4 Pamir Place, Tauranga
View on mapERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
Regulatory standards |
ERO’s judgement |
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Curriculum |
Meeting |
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Premises and facilities |
Meeting |
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Health and safety |
Meeting |
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Governance, management and administration |
Meeting |
At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.
The Children’s Garden Childcare is a privately owned service. It caters for children over 2 years of age. The service’s philosophy emphasises sustainability and visits to the local bush. Of the children enrolled approximately a third are identified as Māori, and a small number of children have Pacific heritages.
Children are responded to as confident and competent learners. Their preferences are respected, and they are involved in decisions about their learning. Adults providing education and care demonstrate an understanding of children’s learning and engage in meaningful and positive interactions with children to nurture reciprocal relationships.
The curriculum is informed by assessment and planning. It is inclusive, language rich and supports children’s developing social competence. Children have a range of experiences and opportunities to extend their learning and development. Regular opportunities are provided for parents to share their aspirations and be involved in decision-making about their child’s learning.
Next steps include:
making explicit the use of the learning outcomes from Te Whāriki, the early childhood curriculum, in assessment and planning to inform and support intentional teaching
strengthening the extent to which information documented about children’s learning reflects their identity, languages and cultures.
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Patricia Davey
Director of Early Childhood Education (ECE)
31 July 2023
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Early Childhood Service Name |
The Children’s Garden Childcare |
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Profile Number |
45006 |
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Location |
Tauranga |
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Service type |
Education and care service |
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Number licensed for |
33 children over 2 years |
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Percentage of qualified teachers |
100% |
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Service roll |
36 |
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Review team on site |
June 2023 |
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Date of this report |
31 July 2023 |
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Most recent ERO report(s) |
Education Review, August 2018; Education Review, July 2015 |
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.
having its first ERO review – including if it is part of a governing organisation
previously identified as ‘not well placed’ or ‘requiring further development’
that has moved from a provisional to a full licence
that have been re-licenced due to a change of ownership
where an Akanuku | Assurance Review process is determined to be appropriate.
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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.
As part of an Akanuku | Assurance Review ERO assesses whether the regulatory standards are being met. In particular, ERO looks at a 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; safety checking; teacher certification; ratios)
relevant evacuation procedures and practices.
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
discussions with those involved in the service
consideration of relevant documentation, including the implementation of health and safety systems
observations of the environment/premises, curriculum implementation and teaching practice.
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
The Children’s Garden Childcare is a privately owned all-day education and care service located in Pamir Place, Welcome Bay, Tauranga. It is licensed for 33 children, including up to 10 aged under two years. The current roll of 34 children includes seven who identify as Māori. Children transition from the nearby Children’s Garden Preschool which operates under the same ownership, management and governance systems.
Since ERO’s last review in July 2015 the centre has changed ownership. The new owners are trained, fully registered teachers. In April the teachers and children from The Children’s Garden Preschool, Victory Street were relocated to The Children’s Garden Childcare, Pamir Place. The owners have maintained generous staffing ratios and a high proportion of qualified, fully-registered teachers--. The license has remained the same.
The centre states its philosophy aims to provide a play-based emergent curriculum where there are opportunities for children to become creative, resourceful problem solvers. They aim to teach respect and appreciation for the natural world and cultural heritage of Aotearoa New Zealand.
Some of the key next steps identified in the 2015 report have been responded to well. Daily integration of te reo Māori is evident in the centre’s programme. Further development of assessment, planning and evaluation practices remains a priority.
A strong focus on developing children’s social competence promotes a culture for learning. Children demonstrate increasing independence and confidence to communicate their preferences and their decisions are respected. Teachers know each child as a learner, their characteristics and dispositions. They use positive guidance strategies to encourage and acknowledge children's efforts and successes. Children are empowered to make choices and lead their learning.
The curriculum provides children with a broad range of learning experiences both in the centre and in the community. The upgraded outdoor learning environment and regular excursions into the local nature reserve, provide children with opportunities to engage in risk taking and problem solving. Early literacy and mathematics are woven through the programme, supporting children's skills and knowledge. Regular real-life experiences such as soup making, baking and gardening, provide authentic contexts for learning. Children are developing as independent and self-confident learners.
Māori children and whānau benefit from the manaakitanga and whanaungatanga evident in practice. They are able to participate in karakia before kai, share in waiata during the day. There are many opportunities for children to connect with and grow their understanding of the natural world. Some te reo Māori is used in teachers' conversations with children. Whānau are welcomed and feel comfortable to stay and play alongside children. These practices are supporting Māori children and their whānau to feel valued and affirmed in their culture.
Transition into the centre and on to school is flexible and responsive to the needs of individual children and their families. The centre has fostered a reciprocal relationship with the neighbouring primary school, which coordinates a weekly transition programme for children who are close to school age.
Children with additional needs benefit from an inclusive and responsive culture of learning and care. They are well supported to engage in all aspects of the programme and receive appropriate support from teachers and specialist agencies. Inclusive practices are supporting children's growing sense of belonging and wellbeing.
Parents, families and children access well-presented individual portfolios that capture children’s engagement in the life of the centre and their growing dispositional learning. Children's emerging interests are reflected in the curriculum. Further consideration needs to be given to strengthening assessment, planning and evaluation for individual children.
Leaders fund and participate in on-going professional learning and development to build teacher capability. Leaders promote a shared understanding amongst teachers of the philosophy and vision of the centre. Well-considered leadership provides valued support for teachers and contributes to a positive and calm environment for children.
A well-embedded philosophy promotes positive learning outcomes for all children. Regular communication and consultation with parents are increasing their involvement in the life of the centre. The centre's strategic direction is improvement focused. A useful guiding framework for evaluation is evident and linked to teachers' inquiries. Responsive governance ensures children benefit from ongoing improvements. It is timely to revisit and refine key centre documentation to ensure clarity of roles and responsibilities.
ERO and leaders agree that in order to further improve practice it is necessary to refine the strategic plan to develop specific long-term goals. This needs to include:
timelines and timeframes for monitoring progress towards achieving centre strategic goals
appraisal and teacher registration procedures and processes that align with the Education Council of New Zealand guidelines, and includes formal targeted observations and formalised feedback and next steps to improve teacher practice.
In addition leaders acknowledge that to support the implementation of Te Whāriki 2017 it is necessary to strengthen assessment, planning and evaluation practices to show:
intentional planning for individuals and groups of children
the parent partnership in learning
progression of children's learning and increasing complexity over time
the value of each child's language and culture.
Before the review, the staff and management of The Children's Garden Childcare 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:
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.
The next ERO review of The Children's Garden Childcare will be in three years.
Adrienne Fowler
Director Review and Improvement Services
Te Tai Miringa - Waikato / Bay of Plenty Region
23 August 2018
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.
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Location |
Tauranga |
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Ministry of Education profile number |
45006 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
33 children, including up to 10 aged under 2 |
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Service roll |
34 |
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Gender composition |
Girls 21 Boys 13 |
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Ethnic composition |
Māori |
7 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
June 2018 |
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Date of this report |
23 August 2018 |
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Most recent ERO report(s) |
Education Review |
July 2015 |
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Education Review |
June 2012 |
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Education Review |
March 2009 |
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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:
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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.