586 Fraser Street, Greerton, Tauranga
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 Kiwi Treasures are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whakatō Emerging |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whakatō Emerging Whakatō Emerging |
Kiwi Treasures is one of two services under the same ownership. The service’s philosophy focuses on respectful relationships, the significance of whanaungatanga and creating an inclusive environment which honours Te Tiriti o Waitangi. A large number of tamariki enrolled at this service have Māori whakapapa. There are a small group of tamariki who have Pacific heritages.
Tamariki experience a play-based curriculum. Kaiako respond well to the individual care needs of infants and toddlers. They engage with these younger tamariki in a respectful and calm manner. Tuakana | teina relationships between older and younger tamariki are evident.
The learning of tamariki is well supported by kaiako who model good oral language. They provide learning experiences that promote exploration and concentration. Tamariki and their whānau experience positive transitions as they settle into the service and move onto school. These approaches are consistent with the service’s focus on supporting whanaungatanga. As a result, tamariki demonstrate a sense of belonging and there are generations of ongoing and extended whānau attending the service.
Tamariki Māori are exposed to te reo Māori and tikanga Māori practices within the environment and the resources provided. There are some aspects of Pacific cultures represented, with flags and tapa design patterns visible.
Tamariki with additional needs are well supported to engage in the curriculum by kaiako, liaison with external agencies, and through reciprocal collaboration with whānau.
Internal evaluation and curriculum planning records are yet to be documented. At this time there are no clear processes in place to assess, plan for and evaluate the learning of tamariki in relation to the learning outcomes of Te Whāriki, the early childhood curriculum. A priority is to ensure internal evaluation and curriculum records are:
A new centre manger leads the teaching team. Those responsible for governance and management need to monitor compliance to ensure the requirements of the regulatory standards are maintained.
Kiwi Treasures will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Kiwi Treasures 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.
ERO identified the following non-compliance:
During the review, the service provided ERO with evidence that shows the following non-compliance has been addressed:
ERO recommends the Ministry follows up with the service provider to ensure the non-compliance identified in this report is addressed.
Patricia Davey
Director of Early Childhood Education (ECE)
14 February 2024
| Early Childhood Service Name | Kiwi Treasures |
| Profile Number | 40290 |
| Location | Tauranga |
| Service type | Education and care service |
| Number licensed for | 25 tamariki, including up to 10 aged under 2 |
| Percentage of qualified teachers | 80-99% |
| Service roll | 35 |
| Review team on site | October 2023 |
| Date of this report | 14 February 2024 |
| Most recent ERO report(s) | Education Review, May 2020; Education Review, June 2016 |
Not well placed | Requires further development | Well placed | Very well placed |
Kiwi Treasures is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Kiwi Treasures early learning centre is located in the Tauranga suburb of Greerton. It is a privately-owned education and care service catering for children from birth to five years in a mixed-age setting. The centre is licensed for 25 children including up to 10 under the age of two years. The current roll is 31. Children come from a diverse range of ethnicities and cultures, including seven who identify as Māori.
Since the 2016 ERO report, the centre, previously known as Little Sweethearts Montessori, has changed ownership. It no longer operates under the Montessori philosophy. All teaching staff are new since the last ERO report. A new team leader was appointed in May 2019. All teachers are qualified.
The centre philosophy prioritises the centre's commitment to Te Tiriti o Waitangi. It promotes whanaungatanga through aroha, kindness and fun, and the development of an environment that supports children to learn holistically.
A range of activities and experiences that reflect the local community gives children an understanding of their environment and place within it. The daily programme aligns with Te Whāriki, the early childhood curriculum. Teachers develop individual plans to meet learning goals identified for each child at the centre. They also create group plans that respond to the strengths and interests of all the children. Learning stories and portfolios are beginning to track children's growth and development over time in relation to their individual learning goals.
Māori concepts and values are embedded in the centre philosophy and in some centre practices. Māori culture is celebrated through waiata, karakia and annual celebrations such as Matariki. Some teachers regularly integrate Māori words and phrases when talking with children.
Children benefit from warm, respectful relationships with teachers. Environments are intentionally prepared to respond to the interests and learning of individuals and groups. Self-management and social skills are promoted.
An area has been set aside to provide a calm area for infants and toddlers to play and explore if they need to. A primary caregiver approach to their education is being developed. Teachers have recently moved towards using more open-ended, natural resources to encourage creativity and thinking. The mixed-age setting means that infants' and toddlers' learning and play is enhanced not only by teachers but by their older peers. Children with additional learning needs are identified and supported. The centre works with whānau and external agencies to ensure their needs are responded to.
Teachers feel well-supported in their roles. Owners and leaders promote a reflective approach which allows teachers time to think about and discuss their practice. A number of major self-review projects have been initiated, a range of minor self-reviews have already begun to improve outcomes for children.
New centre owners have collaboratively developed a clear mission, philosophy and strategic direction which guides centre practice. Projects have been initiated that promote teacher wellbeing and distributed leadership. A strong commitment to ongoing capacity building ensures that provisionally registered teachers are well-supported. There is a good balance of both centre-wide and individual opportunities for professional development. Parents spoken to by ERO appreciate the way the centre responds to the special social and family circumstances of the children enrolled.
Centre owners and staff now need to:
Before the review, the staff and management of Kiwi Treasures 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.
To improve current practice the early childhood service management should review and strengthen policies and procedures about positive guidance.
Darcy Te Hau
Acting Director Review and Improvement Services Central
Central Region
25 May 2020
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.
| Location | Greerton, Tauranga | ||
| Ministry of Education profile number | 40290 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 25 children, including up to 10 aged under 2 | ||
| Service roll | 31 | ||
| Gender composition | Male 18 Female 13 | ||
| Ethnic composition | Māori NZ European/Pākehā Filipino Pacific Other ethnic groups | 7 13 4 4 3 | |
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates | 80% + | ||
| Reported ratios of staff to children | Under 2 | 1:3 | Better than minimum requirements |
| Over 2 | 1:7 | Better than minimum requirements | |
| Review team on site | September 2019 | ||
| Date of this report | 25 May 2020 | ||
Most recent ERO report(s)
| Education Review | June 2016 | |
| Education Review | February 2013 | ||
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 will depend on how well the service promotes 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.
Not well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Little Sweethearts Montessori is located in the Tauranga suburb of Greerton and provides a stimulating environment where children can learn through a process of self discovery. The centre was relicensed in 2015 for 25 babies and toddlers from six months to three years of age, and has a current roll 34 children of whom two are Māori.
The centre philosophy has recently been reviewed and underpins a Montessori programme that nurtures a child’s love of learning. Children are given the freedom within limits to choose their own activities, work without being interrupted, respectfully learning from one another and developing the ability to help one another. Staff provide a calm, secure environment where a child’s sense of order, desire to be independent and to help out is acknowledged.
Since the 2013 ERO review the centre has changed its licence, now specifically catering to children under three years of age and developed a special space called the Beginners Nest to support the babies and toddlers in the centre. A new managing directress has been appointed and there has been a complete change of staff.
Little Sweethearts Montessori is one of three centres privately owned by Symon Armstrong who is the director and licensee. The governance team and managing directress manage the staffing, finance and property and also provides overall strategic direction and policy guidelines. A safe, physical and emotional learning environment is provided for children and staff.
Teachers consistently reinforce Montessori philosophy and values such as independence, choice, and following children's interests. The unobtrusive, responsive and caring interactions with children contribute to a calm, settled and focused learning climate. Children demonstrate high levels of care and respect for each other and resources.
Babies and toddlers work and play in a high quality learning environment. Teachers are well organised and carefully arrange resources and equipment in all Montessori curriculum areas. Activities are challenging, cater for a range of competencies and skills, and are easily accessible to children. There is flexibility within well-managed care routines and daily rhythms. This stimulating and functional learning environment promotes creativity and interest in children’s play.
The wide range of structured Montessori materials helps children to learn basic concepts and explore ideas progressively, with appropriate attention and guidance provided by teachers. Planning meetings focus on individual children. There are examples of high quality learning stories. Babies and toddlers are gaining a sound basis for ongoing learning through meaningful experiences of literacy and mathematics.
The knowledgeable and experienced centre manager is trained in Montessori Education 0 to 3 years, and provides effective leadership for the teaching team. She has worked hard to establish this newly relicensed centre, resulting in significant roll growth. Clear expectations and guidelines, and an open management style assist staff to develop in confidence and contribute their ideas to aspects of centre operations. This style of leadership is promoting positive and co-operative teamwork.
Staff are respectful and supportive of each other. Progress and reviews are well under way, and ensure the right systems, rosters and schedules are in place to facilitate a calm, predictable and orderly daily rhythm for children. Staff continue to reflect upon the programme delivery, curriculum and philosophy.
The centre manager is well supported by the umbrella organisation management team and an internal consultant who provides effective professional development for all staff. Open communication and professional relationships between management and employees are contributing to the successful operation of the service and positive outcomes for children and their families.
Parents feel well-informed and express high levels of confidence in teachers to provide an environment where each child is respected and valued as an individual. Transition processes into the centre and to further early childhood education centres are sensitively managed. Centre management and staff have effective systems in place to promote an emotionally and physically safe environment for children and adults.
Agreed priorities are to continue to:
Before the review, the staff and management of Little Sweethearts Montessori 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.
The centre has new staff in their first year of employment. Early childhood service management should ensure that they implement the documented appraisal process, including the endorsement process following the guidelines and expectations of the Education Council.
The next ERO review of Little Sweethearts Montessori will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
24 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.
| Location | Tauranga | ||
| Ministry of Education profile number | 40290 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 25 children, including up to 20 aged under 2 | ||
| Service roll | 34 | ||
| Gender composition | Girls 19 Boys 15 | ||
| Ethnic composition | Māori Pākehā Other | 2 30 2 | |
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates | 80% + | ||
| Reported ratios of staff to children | Under 2 | 1:3 | Better than minimum requirements |
| Over 2 | 1:6 | Better than minimum requirements | |
| Review team on site | April 2016 | ||
| Date of this report | 24 June 2016 | ||
| Most recent ERO report(s) | Education Review | February 2013 | |
| Education Review | October 2009 | ||
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.