4woods Early Learning Centre

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

100 Cameron Road, Te Puke

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1 Evaluation of 4woods Early Learning Centre

How well placed is 4woods Early Learning Centre 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.


4woods Early Learning Centre is a privately owned education and care service located in Te Puke. The centre is licensed for 45 children including up to 15 under two years of age. The roll is 61, including 11 children who identify as Māori. The two owners manage the centre on a day-to-day basis. Six teachers hold early childhood qualifications and two are unqualified.

The service has relocated since the 2015 ERO review. The new purpose-built centre was opened in October 2016. There is a mixed-age outdoor area and a separate room for children under two years of age.

The centre philosophy states that they are family/whānau orientated, have an inclusive approach to bi-culturalism and are focused on individual children’s interests and strengths. Children will develop self confidence and courage to become competent, confident learners.

The centre managers and teachers have addressed the key next steps identified in the 2015 ERO report that related to strengthening strategic planning and self review, developing performance management for leaders and assessment, planning and evaluation.

The Review Findings

Management have collaboratively developed a vision and philosophy that promotes positive learning outcomes for all children. The philosophy is a living document that underpins all that they do. Goals for ongoing improvement have been identified and prioritised. Progress towards achievement of these goals is regularly reviewed. Planned and spontaneous self reviews are ongoing, responsive to identified priorities and lead to improved outcomes for children.

The co-owners/managers work collaboratively to build teacher capability within the centre. They have established a culture of respect and trust with teachers, parents and whānau. Emergent leadership amongst teachers is encouraged. Leaders have supported teachers to access professional learning and development to increase their individual and collective knowledge.

The centre’s responsive curriculum is promoting positive learning outcomes for all children. Teachers have created learning experiences that incorporate children’s interests through different areas of the curriculum. They have effectively integrated aspects of literacy, numeracy, oral language and science into daily programmes. The curriculum strongly reflects the living world and environmental sustainability. Māori concepts and language are naturally woven into the day-to-day life of the centre. Children are nurtured during transitions into and within the service, and when moving to school.

Assessment is effectively used to identify individual learning and development. Teachers have an understanding of each child as a unique learner and effectively support children’s sense of belonging.

Respectful interactions between teachers and children support the building of independent, self-confident learners. Teachers encourage children’s curiosity and thinking by using open-ended questions and promoting conversations. ERO observed teachers recognising and responding to opportunities to engage with and extend children’s learning through problem solving and experimentation.

The environment promotes choice, is calm and children can learn at their own pace. The outdoor areas include a wide range of natural resources and supports children's exploration and imaginative play. Processes are in place to meet the needs of any child who requires additional support. Children are highly engaged in sustained and uninterrupted play and learning.

Provision for children up to two years of age is positive, sensitive and responsive. Teachers recognise and use learning opportunities within the routines. They interact with young children in a calm, unhurried way giving them time and space to lead their learning.

Parents spoken to by ERO were well informed about their children's learning and care and expressed high levels of confidence in teachers to provide an environment where each child is respected and valued as an individual.

Key Next Steps

ERO and centre management agree that the key next steps are to:

  • review the centre philosophy to reflect the revised Te Whāriki

  • continue to develop teaching as inquiry.

Management Assurance on Legal Requirements

Before the review, the staff and management of 4woods 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:

  • 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 4woods Early Learning Centre will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer

Te Tai Miringa - Waikato / Bay of Plenty Region

18 June 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


Te Puke, Bay of Plenty

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

45 children, including up to 15 aged under 2

Service roll


Gender composition

Girls 34 Boys 27

Ethnic composition



Percentage of qualified teachers

80% +

Reported ratios of staff to children

Under 2


Better than minimum requirements

Over 2


Better than minimum requirements

Review team on site

May 2018

Date of this report

18 June 2018

Most recent ERO report(s)

Education Review

March 2015

Education Review

February 2012

Education Review

November 2010

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.