St Andrews Preschool - 12/05/2020

1 Evaluation of St Andrews Preschool

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

Not well placed

Requires further development

Well placed

Very well placed

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

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


St Andrews Preschool is a small well-established service operating within the grounds of St Andrews Presbyterian Church in Manurewa. It is licensed for 40 children and provides education and care for children from two years of age to school age.

The centre's Christian principles, philosophy and values underpin teaching practice and centre developments. The philosophy emphasises and embraces biculturalism and aims to develop children's love of learning. The preschool serves a multicultural community and offers families flexible enrolment options based on their children's needs.

The preschool is governed by the church. The board delegates centre operations to the head teacher and centre administrator who manage the centre and report to the board. The experienced head teacher leads a teaching team of four qualified teachers.

The 2016 ERO report noted strengths in the programme provided for children including the centre's values, parent involvement in learning and teachers' use of children's home languages. The centre responded well to recommendations made in the report. Bicultural practice, teachers' knowledge and capability in te reo and tikanga Māori, and teacher appraisal processes have all been strengthened.

St Andrews Preschool is a member of the Alfriston Kāhui Ako | Community of Learning.

The Review Findings

Children and their whānau are welcomed into the inclusive and well-resourced centre. Well-planned arrival routines allow parents to make contact with teachers each morning. Teachers' caring interactions promote children's wellbeing and foster their sense of belonging. Children are settled and comfortable in the centre environment and play well alongside each other.

Children benefit from a calm, unhurried pace and opportunities to learn through play. They experience extended periods of uninterrupted play that enable them to sustain their interest in activities and learning.

The learning programme is aligned to the principles and strands of Te Whāriki, the early childhood curriculum. Teachers authentically integrate biblical teaching, literacy and numeracy into play throughout the day. Leaders and teachers plan to strengthen programmes by adding more complexity to children's play and learning activities.

Transitions into the centre and onto school are very well planned and managed. The centre works with families to provide flexible transition and enrolment options to suit individual children's needs. This inclusive practice also supports children with additional learning needs.

Learning programmes provide children with opportunities to take increasing responsibility for their own wellbeing and development of self-management skills. This is designed to prepare children for when they transition to school.

Bicultural practices are strongly evident. Te reo Māori is interwoven through the programme. Teachers have a commitment to strengthening their knowledge and capability in te reo and tikanga Māori. Centre programmes and practices also develop children’s knowledge and appreciation of other cultures and languages. Children have opportunities to hear and use languages other than English. Bilingual children and their families are very well supported in the centre.

Children and teachers regularly make visits in the local community. Teachers provide for additional physical challenge for older children by using the school playground next to the centre. These visits help to build children's sense of belonging and to make connections with their local neighbourhood.

The centre continues to respond well to the needs of the culturally diverse community. Leaders and teachers have established strong relationships with parents and families. Learning partnerships are promoted through the provision of literacy and play resources for children and families to use at home.

The qualified teaching team is well led by the centre manager. Professional relationships and collaboration are evident. The organisational culture supports ongoing centre improvement and building teachers' practice through relevant professional development.

The management committee supports staff to gain additional teaching qualifications and professional learning opportunities to enhance children's learning outcomes. A new process for internal evaluation is being used to inquire into teaching practice and improve outcomes for children. Long-term and annual planning processes guide centre operations. Leaders agree they need to check that documentation of all safety practices and procedures is consistently completed to ensure licensing requirements are always met.

Key Next Steps

Key next steps include:

  • evaluating the impacts and progress of strategic and annual planning goals

  • evaluating the impacts of teaching practice on children's learning

  • continuing to assist teachers to be more intentional in responding to learning activities that will challenge and extend children.

Management Assurance on Legal Requirements

Before the review, the staff and management of St Andrews 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.

To improve current practice, the service managers should check and ensure parental signatures are recorded on medication forms and accident reports.

Steve Tanner

Director Review and Improvement Services (Northern)

Northern Region - Te Tai Raki

12 May 2020

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


Manurewa, Auckland

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children over 2 years of age

Service roll


Gender composition

Girls 17 Boys 16

Ethnic composition

NZ European/Pākehā
Middle Eastern
other ethnic groups


Percentage of qualified teachers


Reported ratios of staff to children

Over 2


Better than minimum requirements

Review team on site

February 2020

Date of this report

12 May 2020

Most recent ERO report(s)

Education Review

June 2016

Education Review

May 2013

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

The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:

  • Very well placed

  • Well placed

  • Requires further development

  • Not well placed

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.