Peter Pan Childcare Mt Roskill - 30/01/2015

1 Evaluation of Peter Pan Childcare Mt Roskill

How well placed is Peter Pan Childcare Mt Roskill 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.


Peter Pan Childcare in Mt Roskill, Auckland, is a service that embraces the Reggio Emilia teaching and learning philosophy. It provides full day care for up to 50 children from infants to school age in two age-related groups. All of the teaching staff are registered teachers and they reflect the cultural diversity of centre families.

The centre is one of four operated by the owners. They provide a management and policy framework to guide centre practices. The management team includes three Professional Practice Mentors (PPMs) who coach teachers, and lead curriculum development and self review across the four centres. The managers frequently visit the centres, but also have a centre supervisor who takes responsibility in their absence. Teachers engage in ongoing professional development that is designed to enhance their teaching skills.

The centre was first reviewed in 2011. At that time ERO identified the quality of learning experiences and the environment as strengths of the service. These strengths continue to be features of the programme, and teachers have addressed recommendations to develop more complexity and group learning in children's play. They continue to develop their skills in te reo and tikanga Māori.

The Review Findings

Children are enthusiastic and engaged learners. They have positive relationships with teachers and play cooperatively with their friends. Children are confident in an environment that provokes their interest and provides opportunities for them to sustain complex independent play.

Children benefit from ongoing project work that encourages them to explore new concepts and to question possibilities. Older children are extending their language and thinking skills in a setting where adults respect their competence and challenge them to solve problems. Children are accomplished artists, story-tellers and investigators. Infants and toddlers are warmly nurtured with resources and experiences that prepare them well for independent exploration.

Teachers support children's learning very well. They have caring relationships with families and their knowledge of cultures and home languages help them to respond to individual interests and family aspirations. Teachers integrate literacy, mathematics and science learning meaningfully into children’s play, encouraging children to investigate their questions and use resources in creative ways. Teachers work collaboratively to support each other and are committed to further developing te reo and tikanga Māori in their programmes.

Parents who were interviewed speak highly of the centre. They emphasise the quality of relationships, the skill of teachers, and the opportunities their children have to develop socially and prepare well for school. Several families express appreciation for the teaching philosophy, the respect shown for different cultures, and the ways in which parents are included in their child’s learning.

Teachers’ programme planning and assessment is guided by a PPM who is very experienced in Reggio Emilia philosophy. She leads monthly planning discussions and supports teachers to become more analytical in their assessment of children's learning. While there are no documented programme plans, teachers are very reflective practitioners who keep regular records in daily diaries, maintain detailed documentation of ongoing projects, and make frequent observations of children. Over the past two years teachers have also extensively reviewed how well their documentation makes learning visible.

Centre leaders acknowledge that more staff could have leadership responsibilities. Teachers taking oversight of curriculum areas or specific age groups could contribute to valuable interim planning and understanding between monthly meetings.

Centre managers are committed to providing a high quality early childhood service. Not only have they invested in capable teachers and external expertise, they have also resourced the environment with attractive and innovative fittings and equipment. Natural resources are promoted and materials displayed so that they are accessible and provoke children's investigation. The environment fosters a sense of wellbeing and belonging for children.

The management structure is evolving. The PPMs and a human resources person support the owners to manage the operation of the four centres. Currently their roles are somewhat fragmented. Further policy and philosophy development is needed, and greater clarity around performance management would enhance staff development. Managers intend that a new PPM with considerable experience in self review will help teachers to refine their review practices.

Key Next Steps

Centre leaders agree that key next steps should include:

  • ongoing development of self review, including evaluating the effectiveness of processes in relation to the quality of learning outcomes for children
  • continuing to develop assessment practices to emphasise the focus on each child’s individual learning
  • clarifying management and leadership roles to provide better cohesion and continuing to strengthen the alignment between strategic and annual planning.

Management Assurance on Legal Requirements

Before the review, the staff and management of Peter Pan Childcare Mt Roskill 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 Peter Pan Childcare Mt Roskill will be in three years.

Dale Bailey

National Manager Review Services Northern Region

30 January 2015

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


Mt Roskill, Auckland

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, including up to 20 aged under 2

Service roll


Gender composition

Boys 29 Girls 22

Ethnic composition





Sri Lankan








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

November 2014

Date of this report

30 January 2015

Most recent ERO report(s)

Education Review

December 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.