5 Hain Avenue, Mangere East, Auckland
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 are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Pukeko Preschool Mangere East are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whakatō Emerging |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whāngai Establishing Whakatō Emerging |
Pukeko Preschool Mangere East is one of six services in the Pukeko Preschool group. An operations manager and a curriculum manager provide governance and leadership support. A qualified centre manager leads the team and is responsible for daily operations. Most of the children enrolled are of Pacific heritages and a small number are Māori.
Children benefit from calm and predictable daily routines. They are valued as individuals and provided with opportunities to make decisions about their learning. Children lead their play as they engage with their peers. The environment fosters independence through easy access to resources that encourage exploration. Wall displays include children’s work that shows how they are involved in the curriculum.
Teachers who work with infants and toddlers maintain an environment that promotes unhurried interactions. They are responsive to children’s verbal and non-verbal cues. Teachers maintain a calm, slow pace in which younger children have space and time to lead their learning.
Teachers know children and their whānau well. The environment reflects the ethnic diversity of the community. Children learn about the languages and cultures of others through participating in language weeks and centre events. Māori and pacific learners experience an environment where their language and culture are respected and celebrated. This is reflected in centre resources, wall displays, and home languages being heard in the daily curriculum.
Assessment information focuses on children’s interests. The teaching team is at an early stage of building their shared understanding about how the learning outcomes in Te Whāriki, early childhood curriculum are used. Assessment information does not yet consistently:
Governance and leadership are establishing processes to build teacher capability. Teachers have opportunities to access relevant professional learning and development. Professional leaders have recently been appointed with an aim to further improve teaching practice.
A culture of relational trust is evident amongst leaders and teachers. A process of self-review is in place. Internal evaluation systems are in the early stage of development in individual services and at an organisational level. Better monitoring of health and safety is required.
Pukeko Preschool Mangere East will include the following actions in its Quality Improvement Planning:
Leaders and teachers to continue to:
Governance and management to:
Before the review, the staff and management of Pukeko Preschool Mangere East completed an ERO 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 service has provided ERO with evidence to show the following non-compliances have been addressed:
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Patricia Davey
Director of Early Childhood Education (ECE)
22 November 2023
| Early Childhood Service Name | Pukeko Preschool Mangere East |
| Profile Number | 25012 |
| Location | Mangere East |
| Service type | Education and care service |
| Number licensed for | 35 children, including up to 10 aged under 2 |
| Percentage of qualified teachers | 80-99% |
| Service roll | 41 |
| Review team on site | August 2023 |
| Date of this report | 22 November 2023 |
| Most recent ERO report(s) | Education Review, May 2019. Education Review, May 2015. |
Not well placed | Requires further development | Well placed | Very well placed |
Pukeko Preschool Mangere East is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Pukeko Preschool Mangere East is one of four privately owned centres providing education and care for local communities. This service provides both sessional and full-day options for up to 35 children, including a maximum of 10 children aged under two years. Staff and children reflect the diverse local community. The roll includes small groups of Māori children and those with Pacific heritage. The majority of teachers are qualified.
The owners have developed vision, mission and philosophy statements in collaboration with all staff across the organisation and with whānau. These statements guide teachers' thinking about responsibilities and expectations for teaching practices, and inform whānau about centres' teaching and learning values. The centre is led by a manager under the guidance of the owners, who provide ongoing support and guidance, and operational frameworks for teachers.
Children are grouped according to age. Younger children spend some time during the day with the older children, but are mostly in separate indoor and outdoor spaces. Older children have spacious environments for play.
The 2015 ERO report noted good practices that have been sustained. It also identified areas for development, including self review, programme planning and evaluation, teachers' questioning techniques, and incorporating bicultural practices.
Children and their families are warmly welcomed. Teachers' relationships with whānau/caregivers help both whānau and children to settle in the centre. Whānau and caregivers who spoke to ERO generally think highly of the care and education their children receive. They have good opportunities to share their aspirations and expectations for their children's learning.
Infants and toddlers are settled and trusting with teachers. They have prolonged opportunities to explore their learning spaces. Teachers provide a range of appropriate resources to support their play. They interact consistently with children, and comfort those still settling.
Older children make choices about their play from the wide range of activities and experiences available indoors and outdoors. The environment is accessible, comfortable and planned to attract children. Some teachers stay close to children and engage them in conversations about their ideas and plans for play. It would be useful for teachers to consider ways to use questions that prompt children's responses and challenge their thinking.
Children are learning about the value teachers place on their cultural identity and languages. In particular, teachers support children's understanding of te ao Māori. Teachers sing with children, using te reo Māori and gagana Samoa, as well as musical instruments, to support children's participation. Children are highly engaged during these music sessions.
Most children engage easily in independent play alongside other children. Some children need closer supervision to help them develop more caring relationships with others. The centre manager models appropriate responses to less cooperative interactions. Teachers should now plan and implement strategies to help children develop self-management skills and social competence.
Teachers use a framework provided by managers to guide internal evaluation. This has contributed to their knowledge and understanding of Te Whāriki, the revised early childhood curriculum. Teachers are linking this understanding to their assessment and planning processes, using their knowledge about children as a starting point. Teachers could now strengthen their evaluation of the curriculum to determine the impact of their practices on learning outcomes for children.
Management of the service is efficient. Policies and procedures are regularly reviewed. Strategic and annual plans are linked and have a focus on positive outcomes for children. As key next steps, the owners' leadership should support changes to teaching and learning, appraisal, and internal evaluation processes.
The owners and teachers should continue to:
Before the review, the staff and management of Pukeko Preschool Mangere East 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.
In order to improve current practices, teachers should use more hygienic practices when changing nappies.
Steve Tanner
Director Review and Improvement Services Northern
Northern Region
24 May 2019
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.
| Location | Mangere East, Auckland | ||
| Ministry of Education profile number | 25012 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 35 children, including up to 10 aged under 2 | ||
| Service roll | 47 | ||
| Gender composition | Girls 27 Boys 20 | ||
| Ethnic composition | Māori Samoan Fijian Indian Filipino Tongan other ethnic groups | 8 17 9 4 4 5 | |
| Percentage of qualified teachers | 80% + | ||
| Reported ratios of staff to children | Under 2 | 1:3 | Better than minimum requirements |
| Over 2 | 1:8 | Better than minimum requirements | |
| Review team on site | February 2019 | ||
| Date of this report | 24 May 2019 | ||
Most recent ERO report(s)
| Education Review | May 2015 | |
| Education Review | June 2012 | ||
| Supplementary Review | June 2011 | ||
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.
The overall judgement that ERO makes will depend on how well the service promotes 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.
| Not well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Pukeko Preschool in Mangere East, offers full day education and care for 35 children, including up to 10 aged under two years. The centre operates from an historical building next to a local church. The children enrolled are local to the community and most have Māori or Pacific Island heritages.
Infants and toddlers are cared for in a separate space within the preschool environment and also have a separate play space in the outdoors. The teaching team is fully qualified and management provides a high teacher to child ratio.
The service’s philosophy incorporates the Reggio Emilia approach which emphasises natural materials in the environment, the individuality of the child, and strong relationships between teachers, children, parents and whānau.
The centre is privately owned and the owners are very involved in the daily running of the centre. Centre managers have responded positively to recommendations made in the 2012 ERO report and good progress is evident in some areas. The recent appointment of a new centre manager should help to support on-going development.
Children and their whānau are warmly welcomed into the centre. Children settle quickly and engage in activities of their own choosing. They have good access to materials and equipment for play and move freely between indoor and outdoor play spaces. Friendships are evident amongst the older children. The centre is very inclusive in providing education and care for all children. Parents who spoke to ERO report that they are very satisfied with the service and have felt it to be particularly welcoming.
The carefully considered indoor layout invites children into attractively presented curriculum areas. The polished wooden floors, wooden furniture, large mats and numerous potted plants provide a natural, home like setting that supports children in developing a sense of well-being and belonging.
Teachers set up a good range of experiences and activities around longer-term projects and link the programme to cultural and family celebrations. They could now consider a more individual approach to programme planning, based on the emerging interests of the children. Some teachers are skilled in effective questioning that helps to extend children’s thinking.
Teachers work well with children in groups and support them to engage positively with each other. Science, literacy and mathematics feature strongly in the programme. The team has worked to develop relationships with local schools and supports children to make successful transitions to school.
Fruit trees, gardens and other planting outdoors link well to the centre philosophy as does the indoor use of natural materials. The sandpit area has recently been revitalised and extended. Managers shared that their next step in the development of the outdoor environment will be the purchase of new equipment to provide greater physical challenge for children.
Infants and toddlers have an inviting indoor play space. The door into their environment is low enough for older children to be able to open and visitors are welcomed. The open plan design eases transitions for toddlers moving through to the preschool.
Children’s home languages are respected. Attractively presented displays of photographs and a range of cultural artefacts provide links between children’s home lives, country of origin, and the centre. The teaching team use their own skills, and those of parents and whānau, to incorporate te reo Māori, Tongan, Samoan, Fijian and Chinese languages into the programme. Familiarity with Ministry of Education documents such as Tātaiako and the Pasifika Education Plan would further support the development of cultural competencies for these teachers of Māori and Pacific learners.
Managers are very supportive in providing access to professional learning for their team. Recent professional learning has strengthened the teachers' understanding of the purpose and processes of self review. Planned ongoing work with an external adviser should ensure continued development in this area and allow the centre to grow supportive local networks. A more robust appraisal system would support teachers to continue to strengthen their overall practice.
Policies and procedures that guide centre direction are reviewed regularly with input from teachers and families. These recognise Māori as tangata whenua and make reference to Te Tiriti of Waitangi.
ERO and the centre managers agree that key next steps include:
Before the review, the staff and management of Pukeko Preschool Mangere East 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 centre is aware of the need to ensure all staff are regularly police vetted.
The next ERO review of Pukeko Preschool Mangere East will be in three years.
Dale Bailey
Deputy Chief Review Officer Northern
25 May 2015
| Location | Mangere, Auckland | ||
| Ministry of Education profile number | 25012 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 35 children, including up to 10 aged under 2 | ||
| Service roll | 52 | ||
| Gender composition | Girls 32 Boys 20 | ||
| Ethnic composition | Māori Pākehā Tongan Indian Samoan Cook Island Chinese Fijian South East Asian | 21 3 7 6 6 3 2 2 2 | |
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates | 80% | ||
| Reported ratios of staff to children | Under 2 | 1:3 | Better than minimum requirements |
| Over 2 | 1:8 | Better than minimum requirements | |
| Review team on site | February 2015 | ||
| Date of this report | 25 May 2015 | ||
| Most recent ERO report(s) | Education Review | June 2012 | |
| Supplementary Review | June 2011 | ||
| Education Review | June 2010 |
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.