Whitianga Explorers 2 Ltd t/a Peanuts ELC

Education institution number:
Service type:
Education and Care Service
Not Applicable
Total roll:

2 Austin Drive, Whitianga

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1 Evaluation of Peanuts Childcare & Education Centre Whitianga Ltd

How well placed is Peanuts Childcare & Education Centre Whitianga Ltd to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.


Peanuts Childcare and Education Centre Whitianga Ltd is a privately owned centre on the northern outskirts of Whitianga and provides education and care for children from birth to school age. This is a new centre and was fully licenced in March 2016. The centre is licensed for 40 children, including up to 16 aged under two. At the time of this ERO review, there were 48 children enrolled, of whom 18 are identified as Māori.

The centre manager is responsible for governance and centre management. She is a fully qualified early childhood education teacher and also teaches in the centre. The management structure includes two team coordinators, one in the baby and toddler ‘Ruru’ area and one in the over two ‘Tui’ area. Leadership is collaborative and provides continuity and consistency of planning and practices across the centre.

The centre philosophy is focused on nurturing, and respectful relationships, with children, parents and whānau. Te Whāriki guides the centre curriculum and babies and children are encouraged to learn through play and see themselves as competent, confident and capable learners.

This is the first ERO review of Peanuts Childcare and Education Centre.

The Review Findings

The centre manager, team coordinators and teachers have established a culture in which children are valued, celebrated and affirmed for who they are and what they bring to their learning. The philosophy is strongly evident in practice and close, trusting and positive relationships underpin teaching and learning. Transitions into the centre, within the centre and to school are well considered. Children, parents and whānau are well supported.

Babies and toddlers' develop a strong sense of belonging. This is promoted by authentic, respectful and reciprocal relationships with adults. They are encouraged to initiate their own learning as they play in a safe, calm and nurturing environment. Babies and toddlers benefit from extended periods of uninterrupted time and have access to generous amounts of space and a wide range of high quality equipment, including opportunities for physical challenge and discovery. Toddlers are able to explore the natural world and play in the Tui outside area. Early oral language, literacy and mathematics opportunities are naturally integrated into the programme.

Babies and toddlers' learning and development in the centre is shared with parents and whānau. Informal conversations, individual portfolios and the increasing use of digital technologies also keeps parents and whānau well informed. Babies and toddlers benefit from mutually trusting relationships between their parents and teachers.

The whanaungatanga display area acknowledges the cultural identities of all children in the centre. Young children develop a strong sense of belonging and respectful relationships with adults and peers. Children's social competencies, self-managing skills and learning through play are well supported by teachers.

Children in the over two area also initiate their own learning and benefit from extended periods of uninterrupted time for exploration and play. They have access to generous amounts of space and a wide range of high quality resources in the indoor environment. Literacy, dramatic play, art and creativity are effectively integrated into the programme. There are opportunities for physical play and science inquiry in the outside area. Children enjoy a range of experiences, which include the natural world and assisting with edible gardens.

The owner-manager builds high levels of relational trust among teachers and families. She works with team coordinators to facilitate a responsive approach that supports children’s cultural identity and sense of belonging. The concepts of whanaungatanga, ako and mahi tahi are increasingly promoted throughout the centre. Māori children's sense of belonging and identity is supported and celebrated

Self-review is focused on improving the quality of education and care, and is ongoing and systematic. Reviews include the gathering and analysis of useful information from a range of sources to make evidence-based decisions about outcomes for children. Informed decision are well aligned to the centre strategic goals.

Key Next Steps

The centre manager and team coordinators have identified and acknowledged that the following reviews are necessary to enrich outcomes for all groups of learners:

  • Exploring ways to enhance the external play areas for both the Ruru and Tui rooms.

  • Reviewing how well mathematics is currently integrated into the centre programme.

  • Increasing the use of te reo and tikanga Māori through the daily programme.

  • Strengthening appraisal practices.

Management Assurance on Legal Requirements

Before the review, the staff and management of Peanuts Childcare & Education Centre Whitianga Ltd 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:

  • curriculum
  • premises and facilities
  • health and safety practices
  • governance, management and administration.

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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Peanuts Childcare & Education Centre Whitianga Ltd will be in three years.

Lynda Pura-Watson Deputy Chief Review Officer

Te Tai Miringa - Waikato / Bay of Plenty Region

13 November 2017

The Purpose of ERO Reports

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.

2 Information about the Early Childhood Service



Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, including up to 16 aged under 2

Service roll


Gender composition

Boys 24 Girls 24

Ethnic composition



Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Under 2


Better than minimum requirements

Over 2


Better than minimum requirements

Review team on site

September 2017

Date of this report

13 November 2017

Most recent ERO report(s)

No previous ERO reports

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.