Wanaexcel Education Hub

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

11 Cliff Wilson St, Wanaka

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Wanaexcel Education Hub - 30/08/2018

1 Evaluation of Wanaexcel Education Hub

How well placed is Wanaexcel Education Hub 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.


Wanaexcel Education Hub (WEEH) opened in 2016. It is a privately owned full-day care and education service. The owner is an experienced early childhood provider. It is licensed for 70 children including up to 16 children aged under two. Children learn in three rooms, and are grouped according to their age.

A head teacher is responsible for ensuring consistency of teaching practice across the service. Team co-ordinators are responsible for the daily programme in the rooms. Most of the staff are qualified early childhood teachers. The service provides all meals for the children.

The centre philosophy is part of an overarching belief system that guides all centre practice. WEEH aims to ‘provide a safe, secure and warm environment that creates opportunities for children to have freedom of choice, individuality, and independent learning through meaningful interactions and different experiences’. WEEH core values are ‘creativity, acceptance, respect, empowerment and success.'

The Review Findings

WEEH is welcoming to all children, their parents and whānau. Relationships between teachers and children are respectful, caring and reciprocal. Children have a strong sense of belonging and have nurturing attachments with their peers and adults. They are empowered to have ownership of and to make choices about their learning.

Children’s learning benefits from an environment that promotes their exploration and independence. Well-planned and thought-out learning spaces and placement of resources provide for a positive learning environment. Leaders and teachers smoothly and calmly manage children's routines and transitions into and within the centre.

Children are well supported in their learning. Leaders and teachers know their children well as individuals and learners. Planning for children's learning provides for purposeful and intentional teaching. Records of learning show children being successful in their learning and that this learning is extended over time. Children with additional learning needs are well supported, including receiving support from external agencies where appropriate.

Teachers regularly communicate with families. Contributions from families are valued and used to inform planning and assessment. WEEH is building close links with its community and local schools.

Infants and toddlers are well provided for. Teachers have close relationships with their children and carefully align care routines with home and the wishes of parents.

Aspects of the curriculum are strong. This includes teachers deliberately supporting children to:

  • be socially competent
  • have opportunities for physical challenges
  • engage in creative and imaginative play.

Leaders are improvement focused and have developed some useful systems and processes to guide practices and decision-making across the centre. Leaders actively seek and make good use of external expertise and provide ongoing professional development for teachers to make and sustain improvements to programmes and practices.

Leaders have high expectations for all aspects of the centre’s operations to promote positive outcomes for all children. They show a strong commitment to the centre’s philosophy, vision and goals. As a new service, the organisational culture is still being established. Many practices need embedding and refining. This includes further developing planning to support the long term goals of the service, and embedding the new appraisal system. Internal evaluation practices need to monitor and evaluate the effectiveness of programmes and practices over time.

Key Next Steps

The leaders have identified, and ERO’s evaluation has confirmed, that the key next steps are to:

  • embed and refine centre practices
  • consolidate best practices that reflect the centre's philosophy and promote positive outcomes for children
  • build a shared understanding in practice of te ao Māori and a stronger presence of culture, language and identity of Māori, and all children, in documentation.

Management Assurance on Legal Requirements

Before the review, the staff and management of Wanaexcel Education Hub 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 Wanaexcel Education Hub will be in three years.

Alan Wynyard

Director Review & Improvement Services Southern

Te Waipounamu - Southern Region

30 August 2018

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

70 children, including up to 16 aged under 2

Service roll


Gender composition

Girls: 33

Boys: 53

Ethnic composition

Other ethnicities


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

July 2018

Date of this report

30 August 2018

Most recent ERO report(s)

First report for this centre

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.