2 Somerset St, Waihi
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 Somerset Early Learning Centre 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 |
Somerset Early Learning Centre is privately owned and operated. The owner manages the centre, with support from the team leader and teachers. There is a large number of Māori learners, a small number of Pacific learners and a number of children from diverse cultural backgrounds enrolled at the service.
Children experience a responsive and inclusive curriculum. Those up to the age of three years engage in a play-based curriculum that actively promotes their physical wellbeing and developing understandings of how to interact positively with others. Older children have access to a range of experiences both indoors and out, to support their understandings of the world around them. Transitions into, through and out of the service onto school are well supported.
The learning environment provides children with a variety of experiences which promotes their independence and decision-making. Children with additional learning needs are supported through parents working closely alongside teachers. Leaders and teachers have self-identified that there is need to further develop their practice to enable the development of children’s social and emotional needs.
Teaching strategies and the cultural competences needed to engage Māori children are in the beginning stages of being included in the curriculum. Leaders acknowledge the need to further strengthen teachers’ shared understanding of appropriate cultural practices for working with Māori and Pacific learners, as well as those of other cultures.
Intentional external support contributes to teachers’ professional growth. This is yet to consistently focus on building teacher knowledge to positively impact children’s learning. Leaders and teachers are yet to fully explore the learning outcomes from Te Whāriki, the early childhood curriculum, and use these to inform curriculum assessment, planning and evaluation processes.
Systems are yet to effectively reflect the benefits of changes, and monitor the outcomes for individual and groups of children. Leaders have identified the need to refine established systems that evaluate practices and build professional knowledge. Relational trust exists between teachers and leaders. This is supporting the development of an environment which fosters collaboration and ongoing professional learning to build leaders’ and teachers’ capabilities.
Somerset Early Learning Centre will include the following actions in its Quality Improvement Planning:
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliance:
Ensuring that all children’s workers have a completed risk assessment as part of safety checking, as required by the Children’s Act 2014.
[Licensing Criteria for Early Childhood Education & Care Services 2008, GMA7A]
Before the review, the staff and management of Somerset Early Learning Centre 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:
Patricia Davey
Director of Early Childhood Education (ECE)
3 July 2024
| Early Childhood Service Name | Somerset Early Learning Centre |
| Profile Number | 45217 |
| Location | Waihi |
| Service type | Education and care service |
| Number licensed for | 23 children, including up to 8 aged under 2 |
| Percentage of qualified teachers | 80-99% |
| Service roll | 22 |
| Review team on site | May 2024 |
| Date of this report | 3 July 2024 |
| Most recent ERO report(s) | Akanuku | Assurance Review, October 2022; Education Review, June 2020 |
ERO’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 |
| Curriculum | Meeting |
| Premises and facilities | Meeting |
| Health and safety | Meeting |
| Governance, management and administration | Meeting |
At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.
Somerset Early Learning Centre is a privately owned and operated education and care service. The owner manages the centre with support from the team leader and kaiako. There is a large number of Māori learners and a small number of Pacific learners enrolled. The previous ERO report found the service requiring further development.
The service curriculum is informed by assessment, planning and evaluation that demonstrates an understanding of tamariki interests, whānau and life contexts. Tamariki preferences are respected, and they are involved in decisions about their learning experiences.
Adults providing education and care engage in meaningful positive interactions with tamariki. Positive steps are taken to respect and acknowledge the aspirations held by parents and whānau for their tamariki.
The service is effectively governed and managed in accordance with good management practices. There are regular opportunities for parents to contribute to the development and review of the service’s operational documents.
Next steps include:
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
26 October 2022
| Early Childhood Service Name | Somerset Early Learning Centre |
| Profile Number | 45217 |
| Location | Waihi |
| Service type | Education and care service |
| Number licensed for | 23 children, including up to 8 aged under 2 |
| Percentage of qualified teachers | 80-99% |
| Service roll | 19 |
| Review team on site | August 2022 |
| Date of this report | 26 October 2022 |
| Most recent ERO report(s) | Education Review, June 2020; Education Review, February 2017 |
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.
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:
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:
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
| Not well placed | Requires further development | Well placed | Very well placed |
Somerset Early Learning Centre requires further development to promote positive learning outcomes for children.
The service needs support to further develop governance, management and the quality of teaching.
ERO's findings that support this overall judgement are summarised below.
Somerset Early Learning Centre is a privately-owned education and care service situated in the rural township of Waihi. It is licensed for 23 children including up to eight under the age of two. The current roll of 30 children includes 10 who identify as Māori. The centre operates two spaces, one for under twos and one for over twos. It offers an all-day service between the hours of 7.30am and 5.30pm, five days a week. The centre philosophy prioritises an emergent approach where all children's individual strengths, needs and interests are recognised and supported.
A clear philosophy and vision, which reflect a commitment to Te Tiriti o Waitangi, guides centre practice. Management supports ongoing professional learning and development for teachers according to their needs. A strategic plan identifies priorities for ongoing centre improvement. This plan could be strengthened particularly in relation to the curriculum. A system for the appraisal of leaders and teachers was identified as an area for review and development in the 2016 ERO review. Recently the centre engaged a professional development provider to support the development of a robust process that meets the requirements of the Teaching Council of New Zealand.
Leadership has a strong commitment to equity for all children. A welcoming, inclusive approach promotes a strong sense of belonging for children, parents and whānau.
Leaders encourage and invite parents and whānau to take an active role in their children’s learning. They are strong advocates for children and whānau. Leaders have developed a supportive, collaborative team culture among teachers and staff.
Children benefit from warm, respectful relationships with their teachers. Teachers use a range of effective positive guidance strategies that facilitate children’s management of emotions and promote good behaviour. There is a positive, family atmosphere in the centre. Flexible routines provide a sense of predictability while also responding to children's care and learning needs.
Children's oral language growth is supported. Teachers use children’s interests as contexts for growing their knowledge and understanding of the world, and for extending thinking and problem-solving skills. There are opportunities for children to develop early literacy and mathematics skills. Children's transition to school is supported through a programme of classroom visits. There are many opportunities for parents and whānau to engage in the daily programme and go on trips and excursions.
Children with additional needs are well supported. Teachers work closely with parents and whānau. Leaders provide extra staffing to give individual support. Māori children's sense of belonging is enhanced through waiata, karakia and the incidental use of te reo. Some teachers are undertaking professional development to strengthen their te reo Māori capabilities.
Children up to the age of two benefit from a dedicated area where a calm, slow pace allows them time and space to lead their learning. Responsive one-to-one interactions with a primary caregiver promote a secure social and emotional climate for learning.
There is a need for teachers to develop a more intentional approach to teaching and learning. This can be promoted though a greater focus in planning on children's learning priorities, and a greater focus in assessment on documenting progress over time in relation to these learning priorities.
The current self-review process contains some quality elements and generally leads to improvement. The centre now needs to develop a regular cycle of curriculum review, with a focus on the ways areas of play can be resourced and used by teachers to respond effectively to children's learning priorities.
The centre needs to further develop its local curriculum. This should include the teaching of local iwi history and adding more richness and complexity to current curriculum priorities such as sustainability education.
Before the review, the staff and management of Somerset Early Learning 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 identified areas of non-compliance. To meet requirements the service needs to improve its performance in the following areas:
[Licensing Criteria for Early Childhood Education and Care Centres 2008: PF37, GMA4, 6, 7A]
ERO recommends that the service, in consultation with the Ministry of Education, develops a plan to address the key next steps and actions outlined in this report.
Darcy Te Hau
Acting Director Review and Improvement Services (Central)
Central Region - Te Tai Pūtahi Nui
19 June 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 | Waihi | ||
| Ministry of Education profile number | 45217 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 23 children, including up to 8 aged under 2 | ||
| Service roll | 22 | ||
| Gender composition | Male 13 Female 9 | ||
| Ethnic composition | Māori NZ European/Pākehā Other ethnic groups | 11 7 4 | |
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 | February 2020 | ||
| Date of this report | 19 June 2020 | ||
Most recent ERO report(s)
| Education Review | February 2017 | |
| Education Review | November 2014 | ||
| Education Review | June 2011 | ||
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.