Peacocks Early Learning Centre - 28/09/2016

1 Evaluation of Peacocks Early Learning Centre

How well placed is Peacocks Early Learning Centre 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.


Peacocks Early Learning Centre in Western Springs, Auckland is an attractive, purpose-built facility. The centre offers all-day education and care for up to 80 children from three months to school age. Children are in age related groups in four rooms; Pohutukawa and Kowhai for infants and toddlers, and Rata and Kauri for the older children.

The centre philosophy is based on Te Whāriki, the early childhood curriculum and inspired by the Reggio Emilia philosophy. The philosophy is based on the belief that children learn through play and that learning is fostered through children's dispositions and interests. Weekly visits to the Ngāhere, a nearby park, further enrich children's play and exploration.

The centre owner has employed a professional practice mentor to provide teachers with professional development. Most teachers are qualified. A centre manager is responsible for daily management of the centre and works alongside the team leaders of each room. The centre employs a full time chef.

At the time of the centre's first review in 2013, ERO noted the high quality education and care provided for children, strong professional leadership and the effective use of self review to inform ongoing improvement. ERO suggested that strengthening partnerships with parents, and the centre's commitment to the Treaty of Waitangi were key next steps. The centre has made very good progress in these areas.

The Review Findings

Children and their families benefit from positive and supportive relationships with teachers. Children in all rooms are highly engaged, articulate and negotiate with their peers and adults about their play decisions. They initiate and sustain complex play well and are empowered to take responsibility for themselves and others. Children's ideas are encouraged, accepted and respected by their peers and teachers. Collaborative ways of working are fostered between children, families, teachers and leaders.

Teachers are welcoming and take time to settle children when they arrive. Children are encouraged to explore the natural resources that are thoughtfully prepared for them. They play happily in small groups and individually on their projects for sustained periods of time. Teachers ensure that relevant resources are available to develop individual children's learning. Teachers provide open ended activities that challenge and invite children to explore.

Infants and toddlers enjoy discovering their world in a calm, and unhurried way. Teachers communicate daily with parents and respect children's individual care routines. They interact with children in ways that respect them as capable and competent individuals.

Children's cultures are respected in the centre's programme. Teachers offer children opportunities to engage in a wide variety of challenging activities. Oral language development is well supported and the quality of questioning by teachers to foster children's thinking is a strength.

The programme is highly effective. Teachers know the children well and use this information to plan programmes for groups and individuals. High quality assessment documentation show the ways teachers provide for children's inquiry and builds on their prior experiences. Teachers value children's contribution and seek to enrich their experiences to show their learning progress over time.

Teachers and leaders have high expectations for professional practice. A robust performance management process contributes to teacher's ongoing professional capability and development of cultural competence. Relevant and targeted professional learning supports the growth of effective practice. Leadership opportunities are provided and teachers are supported to develop relevant skills.

Internal evaluation is guided by a shared vision of continuous improvement. Centre managers often involve consultation with staff and parents around areas under review. Managers are responsive to and act upon this feedback. Regular management meetings enable leaders to reflect on practices, identify challenges, and develop plans for improvement.

Governance and leadership is highly effective. The owners, professional practice mentor and centre manager have formed a strong, collaborative leadership team to improve outcomes for children, whānau and teachers. There is clear alignment between internal evaluation, professional learning, teacher appraisal goals and the centre's strategic direction.

Key Next Steps

ERO and leaders agree that to enhance existing high quality practices, teachers should continue to further strengthen bicultural practices through the centre.

Management Assurance on Legal Requirements

Before the review, the staff and management of Peacocks Early Learning Centre 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 Peacocks Early Learning Centre will be in four years.

Graham Randell

Deputy Chief Review Officer Northern

28 September 2016

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


Western Springs, Auckland

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

80 children, including up to 25 aged under 2

Service roll


Gender composition

Boys 51 Girls 40

Ethnic composition









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


Meets minimum requirements

Review team on site

July 2016

Date of this report

28 September 2016

Most recent ERO report(s)

Education Review

April 2013

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.