Ready Steady Play Early Learning Centre - 17/11/2015

1. Evaluation of Ready Steady Play Early Learning Centre

How well placed is Ready Steady Play Early Learning Centre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Ready Steady Play Early Learning Centre is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.


Ready Steady Play Early Learning Centre is a privately-owned, purpose-built centre. It is one of two centres operating within the same building and provides education and care for children from two years old to school age. Ready Steady Babies operates from the same premises. Each centre has two separate rooms. The centres work closely together under the same management and administration structure.

Most staff are qualified early childhood teachers. An administrator and housekeeper are employed to work across both centres.

Since the 2012 ERO review, there has been a change to the management structure of the centres with an assistant manager appointed in March 2015. The centre has made very good progress towards meeting the recommendations from the 2012 ERO report by developing very effective self-review processes.

This review was part of a cluster of two centres owned and administered by the same service provider.

The Review Findings

Children experience caring, responsive, relationships and interactions with their teachers. Teachers use a range of effective strategies to support children’s learning. They provide many opportunities to develop and extend children’s ideas and thinking, including aspects of literacy and numeracy.

Children actively explore the very well-resourced learning environments and make good use of creative and imaginative play experiences. Teachers are very involved in children’s play. They focus strongly on providing a wide range of natural resources, activities and choices for children. Children are independent and confident in the centre environment.

Children are well supported to develop their oral language skills. They make appropriate use of external support to help children who need additional language support.

Teachers include te reo and tikanga Māori in children’s everyday experiences. They have made effective use of professional development to build their knowledge of bicultural concepts and practices.

Teachers plan the learning programme based on children’s interests. They encourage children to solve problems and take risks as part of their learning. Teachers have used self review to improve aspects of child assessment, programme planning and evaluation.

Transitions into and within the centre are carefully planned and well managed to meet the needs of individual children and their families.

Centre leaders and teachers support and include families very well. They build strong relationships with parents and provide good opportunities for parents to share information about their children. Leaders consult with families and value their contributions.

The managers share a strong commitment to ongoing improvement of learning and teaching and supporting teachers to further develop their teaching skills. They make good use of professional development to review and improve centre systems and practices and define their roles and responsibilities within the new management structure.

Managers and teachers effectively use self review to identify what is going well and where further improvements can be made. They carefully monitor improvements to ensure they result in positive outcomes for children.

Key Next Steps

The centre managers and ERO agree that the key next steps for improving outcomes for children include:

  • incorporating te reo Māori and bicultural concepts in key documentation
  • refining and consolidating assessment, planning and evaluation processes
  • strengthening appraisal documentation and practices.

Management Assurance on Legal Requirements

Before the review, the staff and management of Ready Steady Play Early Learning 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 Ready Steady Play Early Learning Centre will be in three years.

Chris Rowe

Deputy Chief Review Officer Southern (Acting)

17 November 2015

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

35 children, two years and over

Service roll


Gender composition

Girls 25; Boys 21

Ethnic composition

Māori Pākehā Ukrainian Thai Other European

10 33 1 1 1

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


Reported ratios of staff to children

Over 2


Better than minimum requirements

Review team on site

September 2015

Date of this report

17 November 2015

Most recent ERO reports

These are available at

Education Review

June 2012


Education Review

September 2008


Education Review

June 2005

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.