Puketapu Community Early Childhood Education Centre - 05/08/2014

Evaluation of Puketapu Community Early Childhood Education Centre

How well placed is Puketapu Community Early Childhood Education 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.


Puketapu Community Early Childhood Education Centre is situated a few kilometres inland from Taradale in the rural community of Puketapu. The local primary school is across the road. All children presently attending the centre live in close proximity to Puketapu.

The centre is licensed for 22 children aged from two to five years old. It is open five days a week from 8.45 am until 1 pm. Three teachers are employed to work with children and their families.

The centre has a positive relationship with Puketapu School. Children’s smooth transition to school is a feature.

A sense of community is evident. Parents are actively involved in the centre through representation on the management committee. Children benefit from the strong community partnerships and the warm, responsive relationships among all associated with the centre.

The centre has a positive ERO reporting history.

The Review Findings

The programme is led by children and is based on their interests. There is a community focus and children demonstrate a sense of belonging. Informal opportunities are used well by teachers to discuss children’s interests and aspects of their learning at home, with parents.

Trusting partnerships between adults support children’s learning. Parents are valued and know they have a place in the centre. Several parents spend time at the centre and share their skills with children, teachers and other parents. Teachers know children and their families very well. They use this knowledge to promote children’s learning.

Highly effective transition practices support children as they enter the centre and when they leave to attend school. There is a very good relationship between centre personnel and Puketapu School. Weekly visits to the new entrant class by older children from the centre build and consolidate children’s sense of belonging. All children who leave the centre at five years old go on to attend the school.

Assessment, planning and evaluation are sound processes. Teachers regularly assess children’s progress in a number of ways. Assessment is used to support children by building on previous learning to develop new skills.

Children engage in a wide range of literacy and mathematical experiences. They are exposed to print and number through the thoughtful choice of resources and displays. Children’s work is attractively displayed and clearly linked to their developing strengths and interests.

Children are competent and capable learners. They help themselves to resources and have confidence to lead their own learning. They show high levels of negotiating skills within a secure emotional environment. Teachers draw on a range of strategies to engage with children. They are skilled at using open questions to develop children’s thinking and to prompt recall.

Parents are kept well informed about their children and the centre. Daily notices, the session book, individual children’s portfolios, newsletters and general discussion are some of the strategies used to communicate with parents. Ongoing consultation occurs with the community.

Self review is developing. Teachers reflect on their practice. Policy review and problem-solving has been the main focus. The manager and teachers identified that they needed support with self review. They accessed external professional learning and development. The next step is to continue to develop a shared understanding of the value of self review as a tool for ongoing improvement.

Teachers need to strengthen the curriculum to further support Māori children to achieve success as Māori. Te reo Māori is increasingly used by teachers within the environment. Further development to link te ao Māori perspectives across the curriculum should help extend children’s thinking and foster new understandings. Teachers should continue to make connections with parents of Māori children to ensure that their aspirations are supported.

The governance committee demonstrates a commitment to the centre and its ongoing viability. Roles were recently reviewed to ensure there is a clear definition of governance and management expectations. There is a strong focus on continual improvement.

Management Assurance on Legal Requirements

Before the review, the staff and management of Puketapu Community Early Childhood Education 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 Puketapu Community Early Childhood Education Centre will be in three years.

Joyce Gebbie

National Manager Review Services Central Region

5 August 2014

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


Puketapu, Napier

Ministry of Education profile number


Licence type

Education and Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

22 children, aged over 2 years

Service roll


Gender composition

Boys 16, Girls 12

Ethnic composition


NZ European/Pākehā



Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates


Reported ratios of staff to children

Over 2


Meets minimum requirements

Review team on site

June 2014

Date of this report

5 August 2014

Most recent ERO report(s)

Education Review

May 2011


Education Review

February 2008


Education Review

December 2004

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.