provide governance and management support to the centre which is one of two Paula's centres in Tahunanui. Most staff are qualified and certified early childhood teachers. The centre manager has responsibility for the day-to-day operation of the centre.
The centre's philosophy clearly expresses the vision for children's learning and wellbeing. Staff use it to guide centre practices and to reflect the philosophy by providing a welcoming, inclusive environment for children and families.
Children and parents are valued and well supported. Children experience strong, respectful relationships with their teachers who provide a calm, unhurried learning environment.
Infants and toddlers benefit from the small number of children in the group. They enjoy close, nurturing interactions with teachers, who carefully follow each child's home routines.
Children are encouraged to explore the interesting learning environment. They experiment with a wide range of resources and activities, including the deliberate focus on messy play for infants and toddlers.
Teachers purposefully follow children’s interests to extend their learning. Children are well supported to be creative and develop their oral language skills. Each child's home language and culture is highly valued and visible in the centre.
Teachers foster sensitive transitions into and from the centre to meet the needs of each child and family. They keep parents well informed about their child's learning and development. Teachers regularly discuss parents' views and goals for their child's learning. They use this information to intentionally help to meet children's needs and goals.
Leaders and teachers have a strong commitment to furthering their knowledge and the use of te reo and tikanga Māori. They often involve Māori families in the centre’s bicultural journey in meaningful ways. Teachers value Māori and other children's cultural backgrounds and language.
Teachers make good use of professional learning and development to improve their shared team understandings and professional knowledge to benefit children's learning and their own teaching
The key next steps to improve learning outcomes for all children are to:
Before the review, the staff and management of Paula's Tiny Tots Tahunanui 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:
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
The next ERO review of Paula's Tiny Tots Tahunanui will be in three years.
Dr Lesley Patterson
Deputy Chief Review Officer Southern
Te Waipounamu - Southern Region
27 February 2018
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.
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Location |
Nelson |
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Ministry of Education profile number |
45317 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
15 children, aged under 2 |
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Service roll |
18 |
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Gender composition |
Boys: 12 Girls: 6 |
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Ethnic composition |
Māori |
3 |
|
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
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Over 2 |
Not applicable |
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Review team on site |
January 2018 |
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Date of this report |
27 February 2018 |
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Most recent ERO report(s) |
Education Review |
September 2014 |
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|
Education Review |
April 2011 |
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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:
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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.