7 Oturoa Road, Ngongotaha, Rotorua
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 The Orchard Child Care & Preschool 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 |
Whakawhanake Sustaining |
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Te Whakaruruhau Stewardship through effective governance and management |
Whakaū Embedding |
The Orchard Child Care & Preschool is a privately owned and operated all-day education and care centre. The philosophy emphasises aroha for people and the land, allowing for free play in a natural environment and a mixed-age setting. Since the 2018 ERO report a new purpose-built building has been constructed.
Children experience a curriculum that is highly reflective of the service philosophy. They are engaged in authentic, meaningful learning opportunities. Participating in local and national projects increases their understanding of sustainability and builds connections with the local community.
Strong, trusting, and respectful relationships are evident between all those involved in the service. Leaders foster a positive working environment and relational trust amongst the team. They support and advocate for children with additional needs to ensure full participation in the curriculum. Parents and whānau take regular opportunities to discuss their children’s learning and contribute to the curriculum design. The mixed-age setting empowers tuakana-teina relationships where children of all ages are inclusive and respectful of each other’s play. Children’s developing social competency is well supported.
The service values te reo and tikanga Māori which are integrated into the curriculum. Teachers draw on expertise from the community and whānau Māori. Teachers have identified an ongoing need to strengthen their meaningful use of te reo and introduce local pūrākau/stories and legends. Documented assessment is yet to reflect the cultural contexts in which children live and their culturally valued knowledge.
Leaders and teachers are actively strengthening their assessment and planning processes to progress children’s learning. Group planning is increasingly intentional in using the learning outcomes and becoming focused on children’s interests. Informal and formal assessment demonstrates children’s belonging and wellbeing. A consistent focus on the identification of learning is yet to be realised.
The teaching team is establishing the collective capacity to do and use evaluation for improvement. Kaiako are beginning to use inquiry to reflect on current practices. Systems and processes to guide internal evaluation are in place. Internal evaluation is not yet used to identify what is and is not working well for which groups of children.
The Orchard Child Care & Preschool will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of The Orchard Child Care & Preschool 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.
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:
Shelley Booysen
Acting Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
3 August 2021
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Early Childhood Service Name |
The Orchard Child Care & Preschool |
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Profile Number |
46270 |
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Location |
Ngongotaha, Rotorua |
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Service type |
Education and care service |
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Number licensed for |
50 children, including up to 10 aged under 2. |
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Percentage of qualified teachers |
80%+ |
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Service roll |
70 |
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Ethnic composition |
Māori 13, NZ European/Pākehā 47, Other ethnic groups 10. |
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Review team on site |
June 2021 |
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Date of this report |
3 August 2021 |
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Most recent ERO report(s) |
Education Review, June 2018; Education Review, June 2015. |
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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.
The Orchard Child Care & Preschool is a privately owned service situated on two hectares of rural land on the outskirts of Ngongotaha, Rotorua. This is the second ERO review for the service since opening in September 2013. The service provides a mixed-age programme and is licensed for 30 children, including up to 10 under two years of age.
The centre's philosophy states their values for education are to promote 'positive relationships underpinned by Christian principles of love, kindness and empathy'. The service's documented beliefs state 'children learn best in a holistic, home-like, natural environment where they can explore and learn through their interests and play'. Emphasis is given to empowering children to develop their self confidence and courage to become competent, confident learners.
Since the last ERO review in 2015, the centre owner and teachers have continued undertaking professional development to grow their practice. Internal evaluation systems are now embedded and focus on positive outcomes for children. In particular the service's bicultural programme has been further developed. Professional support networks between the centre owner and other early childhood professionals have been sustained.
The service is welcoming to all children, parents and whānau. Partnerships are based on genuine attitudes of acceptance, respect and reciprocal sharing. The centre philosophy is highly evident in practice. Children enjoy the family/home-like environment. Transitions into the centre are responsive to the needs and preferences of individual children and families. The mixed-age setting fosters tuakana teina relationships between children who learn from each other. Children and families demonstrate a strong sense of belonging.
Children learn in a culture of acceptance and relational trust. Teaching practice incorporates the partnership, participation and protection principles of The Treaty of Waitangi. Programmes include Māori concepts, knowledge, skills, reo, customs and beliefs. Teachers value the skills and expertise that Māori whānau contribute to learning for staff and children. Infants and toddlers are trusted by teachers as capable learners. Teachers work closely with families of these young children to ensure personalised care routines align with home. Opportunities for four year olds to take their interests to a deeper level support learning pathways and their transition to school. Strengths of the programme include opportunities for children to learn about:
sustainable practices and kaitiakitanga, learning to care for the natural and living world
their community and wider community through outings, such as marae visits
assessing risk confidently, such as climbing trees and problem solving through exploring natural areas that encourage creativity and imagination
literacy and mathematical concepts in meaningful contexts of children’s interests and play.
Teachers are skilled in using intentional strategies. They notice, recognise and respond to opportunities to engage and extend children’s learning. Through positive interactions they support children's problem solving and critical thinking. Children's oral language, social competencies and communication are purposefully extended by teachers. Children have fun while learning in a social context, and develop a respect for themselves and others. Teachers work with families and other specialist services to meet the needs of children who need additional learning support.
Children’s identity as successful learners is strongly reinforced. Assessment and planning is integral to teaching and learning. Children and parents regularly access child portfolios and revisit prior learning. These individual assessment portfolios affirm children’s identity, culture and home languages. Learning summaries acknowledge and celebrate children's strengths, confidence and capabilities. Ongoing documented observations build a picture of what children know, and show the complexity and deepening of learning overtime.
The centre has effective governance and leadership processes and systems. It operates an inclusive leadership model where all teachers are empowered to take responsibility for aspects of centre operations. Internal evaluation leads to improvement, and centre priorities and goals reflect a commitment to high-quality early childhood education for all children.
The centre's next steps are to use internal evaluation processes to review its philosophy and inquire into the revised document Te Whāriki to continue developing the localised curriculum.
Before the review, the staff and management of The Orchard Child Care & Preschool 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 The Orchard Child Care & Preschool will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
Te Tai Miringa - Waikato / Bay of Plenty Region
11 June 2018
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 |
Ngongotaha, Rotorua |
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Ministry of Education profile number |
46270 |
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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 |
30 children, including up to 10 aged under 2 |
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Service roll |
47 |
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Gender composition |
Girls 26 Boys 21 |
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Ethnic composition |
Māori |
9 |
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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 |
1:5 |
Meets minimum requirements |
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Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
April 2018 |
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Date of this report |
11 June 2018 |
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Most recent ERO report(s) |
Education Review |
June 2015 |
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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.