Richmond Preschool - 19/02/2018

1 Evaluation of Richmond Preschool

How well placed is Richmond Preschool to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Richmond Preschool is well placed to promote positive learning outcomes for children.

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


Richmond Preschool opened in April 2017. The service had previously operated as Richmond Montessori Preschool.

The service caters for children from two years old to school age. The leader and permanent staff member are qualified early childhood teachers. The service provides large, spacious indoor spaces and two separate outdoor play areas.

The new owner/leader has developed a philosophy for the centre that emphasises respectful and supportive relationships. The philosophy states that the curriculum will align to the principles, strands and goals of Te Whāriki 2017. It also states that te reo and tikanga Māori will be interwoven into the curriculum and children's home cultures and values.

The Review Findings

The philosophy provides good direction for the service to achieve its vision for high quality learning and care for all children.

Children's learning and wellbeing are promoted by the respectful and supportive relationships that staff build with children and their families. Children's interests are identified and parents' aspirations for their children sought. Effective use is made of this information to extend children's learning and build close links between home and centre.

Children are confident, settled and fully involved in their learning. Teachers purposefully engage children in conversations that extend their thinking and knowledge of the world. They skilfully help children to use the environment and resources to build on their interests, and to make learning meaningful and fun.

Staff make very good use of assessment and planning to identify, plan for and build individual children's learning. Assessment practices clearly show children's progress and the ways teachers have supported children's learning and development. Te Whāriki 2017 is beginning to be well used as an assessment and planning tool.

Children with additional needs and their families are well supported.

Transitions into the service are well managed and personalised to meet the needs of each child and family.

The leader and staff make effective use of professional development opportunities to improve learning and teaching and to build appropriate professional networks with other early childhood services.

Key Next Steps

In the short time the centre has been open, the leader and staff have made good progress in establishing appropriate operational systems and practices to achieve the centre's vision for learning and teaching. The leader now needs to:

  • fully develop and implement the service's strategic plan
  • establish planned internal evaluations
  • consolidate and embed teacher appraisal processes.

The leader needs to continue to strengthen assessment and planning by:

  • evaluating the effectiveness of curriculum planning and implementation in supporting children's progress
  • involving children and parents more in assessing and planning for learning.

The leader has identified and ERO agrees that the service needs to continue to strengthen bicultural perspectives.

Management Assurance on Legal Requirements

Before the review, the staff and management of Richmond Preschool 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 Richmond Preschool will be in three years.

Dr Lesley Patterson
Deputy Chief Review Officer

Te Waipounamu - Southern Region

19 February 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 0 aged under 2

Service roll


Gender composition

Boys 13: Girls 4

Ethnic composition



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

January 2018

Date of this report

19 February 2018

Most recent ERO report(s)

No previous ERO reports

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.