35 Tawa Street, Taupo
View on mapDomains: Ngā Akatoro | Below the threshold for quality | Above the threshold for quality | ||
The learner and their learning He Whāriki Motuhake | Improvement required | Working towards | Embedded | Excelling |
Collaborative professional learning and development builds knowledge and capability Whakangungu Ngaio | Improvement required | Working towards | Embedded | Excelling |
Leadership fosters collaboration and improvement Kaihautū | Improvement required | Working towards | Embedded | Excelling |
Stewardship through effective governance and management Te Whakaruruhau | Improvement required | Working towards | Embedded | Excelling |
For an explanation of the judgement terms used and of the evaluation process please refer to the last page of this report. These judgements are based on the evidence provided to ERO during the evaluation.
| Children’s health and safety | Improvement required | Taking reasonable steps |
Akarangi | Quality Evaluations evaluate the extent to which early childhood services have 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 and Early Childhood Education (ECE) Improvement Framework (teacher led services) are the basis for making judgements about the quality of the service in achieving equity and excellence for all learners. Evaluations for improvement | Ngā Aronga Whai Hua is integrated across all of the above domains.
Tawa Early Learning Centre, previously Taupō Educational Preschool, is governed by a parent-led trust. The trust board has responsibility for employment, finance, property and strategic planning. A newly appointed manager leads the team of two full time, qualified teachers, two part time teachers and one unqualified teaching assistant. The centre philosophy highlights kaitiakitanga (guardianship) and sustained play opportunities.
There has been good progress against two of the key next steps in the April 2021 ERO report. Through local curriculum development teachers have strengthened their cultural responsiveness and there is evidence of growing evaluative capability. Limited progress has been made in the understanding and use of learning outcomes in Te Whāriki, the early childhood curriculum, in relation to individual children. Monitoring and evaluating strategic goals remain an area for improvement, however a framework has been established to support this. Systems and processes are now in place that guide daily centre operations.
Children experience a curriculum that effectively responds to their individual learning and developmental needs.
Teachers collaborate for improved outcomes for children, but are yet to evaluate their effectiveness across a range of areas.
Changes in leadership of the centre have been intentionally managed by the trust to support ongoing growth and increased capability of the teaching team.
Children’s learning and wellbeing are a key driver in decision making at a governance level.
Before the review, the staff and management of Tawa Early Learning Centre completed and 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 system for managing the following areas that have a potentially high impact on children’s health and safety:
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements.
Licensing Criteria for Early Childhood Education and Care Centres 2008
Tawa Early Learning Centre will include the following actions in its quality improvement planning:
Activities undertaken by the evaluation team
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Further information about how ERO evaluates early childhood services is available here.
Patricia Davey
Director of Early Childhood Education (ECE)
7 October 2024
| Early Childhood Service Name | Tawa Early Learning Centre |
| Profile Number | 40067 |
| Location | Taupo |
| Service Type | Education and care service |
| Number licenced for | 35 children, including up to 2 aged under 2 |
| Percentage of qualified teachers | 100% |
| Ethnic composition Using rounded percentages | Māori 16%, NZ European/Pākehā 61%, Tongan 2%, other ethnic groups 22% |
| Service roll | 45 |
| Review team on site | August 2024 |
| Date of this report | 7 October 2024 |
| Most recent ERO report (s) | Akarangi | Quality Evaluation, April 2021; Education Review, February 2017 |
ERO’s judgements are based on Te Ara Poutama and the Early Childhood Education Improvement Framework (teacher led services).
Above the threshold for quality | |
Excelling | The service is excelling in the learning and organisational conditions to support high quality education and care for children. |
Embedded | The service has embedded its learning and organisational conditions to support ongoing improvement to the quality of education and care for children. |
Below the threshold for quality | |
Working towards | The service is working towards establishing the learning and organisational conditions to support improvements in the quality of education and care for children. |
Improvement required | The service has not yet developed the learning and organisational conditions to support quality education and care for children. |
Akarangi | 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 Taupo Educational Preschool Trust are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whāngai Establishing |
Ngā Akatoro Domains |
ERO’s judgement |
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He Whāriki Motuhake The learner and their learning |
Whāngai Establishing |
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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 |
Whakatō Emerging |
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Kaihautū Leaders foster collaboration and improvement |
Whāngai Establishing |
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Te Whakaruruhau Stewardship through effective governance and management |
Whāngai Establishing |
Taupo Educational Preschool Trust is governed by a community trust board that has responsibility for employment, finance, property and strategic planning. A long-serving teacher, appointed to the position of head teacher/service provider in 2019, leads a team of three qualified early childhood teachers and one unqualified teaching assistant.
Children are empowered to lead their learning. A calm and well-resourced learning environment provides opportunities for children to develop their working theories. Teachers are beginning to explore children’s learning and progress in relation to the intended outcomes of Te Whāriki. Children are viewed as competent and confident learners and experience an environment which fosters resilience, independence and positive self-esteem.
Strong, respectful and responsive relationships are well established. Teachers are working towards developing learning-focused partnerships with parents and whānau. Some parents contribute stories from home supporting teachers in knowing the child in the context of their whānau and home life. Teachers regularly discuss children’s learning with each other and provide verbal feedback to parents and whānau. These ongoing conversations continue to promote positive outcomes for children.
Teachers continue to strengthen their knowledge of culturally responsive practice. The board appointed pou manaaki works alongside teachers and children to promote more culturally situated learning opportunities. Teachers engage in ongoing professional learning opportunities led by local iwi. Māori children and whānau benefit from the manaakitanga and whanaungatanga evident in practice.
Leaders’ and teachers’ understanding of internal evaluation is developing. There is not a strong strategic approach to internal evaluation and the use of indicators of effective practice is not yet evident in internal evaluation. Relational trust at every level supports collaboration, risk taking and openness to change and improvement. Ongoing professional learning promotes a reflective culture focused on improvement and positive outcomes for children.
Governance demonstrates a commitment to social justice and equity. There is a considered approach to the resourcing of staff, fees and professional learning. Key organisational documentation and conditions were recently reviewed to strengthen decision making. The vision and values support positive outcomes for the learning and wellbeing of children and their whānau.
Taupo Educational Preschool Trust will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Taupo Educational Preschool Trust 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 areas of non-compliance in the service relating to:
[Licensing Criteria for Early Childhood Education and Care Centres 2008, PF7, Privacy Act 2020]
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:
Phil Cowie
Director Review and Improvement Services
Central Region | Te Tai Pūtahi Nui
15 April 2021
| Early Childhood Service Name | Taupo Educational Preschool Trust |
| Profile Number | 40067 |
| Location | Taupo |
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Service type |
Education and care service |
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Number licensed for |
35 children |
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Percentage of qualified teachers |
80%+ |
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Service roll |
47 |
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Ethnic composition |
Māori 10, NZ European/Pākehā 31, Other ethnic groups 6 |
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Review team on site |
February 2021 |
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Date of this report |
15 April 2021 |
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Most recent ERO report(s) |
Education Review, February 2017; Education Review, November 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.
Taupo Educational Preschool Trust provides early childhood education and care during school terms for children from approximately three years to school age in Taupo. The centre is licensed for a maximum of 35 children over the age of two, but the number of children attending on any one day is intentionally limited to 30. The current roll is 45 of whom 11 children identify as Māori.
The centre is governed by a community trust board that includes annually elected parent representatives, the administrator and the head teacher. The board retains responsibility for employment, finance and property matters, as well as strategic planning and ensuring the preschool meets legislative requirements. The community trust owns the purpose-built facilities and retains its long-term commitment to providing accessible and inclusive early childhood services for its community.
The head teacher and staff team have all contributed many years of service to the preschool, and provide stability and continuity to the quality of the education and care service provided for children and their families/whānau. The centre philosophy reflects the priority given to caring relationships between adults and children, partnerships between the centre and home, and providing equitable opportunities for all children. The centre aims to provide a healthy, peaceful and sustainable environment for children's learning.
The centre responded positively to recommendations for improvements in the 2013 ERO report. Teachers have continued to strengthen their confidence and competence in te reo and tikanga Māori, and in sharing children's progress and development, especially through learning profiles.
Warm, nurturing and mutually respectful relationships are highly evident among children and adults. Children's strong sense of belonging is fostered by the allocation of a 'key teacher' to oversee and coordinate their transition into the centre, and to communicate with their family/whānau. The provision of individually named sun hats is a popular and effective way to recognise each child's identity.
Routines are kept to a minimum, so that children have long periods of uninterrupted time to initiate their own learning through play. These sustained shared teaching episodes extend children's thinking and value their contribution to the learning experience. A recent development has been the provision of an extensive and interesting collection of 'loose parts' that children can manipulate and construct in imaginative ways. Children have many opportunities for artistic and dramatic play, as well as physical challenge and exploration. The programme is providing opportunities for children to develop as confident and competent learners.
The experienced teachers have a well-informed understanding of how the curriculum aligns with Te Whāriki, the early childhood curriculum. The centre curriculum is highly responsive to the interests and strengths of children, and aspects of literacy and mathematics are skilfully integrated throughout the programme. Teachers act as facilitators for children's learning while providing provocations and support through well-considered interactions. Children use high levels of oral language for purposeful communication and problem solving. The attractive inside and outdoor play areas are supported with an extensive range of high quality resources. Children and their families are well supported during their transitions into and from the preschool, and benefit from a broad range of enriching learning experiences.
Leaders and teachers have a positive and purposeful, shared vision for the centre. They demonstrate high levels of collaborative practice and mutual trust. Parents interviewed by ERO expressed their confidence and trust in the teaching team, and appreciated the sustained efforts to keep costs for families down to an affordable level.
Professional development for teachers is ongoing, relevant and financially supported by the trust. Teachers have undertaken training in bicultural practice and strengthened the use of individual assessment profiles. A next step is to look for ways to strengthen parent input into these profiles, and to use them to help the evaluation of the programme. Children and their families have a high degree of confidence and trust in the centre's leadership.
The trust board is effective in ensuring the sustainable operation of the centre. Trustees receive a monthly report from the head teacher on centre operations. The strategic plan and its priorities are reviewed every three years through a process of community consultation. Self-review processes identified areas for further development, including sustainability and bicultural practices, mathematics and transitions into the centre for some children.
The trust board and leaders recognise that an important next step is to review the philosophy statement so that it aligns with current priorities and practice. In addition, the board should ensure all staff have performance appraisals completed annually.
Before the review, the staff and management of Taupo Educational Preschool Trust 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.
In order to improve practice the trust board should enact its appraisal policy and ensure all staff complete annual appraisals and attestations that meet legislative requirements.
The next ERO review of Taupo Educational Preschool Trust will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Waikato/Bay of Plenty
15 February 2017
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Location |
Taupo |
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Ministry of Education profile number |
40067 |
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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 |
35 children, including up to 0 aged under 2 |
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Service roll |
45 |
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Gender composition |
Girls 28 Boys 17 |
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Ethnic composition |
Māori Pākehā Latin American |
11 33 1 |
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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 |
Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
November 2016 |
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Date of this report |
15 February 2017 |
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Most recent ERO report(s)
|
Education Review |
November 2013 |
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Education Review |
November 2010 |
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Education Review |
September 2007 |
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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.
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.