Rangiora High School Nursery School - 13/06/2013

1 Evaluation of Rangiora High School Nursery School

How well placed is Rangiora High School Nursery School 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.


Rangiora High School Nursery School is a community-based education and care service. The centre has been a strongly established part of the community for 75 years. Many parents play an active and vital role in the operation of the centre and the programme. The role of regular parent help during sessions is highly valued by staff. The teaching staff is 100% qualified.

Since the 2009 ERO review, there have been significant changes to the governance, management and leadership structure of the centre. It is now governed by an independent trust and managed by a parent committee. The trust and management team appointed a new head teacher/centre manager in 2011 and an assistant head teacher in 2012. The new leadership team has high expectations for teaching and learning. Team members have undertaken extensive review and development of a number of operational and curriculum processes.

Ensuring the sustainability of the centre has been the highest priority over the last 12 months. The trust, managers, leaders, teachers, parents and community have all united to negotiate to remain on its present site that is part of Rangiora High School. Since the on-site stage of the review, this situation has been resolved and the nursery school will continue to operate from this site. Centre managers and leaders agree that the strong commitment of the staff and parent community remains a significant strength of the centre.

The Review Findings

Children and families are warmly welcomed by friendly and caring teachers. Teachers foster positive and respectful relationships with children and families. These relationships promote a strong sense of wellbeing for children and belonging for families.

Children are happy and play confidently in very spacious, well-presented and interesting learning areas. They freely explore the play spaces and make their own discoveries. Children have easy access to a wide range of high quality resources. Teachers provide long periods of uninterrupted time for children to build on their ideas.

Teachers actively participate in children’s play and focus on supporting their strengths and capabilities. They notice and respond to children’s interests and help children to think more deeply about their ideas. Teachers involve children in learning conversations that extend on their conversation and language skills. Literacy, creative play and social learning are a feature of the programme.

Teachers encourage children to take responsibility for themselves and for the environment, and to care for others. Children play well together. They share their ideas and develop friendships. Children and teachers enjoy each other’s company and have fun together.

Children’s physical skills are promoted through the extensive range of play equipment provided in the spacious outside area. Children also have good opportunities to be involved in tending the garden and learning about the natural world.

Teachers are developing their understanding and use of te reo and tikanga Māori in the learning programme. They are making good use of recent professional development to inform their practice.

Children with special education needs are well supported by caring teachers. They work closely with families to provide positive outcomes for children.

Parents are well informed of their children’s interests and centre activities through attractive profile books, informal conversations, regular newsletters, parent education and social events.

The centre is well led and managed by skilled and experienced management and leadership teams. They have made effective use of self review to improve management practices. There is a strong focus on the ongoing improvement and sustainability of the centre to provide positive outcomes for children and families.

Key Next Steps

The head teacher and assistant head teacher have made good use of external professional development to improve centre processes and practices. They have identified, and ERO agrees, that the next steps are to continue to develop assessment and programme planning and evaluation. This includes:

  • more clearly recording what teachers can do to add value to children’s learning and the progress that children are making in their learning over time
  • making better use of individual children’s assessment to inform programme planning
  • making programme planning more visible to parents and children
  • evaluating what teachers do to help children learn in the centre programme.

The head teacher and assistant head teacher have a good understanding how to use self review to improve outcomes for children. They have identified, and ERO agrees, that the next steps are to continue to strengthen:

  • teachers’ understanding and use of in-depth self review
  • appraisal and attestation processes.

The centre leaders and teachers also need to continue to increase ways to build children’s knowledge of Aotearoa New Zealand’s unique and special culture heritage.

Management Assurance on Legal Requirements

Before the review, the management of Rangiora High School Nursery School 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:

  • administration
  • health, safety and welfare
  • personnel management
  • financial and property management.

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 Rangiora High School Nursery School will be in three years.

Graham Randell

National Manager Review Services

Southern Region

13 June 2013

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

45 children, two years and over

Service roll


Gender composition

Girls 50

Boys 43

Ethnic composition


NZ European/Pākehā


Other ethnicities





Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates


Reported ratios of staff to children

Under 2



Over 2


Meets minimum requirements

Review team on site

May 2013

Date of this report

13 June 2013

Most recent ERO reports

Education Review

November 2009


Education Review

October 2006


Education Review

December 2003

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.