Pitter Patter Childcare - 13/08/2018

1 Evaluation of Pitter Patter Childcare

How well placed is Pitter Patter Childcare 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.


Pitter Patter Childcare in Mt Roskill is an independently owned early childhood education and care service licensed for 50 children, including up to 20 aged under two years. The purpose built facility operates two separate indoor and outdoor spaces for children under three and over three years of age.

The centre has recently been purchased by new owners. There have been significant staffing changes. The centre manager/owner has been strategic in appointing lead staff. The cultural diversity of the community is reflected in the teaching team.

The centre's new philosophy values the unique place of Māori as tangata whenua. It recognises parents as first teachers, the importance of partnership with them, and the involvement of the local community. Teachers' practice is influenced by Reggio Emilia theory.

The 2015 ERO review acknowledged teachers' strong relationships with children and their respect for children's diverse cultures. These strengths remain evident. Areas identified for development included focusing evaluation and assessment practices on individual learning. The new owners plan to continue this development.

The Review Findings

Leaders and teachers know their children well and effectively support them to develop interactive and social skills. Children are settled and relate well to their peers and teachers. Teachers warmly welcome children and whānau into the centre. Teachers respond well to the needs of individual children and promote their wellbeing. They provide respectful and responsive care for infants and toddlers.

Teachers and leaders are highly committed to upholding the values of te Tiriti o Waitangi and weave bicultural experiences throughout the programme. They include waiata and karakia at group and meal times. Teachers have made te reo Māori visible through wall displays. This emphasises the bicultural heritage of New Zealand-Aotearoa with families and supports teachers' use and confidence with the language. Teachers are well supported in te reo and tikanga Māori by a recently appointed staff member.

Leaders and teachers value and celebrate children and families' diverse cultures. Teachers encourage parents and grandparents to actively contribute to the programme by sharing their languages and cultures. Their contributions to the centre are valued.

Leaders and teachers encourage family and community participation in the centre. Regular excursions are a key part of the programme. These shared experiences help to build a sense of community amongst parents and whānau as well as stimulate children's curiosity.

Teachers document children's involvement in the group interests and activities. They align learning from these experiences to Te Whāriki, the early childhood curriculum. Leaders have identified the need to further develop teachers' role as the facilitators of children's play. A greater planning focus on children's individual interests and learning dispositions could result in more child-led play. Leaders expect individual portfolios to become more reflective of each child's learning journey.

Parent partnership is seen as integral to children's wellbeing and development. Teachers have begun to use on-line portfolios to share children's learning with whānau. Most parents use the electronic portfolios to interact with teachers about their child's learning. Leaders are endeavouring to engage parents more in the use of digital communication.

The centre manager has established a clear strategic direction for the service. She continues to review and enhance systems, including teachers' appraisal and internal evaluation. Leaders could now benefit from relevant professional learning focused on change management processes to effectively lead the centre through this time of growth.

Key Next Steps

Key next steps for ongoing development include the leadership team:

  • continuing to refine assessment, planning and evaluation

  • reviewing teacher practice to ensure it responds to and builds on children's interests, strengths and learning dispositions

  • continue to build leadership capability and capacity through shared readings and professional discussions.

Management Assurance on Legal Requirements

Before the review, the staff and management of Pitter Patter Childcare 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 Pitter Patter Childcare will be in three years.

Julie Foley

Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

13 August 2018

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

Girls 25 Boys 24

Ethnic composition

Other ethnic groups


Percentage of qualified teachers


Reported ratios of staff to children

Under 2


Meets minimum requirements

Over 2


Meets minimum requirements

Review team on site

July 2018

Date of this report

13 August 2018

Most recent ERO report(s)

Education Review (as Peter Pan Childcare Mt Roskill)

January 2015

Education Review (as Peter Pan Childcare Mt Roskill)

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.