Redwood Early Childhood Centre - 28/06/2018

1 Evaluation of Redwood Early Childhood Centre

How well placed is Redwood Early Childhood Centre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

The centre is well placed to promote positive outcomes for children.

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


Redwood Early Childhood Centre is a not-for-profit, community-owned education and care service. The centre is governed and managed by an elected governance committee, and a centre manager.

The centre is licensed to provide care and education for up to 40 children, including 10 children under two years old. It has a preschool room and a nursery. Both areas have separate outside play spaces. A centre manager oversees the centre and is supported by a preschool team leader and a nursery team leader. Most staff are registered and qualified early childhood teachers or are in training for qualification.

Since the previous 2014 ERO review, there has been a change in needs within the centre's community as well as changes to key leaders' and staffing positions in both teams. There have been well-supported adjustments to the composition of the governance committee. The centre is continuing to address the key next step of the 2014 review to include children's views about their learning.

The Review Findings

The centre philosophy provides a clear vision for the governance committee, leadership, staff, children and their families. It focuses on enhancing children's development and wellbeing through whanaungatanga, to enable them to become competent and confident lifelong learners. As a community-based education and care centre, Redwood Early Childhood Centre is inclusive, home-like, inclusive and respectful in its practices.

A wide range of child-directed learning opportunities allows children to make choices and lead their own learning. A play-based learning approach enables children to further extend their learning through creativity. Teachers value children's opinions and see them as capable and confident learners. Teachers share a commitment to inclusive education. All teachers have a shared, collaborative responsibility for the progress and development of each child in the centre.

Individualised learning, and teaching and learning processes and practices prioritise the needs of each child. Children have many opportunities to work co-operatively together on their chosen tasks. They are well supported during transitions into, within and from the centre.

The nursery ratios promote and support responsive caregiving. Infants experience a calm and nurturing environment and caring interactions with teachers. Teachers' calm, unhurried approaches suit infants' individual pace, and there is a strong focus on oral language and whole child development. Teachers understand the concept of aroha, including compassion and respect.

Positive relationships with children and their parents are highly evident across the centre. Children with specific learning and behavioural needs are well supported by staff. Engagement with parents and whānau is very well promoted and communication is regular and informative.

Leaders have had to manage a range of changes in the last four years. A distributed leadership model is clearly evident. Leadership is responsive to parents, whānau and staff. The centre's leaders have strong educational and professional networks. Internal evaluation processes and practices which promote positive outcomes for children are well developed and implemented.

There is a positive relationship between the governance committee and leadership. The committee has effective governing processes and is experienced and skilled in its role. The committee's commitment to the community is very evident. This includes the provision of resources and professional development opportunities for staff, and decision making that best supports children's interests and needs.

Key Next Steps

The centre has clearly identified, and ERO agrees, that the key next steps to further improve outcomes for children are to:

  • continue to develop knowledge and understanding of tikanga Māori and values to guide future strategies and initiatives in the centre
  • develop learning and assessment practices to build partnerships which enable parents and whānau to contribute to their children’s learning
  • continue to embed the Te Whāriki Curriculum 2017.

Management Assurance on Legal Requirements

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

Dr Lesley Patterson

Deputy Chief Review Officer

Te Waipounamu - Southern Region

28 June 2018

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, including up to 10 aged under 2

Service roll


Gender composition

Boys 29 : Girls 34

Ethnic composition

Other ethnicities


Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates


Reported ratios of staff to children

Under 2


Better than minimum requirements

Over 2


Better than minimum requirements

Review team on site

May 2018

Date of this report

28 June 2018

Most recent ERO report(s)

Education Review

May 2014

Education Review

April 2011

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.