2 Austin Drive, Whitianga
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 Whitianga Explorers 2 Ltd t-a Peanuts ELC 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 |
Whitianga Explorers 2 Ltd, trading as Peanuts ELC, is one of two services operating under the same ownership. There have been significant staff changes since a change of management in 2022 and ERO’s last report. A centre manager, supported by team leaders manage the service. A third of tamariki enrolled are Māori, and many of children come from diverse cultural backgrounds.
Children engage in a curriculum that promotes play-based learning and enhances their sense of belonging. Infant care practices are based on shared teaching and are responsive to their individual needs and routines. The environment and it’s set-up generally supports children’s learning and development. It does not yet support older children to engage in complex play, which enhances their thinking and encourages them to explore.
Through responsive interactions with teachers that are calm and unhurried, younger learners are included in all areas of play. Transitions into, through and out of the centre are well supported and tailored to the specific needs of the individual learner and their family. Those with additional learning needs are well supported to participate through partnerships between teachers, parents and external agencies.
Teachers are working towards a shared understanding of how to use the valued learning outcomes in Te Whāriki, the early childhood curriculum. Children’s cultures, languages and identity are beginning to be considered in assessment and planning. Positive relationships with parents and whānau give opportunities for them to be involved in their child’s learning.
Collaboration among the new teaching team is being established. New processes for professional growth have been developed and are now in the implementation stage. They do not yet consistently focus on building teachers’ knowledge and their capabilities to positively impact children’s learning.
Leaders have identified the need to refine established systems that evaluate practices to build professional knowledge. These systems are yet to effectively reflect the benefits of changes and monitor the outcomes for individual and groups of children. Relational trust exists between teachers and leaders, as they work alongside external providers supporting change.
Whitianga Explorers 2 Ltd t-a Peanuts ELC will include the following actions in its Quality Improvement Planning with support from governance to:
Before the review, the staff and management of Whitianga Explorers 2 Ltd t-a Peanuts ELC 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 non-compliances:
Licensing Criteria for Early Childhood Education & Care Services 2008, HS12.
Patricia Davey
Director of Early Childhood Education (ECE)
18 July 2024
| Early Childhood Service Name | Whitianga Explorers 2 Ltd t-a Peanuts ELC |
| Profile Number | 46598 |
| Location | Whitianga |
| Service type | Education and care service |
| Number licensed for | 40 children, including up to 15 aged under 2 |
| Percentage of qualified teachers | 80-99% |
| Service roll | 37 |
| Review team on site | April 2024 |
| Date of this report | 18 July 2024 |
| Most recent ERO report(s) | Akanuku | Assurance Review, October 2022, Education Review, November, 2017 |
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 | Not meeting |
At the time of the review, ERO identified non-compliance with regulatory standards that must be addressed.
Whitianga Explorers 2 Ltd trading as Peanuts ELC is one of two services operating under Whitianga Explorers 2 Ltd. There have been significant staff changes since a change of ownership. A centre manager and team leaders manage the service. A quarter of tamariki enrolled identify as Māori. This is the first ERO review under new ownership.
The service curriculum acknowledges and reflects the unique place of Māori as tangata whenua. It is informed by assessment, planning and evaluation. Kaiako demonstrate an understanding of how tamariki learn, their interests, whānau and life contexts. Tamariki preferences are respected, and they are involved in decisions about their learning experiences.
Positives steps are taken to respect and acknowledge the aspirations held by parents and whānau for their tamariki. Adults providing education and care engage in meaningful positive interactions with tamariki.
Practices and policies are in place to maintain health and safety requirements. Aspects of governance, management and administration are not yet consistently implemented.
ERO found areas of non-compliance in the service relating to:
[Licensing Criteria for Early Childhood Education & Care Services 2008, GMA6, GMA7]
During the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliances:
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
11 October 2022
| Early Childhood Service Name | Whitianga Explorers 2 Ltd t-a Peanuts ELC |
| Profile Number | 46598 |
| Location | Whitianga |
| Service type | Education and care service |
| Number licensed for | 40 children, including up to 16 aged under 2 |
| Percentage of qualified teachers | 80-99% |
| Service roll | 44 |
| Review team on site | September 2022 |
| Date of this report | 11 October 2022 |
| Most recent ERO report(s) | Education Review November 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 |
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 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.
The centre manager and team coordinators have identified and acknowledged that the following reviews are necessary to enrich outcomes for all groups of learners:
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:
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 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 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 | Whitianga | ||
| Ministry of Education profile number | 46598 | ||
| 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 | 48 | ||
| Gender composition | Boys 24 Girls 24 | ||
| Ethnic composition | Māori Pākehā Other | 18 22 8 | |
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 2017 | ||
| Date of this report | 13 November 2017 | ||
Most recent ERO report(s)
| No previous ERO reports | ||
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.