46A Bennett Street, Cloverlea, Palmerston North
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 Little Acorns Childcare Ltd 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 |
Whāngai Establishing |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whāngai Establishing |
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Kaihautū Leaders foster collaboration and improvement |
Whakaū Embedding |
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Te Whakaruruhau Stewardship through effective governance and management |
Whāngai Establishing |
Little Acorns Childcare Ltd is a privately owned early learning service. Children learn in three aged based rooms. There have been several changes in the service since the December 2018 ERO evaluation. These include an increase in the number of children attending, staffing and recent leadership changes.
Children’s learning and wellbeing is well supported in play-based learning environments where kaiako value relationships. Children’s interests and ideas are scaffolded and responded to appropriately. Infant and toddler learning is enhanced through calm, unhurried routines.
Children engage in a range of language rich experiences within the curriculum. Māori learners are encouraged to share pepeha that recognise their unique whakapapa. Concepts from te ao Māori and the use of te reo Māori are incorporated into everyday experiences. Kaiako are beginning to integrate Pacific languages and enact culturally responsive practices to support Pacific learners. Aspects of cultural connectedness build children’s sense of security and belonging.
Collaboratively defined priorities for children’s learning underpin curriculum delivery and provide the basis for assessment, planning, and evaluation of learning for individual children. Multiple opportunities promote and encourage whānau involvement and influence in their child’s learning. Kaiako recognise and respond to children’s capabilities and needs for additional support. Children’s learning and progress over time is intentionally supported and their identity as successful learners is affirmed.
The newly established leadership team builds trusting relationships to effectively support kaiako collaboration. Leaders promote the service’s vision and priorities for children’s learning. An appraisal process is in place, focused on building kaiako capability. Staffing changes have delayed consistent implementation. Leaders are yet to consider the impacts of professional learning and kaiako capability building, on adding value to positive outcomes for children’s learning.
Internal evaluation and improvement focused systems and processes are established. Evaluation practices are yet to demonstrate a clear understanding of the purpose of evaluation or provide information regarding the value added in terms of children’s learning. Strategic planning does not include clear processes to support systematic monitoring or evaluation of progress towards the service’s vision and goals.
Little Acorns Childcare Ltd will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Little Acorns Childcare 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.
Shelley Booysen
Acting Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
20 December 2021
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Early Childhood Service Name |
Little Acorns Childcare Ltd |
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Profile Number |
47245 |
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Location |
Palmerston North |
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Service type |
Education and care service |
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Number licensed for |
62 children, including up to 22 aged under 2. |
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Percentage of qualified teachers |
80-99% |
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Service roll |
70 |
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Ethnic composition |
Māori 21, NZ European/Pākehā 37, Other ethnic groups 12. |
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Review team on site |
November 2021 |
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Date of this report |
20 December 2021 |
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Most recent ERO report(s) |
Education Review, December 2018. |
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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.
Little Acorns Childcare Centre Ltd is a privately owned centre on the outskirts of Palmerston North. It caters for 40 children, including 12 aged up to two years. Separate areas are organised for over two-year-olds, and infants and toddlers. Of the 40 children enrolled, 13 identify as Māori. The centre serves a wide area of the community.
The manager has responsibility for daily operation. She provides professional guidance for teachers and is supported by two leaders. Five teachers have an early childhood qualification. Two staff are primary trained. Five teachers have full certification and one is provisionally certificated.
The philosophy beliefs and values are built on the core principles of 'relationships, communication and responsibilities'.
This is the first report for this service.
The manager and teachers work collaboratively to provide a welcoming, inclusive learning environment for children and families. Staff promote practices that are responsive to family aspirations for their child.
Children enthusiastically engage in a range of child-initiated, play-based experiences for the majority of their time at the centre. Teachers select and introduce a variety of learning opportunities as part of group programme planning. E-profiles record learners’ participation and enjoyment in activities of choice. Observations of children in everyday activities build a picture of what they know, understand, feel and can do.
Infants are encouraged to become active communicators and explorers. Programme provision for these very young learners focuses on nurturing their wellbeing through responsive caregiving. Teachers are attuned to children's non-verbal cues. Adults play and work alongside children and support their developing skills.
Teachers consider and further their understanding of ways to reflect and respond to Māori learners. Te reo is heard throughout the daily programmes. A staff member skilfully models and provides colleagues with valuable support in te reo me ngā tikanga Māori. The manager and teachers continue to introduce ways to promote te ao Māori in a local, place-based context.
Transitions into the centre are flexible and responsive to the needs of individual children and families. Staff continue to consider processes for children as they move to school. Teachers should further reflect on ways to share information, so that children’s confidence and capability at the centre transfers to the new entrant classrooms.
The manager is collaborative and improvement focused. She has, along with the owner, a clear vision for the centre that is well communicated. The teaching team is developing a culture, based on mutual respect and skills that encourages children’s learning.
Practices to support continuing improvement and evaluate progress are developing. Professional development has helped the manager to support her team to establish a shared understanding of effective practice. Strategic planning is developing. Further consideration should be given to strengthening goals and success criteria that more closely align to the service's annual plan as a next step. Appraisal supports teachers to develop deliberate strategies for working towards goals and relevant training. The process has the potential to support teachers' professional growth and positive outcomes for children.
The manager and ERO agree that key next steps are to continue to:
strengthen internal evaluation by refining and developing strategic planning and appraisal
consider further ways of introducing culturally responsive practices for Māori and Pacific learners.
Before the review, the staff and management of Little Acorns Childcare 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:
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 Little Acorns Childcare Ltd will be in three years.
Adrienne Fowler
Director Review and Improvement Services
Central Region
7 December 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 |
Palmerston North |
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Ministry of Education profile number |
47245 |
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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 |
40 children, including up to 12 aged under 2 |
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Service roll |
40 |
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Gender composition |
Girls 20, Boys 20 |
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Ethnic composition |
Māori |
13 |
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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 |
1:3 |
Better than minimum requirements |
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Over 2 |
1:7 |
Better than minimum requirements |
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Review team on site |
November 2018 |
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Date of this report |
7 December 2018 |
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Most recent ERO report(s) |
No previous ERO reports |
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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.