42A Boundary Road, Clover Park, Auckland
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for St Peter Chanel Preschool are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whāngai Establishing |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whāngai Establishing Whāngai Establishing |
St Peter Chanel Preschool is a bilingual Samoan service, located on the grounds of the St Peter Chanel Church. A multi-site manager leads a team of four registered teachers, four support staff and an administrator. The philosophy includes Catholic values and principles. Most children attending are Samoan. A small number of Māori enrolled.
Children are supported through caring and responsive relationships with teachers and their peers. Infants and toddlers experience calm and unhurried routines. A language-rich environment supports children’s sense of belonging. They are seen as confident learners and communicators.
Teachers are aware of the unique place of Māori which is clearly reflected in the curriculum. They are continuing to learn about local hapū, iwi, history, and sites of significance, and incorporate these into the localised curriculum.
The values of the Catholic faith are inherent in the daily programme. Assessment and teaching practices are inclusive of these values and children’s identities, languages, and cultures. Parents and whānau contribute to their children ‘s learning by sharing their perspectives and aspirations. Teachers value diversity and inclusion.
Teachers understand how the curriculum aligns to the principles and strands of Te Whāriki, the early childhood curriculum. It is timely for them to use the learning outcomes of Te Whāriki to inform curriculum planning and evaluation and show assessment of children’s progress.
Systems for improvement are in the early stages of development. The professional growth cycle has recently been implemented. The internal evaluation process has been identified by leaders as a priority area for improvement. A focus on ongoing monitoring and evaluation is required that considers the impact and effectiveness of improvement actions in relation to the learning outcomes of individuals and groups of children.
Delegated leadership supports collective responsibility. There is a clear vision and strategic direction for the service and fit for purpose policies and procedures to guide practice.
St Peter Chanel Preschool will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of St Peter Chanel Preschool completed an ERO 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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Patricia Davey
Director of Early Childhood Education (ECE)
10 July 2024
| Early Childhood Service Name | St Peter Chanel Preschool |
| Profile Number | 10309 |
| Location | Clover Park, Auckland |
| Service type | Education and care service |
| Number licensed for | 50 children, including up to 15 aged under 2 |
| Percentage of qualified teachers | 80-99% |
| Service roll | 44 |
| Review team on site | March 2024 |
| Date of this report | 10 July 2024 |
| Most recent ERO report(s) | Education Review, June 2016; Education Review, February 2013 |
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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.
St Peter Chanel Preschool caters for children from birth to five years of age. Catholic teachings and beliefs form a base that guides the daily programme and the tone of relationships between adults and children.
The preschool provides predominantly for Samoan children and their families. Its Catholic special character is clearly evident in the environment and centre practices.
The centre roll is becoming increasingly culturally diverse. Teachers also come from diverse ethnic backgrounds, reflecting that of the community. Children benefit from high teacher-to-child ratios, enabling good provision for individualised interactions and support for learning.
The centre's 2013 ERO report noted the inclusive and nurturing environment provided for children. The bicultural nature of programme planning was being developed, and aspects of Māori language, tikanga and culture were being enhanced with support from Māori parents.
The report also suggested management and staff could strengthen centre practices by further:
strengthening self-review processes
imbedding the principles of Te Whāriki, the early childhood curriculum, in centre planning
developing clear expectations of effective teaching strategies throughout the programme
focusing on the promotion of children's self-management and creative skills
developing transition to school programmes
reorganising and regularly reviewing preschool policies.
The centre manager has worked with teachers to progress these developmental areas, and initial improvements are evident in most areas. Further strengthening in all areas could help to develop high quality centre practices.
Children have a strong sense of belonging in the centre. They are encouraged to be independent explorers and have opportunities to select from a wide range of activities and equipment. Teachers are consistently nurturing, caring and appreciative of children.
Parents find teachers positive and approachable. Families are well informed about their children's participation in the programme through a range of documents and displays. Parent events and children's excursions are well attended. Exploring ways in which teachers can share their knowledge and expertise with parents about how children learn and how parents can support their children's learning at home could be a useful next step in building strong and productive partnerships with families.
Learning is based on Te Whāriki, the early childhood curriculum. Teachers are committed to maintaining Gagana Samoa in their interactions with children. The bicultural heritage of Aotearoa/New Zealand is affirmed and children's diverse cultural backgrounds are acknowledged and valued.
Children with special learning requirements are well cared for by teachers. Specialist staff provide them with individual programmes and specific support.
Infants and toddlers explore and play independently in well designed, age-appropriate learning environments. Teachers are beginning to explore the use of technology as a way of further enriching children's learning.
There are good opportunities for children to be physically active, including provision of a range of equipment and play options to help children develop their physical dexterity. Older children often organise their own physical activities, and toddlers display developing physical competencies in their play. The promotion of healthy food choices is enabling both children and families to learn about wise food choices and the importance of a nutritionally balanced diet and regular eating patterns.
Leadership roles are being redefined and strengthened. Governors are separating their roles from centre management responsibilities, enabling them to focus more specifically on governance matters.
The centre manager is being mentored by an external early childhood advisor and, in turn, is providing mentoring for team leaders to help establish shared understandings about effective teaching and learning. Team leaders are also beginning to take more of a leadership role in mentoring and supporting staff under their supervision. This well defined leadership development structure is in the early stages of implementation and has potential to increase the professional capabilities of all staff.
The centre manager and governors have self-identified useful areas where centre operations could be further developed. Team leaders also agree that they could continue to strengthen centre practices and children's wellbeing and learning by:
using indicators of high quality practices, including He Poutataki, to guide programme and curriculum implementation
further imbedding and standardising the quality of planning, assessment and evaluation (PAE) processes across teaching staff
continuing to progress strategies for extending children's learning, creativity and early literacy and numeracy development within the context of play.
It could also be useful to reduce/rationalise the number of centre policies, and introduce a regular cycle of review for policies and procedures.
Before the review, the staff and management of St Peter Chanel 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:
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 further improve practice, centre managers should:
The next ERO review of St Peter Chanel Preschool will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
30 June 2016
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 |
Manukau, Auckland |
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Ministry of Education profile number |
10309 |
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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 |
50 children, including up to 15 aged under 2 |
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Service roll |
49 |
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Gender composition |
Boys 30 Girls 19 |
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Ethnic composition |
Māori Samoan Middle Eastern Indian Tongan Vietnamese other |
3 23 10 3 3 3 4 |
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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 |
1:3 |
Better than minimum requirements |
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Over 2 |
1:7 |
Better than minimum requirements |
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Review team on site |
March 2016 |
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Date of this report |
30 June 2016 |
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Most recent ERO report(s)
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Education Review |
February 2013 |
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Education Review |
December 2009 |
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Education Review |
April 2006 |
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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:
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.
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.