12 Villa Street, Masterton
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 Pohutakawa 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 |
Pohutakawa Early Learning Centre is one of three services governed and managed under the same ownership. A centre manager leads the teaching team and is supported by management. A small number of Māori children and those of other diverse cultures are enrolled.
Children learn at their own pace in a calm environment. Infants and toddlers are well supported through caring, nurturing relationships that enhance their developing social competence and emotional wellbeing. Older children experience a curriculum that promotes their sense of independence and decision making. They experience the concepts of kaitiakitanga and manaakitanga through regular excursions within the forest programme, with time and space to develop their own theories about how the world works.
Assessment and planning documentation for individual children supports the provision of experiences connected to their interests and the local curriculum. It is yet to consistently show how teachers integrate the learning outcomes in Te Whāriki, the early childhood curriculum and show children’s learning progress over time.
Leaders and teachers are intentional in building their knowledge of a culturally responsive curriculum. Te aō Māori is woven through the environment and daily routines. Children have opportunities to engage in tuakana-teina relationships, waiata, and karakia. Further work is required to make children’s languages, cultures and learner identities more visible in assessment documentation.
Governance and management are improvement focussed. They provide opportunities to build teacher capability through relevant professional learning aligned to strategic planning. The vision, philosophy, strategic plan and annual plan inform decision making and learning for children.
Ongoing review is undertaken. Leaders and teachers need to establish a collective approach to strengthening internal evaluation to better understand which practices are working, or are not working, and for which groups of children. It is timely for management to monitor how well their services are contributing to positive outcomes for children to inform decision making across the organisation.
Pohutakawa Early Learning Centre will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Pohutakawa 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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following noncompliance:
Licensing Criteria for Early Childhood Education and Care Services, 2008, HS17
Patricia Davey
Director of Early Childhood Education (ECE)
23 September 2024
| Early Childhood Service Name | Pohutakawa Early Learning Centre |
| Profile Number | 45658 |
| Location | Masterton |
| Service type | Education and care service |
| Number licensed for | 29 children, including up to 10 aged under 2 |
| Percentage of qualified teachers | 80-99% |
| Service roll | 41 |
| Review team on site | June 2024 |
| Date of this report | 23 September 2024 |
| Most recent ERO report(s) | Akanuku | Assurance Review, June 2022; Education Review, January 2019 |
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 | Not meeting |
| Health and safety | Not meeting |
| Governance, management, and administration | Meeting |
At the time of the review, ERO identified areas of non-compliance with regulatory standards that are an unacceptable risk to children.
Pohutukawa Early Learning Centre is one of three services under common private ownership. The owners govern and oversee the centre’s operation. A head teacher is responsible for day-to-day management. The 2019 ERO report identified a need to strengthen assessment and internal evaluation and implement regular formal observations of teacher practice. Good progress has been made.
Teachers develop and implement a curriculum which reflects understanding of children’s interests, whānau and life contexts, and relevant early childhood theories and practices. Children experience meaningful interactions with teachers. Positive steps are taken to acknowledge the aspirations held by parents and whānau for their children. The curriculum acknowledges and reflects the unique place of Māori as tangata whenua.
The centre does not meet the premises and facilities standard. Better organisation and monitoring of health and safety practices are required.
ERO found areas of non-compliance in the service relating to:
Licensing Criteria for Early Childhood Education and Care Services, 2008, PF7, HS10, HS13, HS17, HS24.
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliance:
Licensing Criteria for Early Childhood Education and Care Services, 2008, HS9, HS11, HS12.
ERO recommends that the Ministry reassess the licence issued to this service provider. ERO will not undertake a further review of this service until the Ministry of Education is satisfied that the service meets regulatory standards.
The next ERO review will be in consultation with the Ministry of Education.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
16 June 2022
| Early Childhood Service Name | Pohutukawa Early Learning Centre |
| Profile Number | 45658 |
| Location | Masterton |
| Service type | Education and care service |
| Number licensed for | 29 children, including up to 10 aged under 2 |
| Percentage of qualified teachers | 80-99% |
| Service roll | 41 |
| Ethnic composition | Māori 11, NZ European/Pākehā 28, other ethnic groups 2 |
| Review team on site | April 2022 |
| Date of this report | 16 June 2022 |
| Most recent ERO report(s) | Education Review, January 2019; Education Review November 2015 |
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 regulated 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 |
ERO's findings that support this overall judgement are summarised below.
Pohutukawa Early Learning Centre, located in Masterton, is one of two privately owned services. The centre is licensed for 29 children, including 10 up to two years of age. At the time of this ERO review, 41 children are enrolled, including eight Māori.
The centre owners provide governance guidelines, systems and processes for the service. Day-to-day operation is the responsibility of the educational leader, supported by the assistant manager. Five qualified and registered teachers are part of the well-established teaching team.
The centre philosophy expresses commitment to providing equitable outcomes, child-led and culturally diverse learning experiences, holistic education and positive parent relationships.
Since the November 2015 ERO report, the service has received bronze level certification for Enviroschools.
The previous ERO report identified areas of practice requiring further development. These included bicultural perspectives in the programme, improved assessment, use of the environment for child-led learning, appraisal and self review. There has been significant progress in these areas.
Children enjoy a positive, calm learning environment where a commitment to high quality care and education is evident. Well-understood routines are used effectively to foster children’s social competence and self-management skills and to develop a sense of belonging. The service philosophy is clearly evident in practice.
Learners engage in group and independent, spontaneous free-play according to their interests. Children are well supported by teachers to take responsibility for themselves and others. Staff respond appropriately to children's efforts and provide consistent strategies for positive guidance.
Teachers are keenly attuned to the feelings and cues of infants and toddlers. They use effective strategies to support their wellbeing and participation. Care routines are recognised as learning opportunities and teachers communicate meaningfully with children during these times.
Children easily access different spaces and resources to extend their interests. Teachers use a wide range of community resources effectively to enhance learning. Wall displays provide valuable information about the curriculum and children's learning.
The improved outdoor area provides opportunities for children to engage in a variety of activities that provide physical challenge, promote collaboration and encourage exploration. The Pohutukawa Forest School environment effectively promotes children's developing appreciation and care for the natural world and the importance of sustainable practices. This is supported through Enviroschool practices and expectations.
The centre’s bicultural curriculum is very evident in practice. Learners’ active participation in Enviroschools and Pohutukawa Forest School supports this provision. Regular practices, including mihi/pepeha, waiata, karakia and the use of te reo Māori, acknowledges the dual cultural heritage of Aotearoa. The cultures of all whānau and children are highly valued. Teachers and leaders continue to look for ways to strengthen practice in promoting children's cultures, languages and identity.
Highly respectful relationships are evident within the centre and with families and whānau. Deliberate strategies build purposeful partnerships with families. Seeking and responding to parents’ aspirations is well-considered. Gathering whānau input to inform strategic direction and curriculum priorities is a next step.
Teachers work collaboratively with whānau to provide supportive and flexible transitions in to the centre and on to school. Children with additional learning needs are well supported through collaborative provision with external agencies and whānau. An inclusive environment is evident.
Learning portfolios comprehensively document children's participation and interests. Learning successes are regularly shared with parents. Planning should be more intentional in supporting children to meet their learning goals. This is a next step. In addition, completing the full cycle of assessment, planning and evaluation should help to more clearly document learner progress over time.
Regular, collaborative and individual review helps staff to make ongoing improvements. Further building internal evaluation practices to effectively guide decision-making that leads to improved outcomes for children, is a next step.
Leaders appropriately focus on building the quality of teaching and learning through regular professional learning opportunities and appraisal. A useful appraisal process is in place to support teacher development and meet accountabilities. Regular formal observations of teacher practice is required to support the appraisal process.
Leaders and teachers should:
Before the review, the staff and management of Pohutukawa 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.
The next ERO review of Pohutukawa Early Learning Centre will be in three years.
Alan Wynyard
Director Review and Improvement Services
Southern Region
11 January 2019
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 | Masterton | ||
| Ministry of Education profile number | 45658 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 29 children, including up to 10 aged under 2 | ||
| Service roll | 41 | ||
| Gender composition | Girls 22, Boys 19 | ||
| Ethnic composition | Māori Pākehā Other ethnic groups | 8 31 2 | |
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates | 80% + | ||
| Reported ratios of staff to children | Under 2 | 1:4 | Better than minimum requirements |
| Over 2 | 1:10 | Meets minimum requirements | |
| Review team on site | November 2018 | ||
| Date of this report | 11 January 2019 | ||
Most recent ERO report(s)
| Education Review | November 2015 | |
| Education Review | December 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:
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.