Pipis Childcare and Preschool - 12/06/2020

1 Evaluation of Pipis Childcare and Preschool

How well placed is Pipis Childcare and Preschool to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Pipis Childcare and Preschool is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.


Pipis Childcare and Preschool serves the rural and coastal communities of the Tutukaka Coast. It is licensed to provide education and care for 47 children, including up to eight under two years of age. The hours most children attend are similar to school hours.

The centre's philosophy celebrates and encourages tuakana/teina relationships where younger children learn from older siblings and their peers. Children are cared for in two rooms. The outdoor area enables infants and toddlers to engage in mixed-age play.

Leadership of the service is provided by the head teacher and the centre manager/owner. Most teachers are long-serving, and all are qualified.

Since ERO's 2015 review, the centre has focused on growing the capability of leaders and teachers to improve outcomes for all children.

The centre is a member of Ngā Kura mo te ako o Whangarei Kāhui Ako Group 1 | Community of Learning (CoL).

The Review Findings

Children are settled and self-assured to lead their own play independently and cooperatively. They communicate confidently with adults. Children engage in set routines in readiness for school from the age of two through to preschool. These routines are consistently implemented giving children a sense of security in the centre. Infants and toddlers are supported and encouraged to freely explore alongside older children. They have easy access to an environment that is well resourced, calm and nurturing.

Learning environments for children are spacious, and resources are freely accessible. Features in the outdoors include the natural surroundings, which provide challenges and interest. Children are encouraged to explore and become fully involved in a variety of activities. The indoor learning environment is thoughtfully organised and enjoyable for children.

Teachers have established strong relationships with the children and their whānau. They respect children's play and are responsive to each child's pace of learning, needs and interests. They skilfully use a range of strategies to encourage the development of children's learning. Successful transitions are supported by effective partnerships between whānau, the centre and schools.

Curriculum design and implementation are underpinned by Te Whāriki, the early childhood curriculum. Teachers regularly reflect on and evaluate teaching practices, programme planning, and the impact of these on outcomes for children. Teachers use an individual planning approach for each child's learning. They record parents' and children's voices, which further informs curriculum planning.

Teacher practice respectfully incorporates the principles of Te Tiriti o Waitangi. Teachers are committed to further developing their bicultural practice. Te reo Māori kupu are included in the environment. Displayed phrases could be used more regularly to grow teacher confidence and capability. Centre leaders identify that strengthening the visibility of local knowledge and te ao Māori throughout the centre is a next step.

Leaders have developed relationships and collaborative ways of working with external agencies. These networks provide opportunities for leaders and teachers to build and support their professional practice. A meaningful appraisal system successfully contributes to growing teacher capability and the centre achieving its vision and goals.

There is a strong commitment to ongoing improvement. Centre priorities and goals are linked to positive learning outcomes for children. Management decisions support ongoing professional development for teachers according to their specific needs. Capacity building is strategically built into the centre's strategic direction. Internal evaluation is meaningful and timely. Teacher inquiries align to the strategic plan and are based on improvement and sustaining quality practice.

Key Next Steps

Key next steps include continuing to:

  • strengthen bicultural practices

  • support parents to become more involved in their child's learning

  • further develop the extension programme for older children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Pipis Childcare and Preschool 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.

Steve Tanner

Director Review and Improvement Services (Northern)

Northern Region - Te Tai Raki

12 June 2020

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 & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

47 children, including up to 8 aged under 2

Service roll


Gender composition

Girls 40 Boys 32

Ethnic composition

NZ European/Pākehā
other ethnic groups


Percentage of qualified teachers


Reported ratios of staff to children

Under 2


Better than minimum requirements

Over 2


Meets minimum requirements

Review team on site

February 2020

Date of this report

12 June 2020

Most recent ERO report(s)

Education Review

September 2015

Education Review

May 2012

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

The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:

  • Very well placed

  • Well placed

  • Requires further development

  • Not well placed

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.