Rata Street Pre-school - 21/12/2017

1 Evaluation of Rata Street Pre-school

How well placed is Rata Street Pre-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.


Rata Street Pre-school is a community-based preschool offering all day education and care. It is located in Manunui, south of Taumarunui. It is licensed for 40 children aged over two. The roll at the time of ERO's visit was 72 and 32 identify as Māori.

A committee, representative of the community, employ five qualified teachers who all hold current practising certificates. A centre supervisor has responsibility for curriculum leadership and professional support for the teaching team. Well-developed systems and practices lead to the smooth operation of the preschool.

At the time of the July 2013 ERO report, good curriculum and teaching practice were affirmed. The next step was for leaders to continue to develop self-review practice.

Centre staff value collaborating purposefully with others to support children's transition to school. They are a member of the Taumarunui Community of Learning | Kāhui Ako.

The Review Findings

All children's wellbeing and learning is enhanced through relationship-based teaching and a very well-designed culturally responsive curriculum. Attentive teachers know children and their preferences well. Strong connections are formed as children play and learn amicably alongside their peers. Learning activities in the centre and wider community are purposefully planned in response to children's interests and strengths. Children's curiosity is provoked and their knowledge, skills and learning are extended.

The principles, strands and goals of Te Whāriki and the service philosophy of 'We Play, We Learn, We Grow' underpin the preschool's curriculum aspirations and priorities. Teachers, families and whānau have shared expectations for what they want children to experience and achieve during their early education. Educationally powerful relationships between staff, committee and the preschool community are effectively supported through deliberate planning.

Comprehensive internal evaluation of the curriculum has been carried out since ERO's previous review. It has contributed to improved outcomes for learners. Teaching staff have built their curriculum content knowledge in mathematics and literacy. They have increased confidence in teaching, and in expressing the learning occurring for children.

Opportunities abound for children to lead their own learning, be physically active, join in group experiences or retreat to quiet spaces in the highly functional learning environment. Wellconsidered literacy, mathematics, science activities and excursions in the wider community are a core component of the curriculum.

Te ao Māori is meaningfully woven through learning experiences, rituals and activities. It is an integral part of Māori, and all, children's early education. Teachers continue to build their knowledge of culturally responsive practices and adapt their teaching in light of this.

Children with additional needs are very well-catered for. Teachers access support from external agencies when necessary. Inclusive practice and a positive tone promote children's holistic development.

The governance committee and centre administrator provide valuable support to leaders and teachers. The high levels of involvement of the centre's community and a sense of collective responsibility for children, provides a very positive platform for learning.

Practices for building teachers' capability, including appraisal, are appropriate and robust. They are highly reflective practitioners who work collaboratively to continually improve outcomes for children and their families and whānau.

The dual purpose of self review for accountability and improvement is very well understood. It informs ongoing decision-making. The centre's internal evaluation effectively guides development. Priorities align to the preschool's vision and goals, clearly focus on improving teaching and learning outcomes for children.

Key Next Steps

Continue to use internal evaluation to sustain and improve current effective practices.

Management Assurance on Legal Requirements

Before the review, the staff and management of Rata Street Pre-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:

  • 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 Rata Street Pre-school will be in four years.

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

21 December 2017

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

40 children, aged over 2

Service roll


Gender composition

Girls 40, Boys 32

Ethnic composition

Other ethnic groups


Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates


Reported ratios of staff to children


Meets minimum requirements

Review team on site

November 2017

Date of this report

21 December 2017

Most recent ERO report(s)

Education Review

July 2013

Education Review

December 2009

Education Review

June 2006

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.