40 Yorke Road, Haruru Falls
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 (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Paihia Early Childhood Centre are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whakaū Embedding |
Ngā Akatoro Domains |
ERO’s judgement |
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He Whāriki Motuhake The learner and their learning |
Whakaū Embedding |
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Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakaū Embedding |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whāngai Establishing |
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Kaihautū Leaders foster collaboration and improvement |
Whakaū Embedding |
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Te Whakaruruhau Stewardship through effective governance and management |
Whāngai Establishing |
Paihia Early Childhood Centre is one of two centres governed and owned by Williamson and Pye Ltd. The majority of the 16 staff members are long serving, including the supervisor who oversees daily operations. The service’s roll is becoming more diverse and includes children of Māori, Pacific and Asian heritages.
Children experience a curriculum that values who they are and promotes te ao Māori. Opportunities to participate in cultural celebrations, such as Pacific language week, enable children and their families to experience their cultures in the centre environment. Children with additional learning needs are supported with individual developmental plans that enable them to experience success at the centre.
Children confidently engage in the activities provided and demonstrate a strong sense of belonging. They are articulate and express their feelings and thoughts well. Routines and tikanga are familiar to them such as whānau time, where they begin with karakia and confidently recite their pepeha.
Children of Māori heritage experience a curriculum that is inclusive of, and responsive to, their culture and language. Teachers are building confidence in speaking te reo Māori by using it more in the context of children’s play and in centre routines.
Infants and toddlers have opportunities to explore a stimulating environment that supports their play preferences. Kaiako practice reflects a commitment to quality care. Parents who spoke with ERO appreciate how well children’s social competence and emotional wellbeing are supported by kaiako.
Kaiako prioritise children’s oral language development. They understand that this helps to promote children’s learning and developing social competence. Kaiako use oral language strategies to strengthen literacy in the curriculum. This work has led to a recent appreciative inquiry with a focus on “sensitive observations”.
The service provider has developed systems, processes, and practices to guide centre operations. When fully implemented, these practices will support decision making and increase the focus on what is happening for children and their learning.
Paihia Early Childhood Centre will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Paihia 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:
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.
ERO found an area of non-compliance in the service relating to:
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:
ERO recommends the Ministry follows up with the service provider to ensure the non-compliance identified in this report is addressed.
Phil Cowie
Acting Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
7 December 2021
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Early Childhood Service Name |
Paihia Early Childhood Centre |
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Profile Number |
11555 |
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Location |
Paihia, Northland |
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Service type |
Education and care service |
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Number licensed for |
50 children, including up to 20 aged under 2 |
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Percentage of qualified teachers |
80-99% |
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Service roll |
55 |
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Ethnic composition |
Māori 18, NZ European/Pākehā 33, other ethnic groups 4 |
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Review team on site |
July 2021 |
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Date of this report |
7 December 2021 |
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Most recent ERO report(s) |
Education Review, June 2017; Education Review, March 2014 |
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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.
Paihia Early Childhood Centre is one of two services with the same ownership. It is licensed for 50 children, including 20 up to two years of age, from the increasingly diverse local community. The majority of children are of Māori heritage. The centre offers full-day or part-time attendance options to suit whānau. There are two indoor spaces. Three large outdoor areas cater for the oldest children, those up to two years of age, and for older toddlers.
The centre's philosophy was developed by the owners and staff. The resulting document, Ngā Pou o Paihia Early Childhood Centre, has established shared agreement and understanding about the direction of the centre. It provides information for staff and parents about the beliefs and values that underpin the programme, and has helped to strengthen teachers' understanding about internal evaluation.
The owners have significant experience in early childhood education and management. They provide governance for the centre. Three lead teachers share responsibility for the day-to-day management and operation of the centre, with the help of an administrator.
The 2014 ERO review reported positively about children's play and learning opportunities. Programme planning was effective and governance was well established. ERO suggested that next steps for the centre included improving internal evaluation and aligning teachers' performance management with the centre's strategic goals. There has been sustained improvement in all areas, with a positive impact on the quality of programmes for children.
Children settle quickly at the start of the day. They are highly engaged and confident, and enjoy being with teachers and their friends. Children make decisions about their learning and choose from a wide range of inviting and well-presented activities and experiences.
Teachers work closely with children to support their learning and extend their understanding of positive social interactions. They support children's oral language and understanding through frequent conversations, open-ended questions and everyday use of te reo Māori. Teachers have established baby-sign as a way for pre-verbal children to communicate their wants and needs.
Children up to two years of age are cared for in calm and respectful ways. They have trusting relationships with teachers, and are settled and busy with self-chosen play. Teachers engage them frequently in conversations. Consistent caregiving enables teachers to respond appropriately to each child. Care routines are recognised as times to play and learn. Teaching practices reflect a concept of aroha that includes compassion, connectedness and obligations to whānau.
Teachers respect older children as competent, capable learners, and leaders of their own learning. Children make decisions and learn to take responsibility for themselves, others and the environment. Improvements in the environment provide increasing opportunities for children explore, engage and investigate.
Teachers work together as a collegial and collaborative team. They have developed strong partnerships with whānau and know children well. Teachers provide a culturally responsive and inclusive curriculum in which all children are welcomed and included. In particular, teachers work with parents of children with diverse needs to ensure that they establish a partnership of care for these children.
A bicultural curriculum, developed alongside the centre's philosophy, recognises te Tiriti o Waitangi as a founding document, and enables all children to learn about te ao Māori. There is a sense of ako in the centre with teachers learning with and alongside children. Te reo and tikanga Māori are included in the programme well. Teachers' understanding has been strengthened through community contacts with a kaumātua, and through their willingness to improve their bicultural practices.
Transitions into and through the centre are well managed. Teachers have formed good relationships with local schools and make efforts to help children to be familiar with the expectations of school teachers. Teachers continue to review the opportunities children have for literacy, mathematics and science learning, and to strengthen the inclusion of these areas in the everyday play programme.
The governance and management processes provided by the owners support the teaching team well. Trusting and professional relationships have been developed. There are clear systems in place to guide centre operations. Owners provide good leadership, mentoring and coaching that helps to build teachers' capability. Professional development opportunities have informed and improved teaching practices.
The next step for the centre is to continue to evaluate and revise the planning cycle, policies and procedures. Clear documentation of roles in the centre and the new teacher appraisal process should continue to build the capability and confidence of teachers as the leaders of the centre.
Before the review, the staff and management of Paihia 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:
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 Paihia Early Childhood Centre will be in four years.
Violet Tu'uga Stevenson
Deputy Chief Review Officer Northern (Acting)
30 June 2017
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 |
Paihia, Northland |
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Ministry of Education profile number |
11555 |
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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 20 aged under 2 |
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Service roll |
57 |
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Gender composition |
Girls 30 Boys 27 |
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Ethnic composition |
Māori |
28 |
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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 |
Meets minimum requirements |
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Over 2 |
1:8 |
Meets minimum requirements |
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Review team on site |
May 2017 |
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Date of this report |
30 June 2017 |
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Most recent ERO report(s)
|
Education Review |
March 2014 |
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Education Review |
January 2011 |
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Education Review |
August 2007 |
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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.