190 Belvedere Road, Carterton
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 Carterton Preschool are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whakaū Embedding |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whakaū Embedding Whakaū Embedding |
Carterton Preschool is one of two privately owned services. The service is managed by the two owners and a recently appointed assistant head teacher. A small number of children enrolled are of Māori heritage or other ethnic groups. Most children transition from Carterton Preschool Littlies. Since ERO’s 2020 review there have been staffing and leadership changes.
The philosophy encourages independence and agency where children contribute to programme planning. Children with additional learning needs are well supported. Parents and whānau actively contribute to an inclusive programme that values, recognises and includes their goals for their children. Transitions into, across and from the service respond to children’s individual needs. Children demonstrate a strong sense of belonging.
Children are viewed as capable, competent learners and lead their own learning in a play-based context. Teachers intentionally provide children with regular opportunities to explore, engage and take responsibility in the kaitiakitanga (guardianship) of the local whenua and community. Leaders and teachers know children and their families well in the context of their home environments.
Learning outcomes from Te Whāriki, the early childhood curriculum, are interwoven through assessment and planning. Leaders and teachers continue to grow their knowledge of children’s progress in relation to these. Teachers intentionally provide a curriculum that fosters literacy, numeracy and oral language.
Children engage in te reo Māori and tikanga Māori which are interwoven in the daily curriculum. They actively understand and speak te reo Māori through their play. Ngā Atua, and their connections to the whenua, are strongly promoted throughout the curriculum. The service continues to build teachers’ culturally responsive practices to provide a curriculum that reflects each child’s culture, languages and identity. Children’s mana is upheld.
Relational trust of all staff enables collaboration and ongoing improvement of systems and processes. Leaders are growing their understanding to use the service’s internal evaluation framework for improvement.
Carterton Preschool will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Carterton Preschool 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.
The service has provided ERO with evidence that shows it has addressed the following non-compliances:
[Licensing Criteria for Early Childhood Education and Care Centres 2008, HS7, GMA7A, GMA8]
Patricia Davey
Director of Early Childhood Education (ECE)
29 July 2024
| Early Childhood Service Name | Carterton Preschool |
| Profile Number | 60113 |
| Location | Carterton |
| Service type | Education and care service |
| Number licensed for | 32 children are over the age of 2 years |
| Percentage of qualified teachers | 100% |
| Service roll | 33 |
| Review team on site | May 2024 |
| Date of this report | 29 July 2024 |
| Most recent ERO report(s) | Education Review, June 2020; Education Review, February 2016 |
Not well placed | Requires further development | Well placed | Very well placed |
Carterton Preschool is very well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Carterton Preschool is one of two privately owned and operated centres. It caters for children aged from three to five years with its sister centre catering for children under two years of age.
The philosophy emphasises the importance of commitment to children and the centre's values, the development of children's dispositions and a commitment to the natural environment. There is a focus on literacy, numeracy, bicultural curriculum and transition to primary school. A separate programme is offered in the school holiday periods.
There was a change to one of the two owners at the beginning of 2019. Some restructuring of centre operations has been made to accommodate this change. The owners have clearly defined management roles and some staffing changes have resulted from teachers gaining promotion.
The service’s February 2016 ERO report found the programme to be of high quality. Management and staff have continued to strengthen their knowledge and capacity for internal review and bicultural practice. Strong links have been maintained with local iwi representatives. Any areas identified for development in the previous report have been suitably addressed.
Children are very well supported to become self-directed learners. They are highly engaged in sustained learning activities and empowered to lead their own learning. They engage well with their peers and learning opportunities provided. They co-construct learning opportunities with teachers and other children.
A commitment to supporting the achievement of Māori children and the adoption of bicultural practices is highly evident. There is an authentic approach to acknowledging and integrating te ao Māori. Artefacts are authentically incorporated into the environment and the curriculum. The centre, in partnership with local iwi, continues to have an active involvement in the Mangatarere Stream restoration project. This supports aspects of Māori tikanga to be adopted and children to learn how to be kaitiaki of the local environment.
Teachers are very responsive to and inclusive of children's diverse cultures, languages, and diverse learning needs. Leaders provide a high-quality environment for learning.
The centre's philosophical values and other aspects of the philosophy are strongly promoted. Teachers are highly skilled in engaging with children and supporting their play. They initiate carefully considered conversations to support and extend learning. Support for children's wellbeing is an ongoing focus. Behaviour is channelled in positive ways and children are supported to be inclusive of others. Resources are invitingly presented and promote investigation and exploration.
Carefully planned induction and transition processes support children and their families into and through the centre. A family group teacher in responsible for maintaining an ongoing relationship with and a flow of information to and from parents. Full reports capture and share detailed information about children at these transition points.
Assessment and planning for learning are highly developed and well implemented. This is strongly based on children’s interests, local events and matters of importance to whānau, families and children. Regular learning stories capture children's progress and shows how teachers effectively are supporting this. The team leader has identified a need to continue to support teachers with their evaluation of how well their actions support positive outcomes for children.
Appraisal processes are strong and have been further strengthened through the inclusion of a robust teacher inquiry process. This process is research informed, regularly undertaken and findings are shared among other staff. Strategic and annual planning practices seek to move the service forward in targeted areas of its operations.
Strong, professional leadership is evident. Leaders are improvement focused and seek to sustain improvements in operations and to bring about improved outcomes for all children. They have established a strong and positive teaching team culture where consistent, high quality practice is supported and promoted. They seek opportunities to involve local iwi and community members and value them as expert partners in staff learning and centre activities.
Internal evaluation is effectively used to inform decision making and to understand the impact of changes on learners and their learning. Leaders continue to work to ensure the sustainability of this approach in extending understanding amongst staff.
Leaders and teachers should continue to use their internal evaluation processes for ongoing improvement to outcomes for children.
Before the review, the staff and management of Carterton Preschool 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.
Dr Lesley Patterson
Director Review and Improvement
Southern Region - Te Tai Tini
5 June 2020
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 | Carterton | ||
| Ministry of Education profile number | 60113 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 30 children aged over 2 | ||
| Service roll | 47 | ||
| Gender composition | Male 27, Female 20 | ||
| Ethnic composition | Māori NZ European/Pākehā Pacific Other ethnicities | 3 34 3 7 | |
| Percentage of qualified teachers | 80% + | ||
| Reported ration of staff to children | Over 2 | 1:7 | Better than minimum requirements |
| Review team on site | January 2020 | ||
| Date of this report | 5 June 2020 | ||
Most recent ERO report(s)
| Education Review | February 2016 | |
| Education Review | March 2013 | ||
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.
The overall judgement that ERO makes will depend on how well the service promotes 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.
| Not well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Carterton Preschool is owned and operated by two experienced, registered early childhood teachers. It caters for children aged from three to five years. There is a focus on literacy, numeracy bicultural curriculum and transition to primary school. A different programme is offered in the school holiday periods. The owners have clearly defined management roles and staffing is stable.
Since the March 2013 ERO report areas of the outdoors have been further developed. Elements to reflect te ao Māori have been incorporated into the environment and curriculum. An eel pathway is currently being constructed to reflect the centre’s involvement in the Mangatarere Stream restoration project. This is an area of historical importance to the local Kahungunu iwi.
The service’s previous ERO reports found the programme to be of high quality. Management and staff have continued to strengthen their knowledge and capacity for internal review and bicultural practice. Strong links have been developed with local iwi representatives. Areas identified for development in the previous report have been addressed.
Children engage in a well-considered curriculum. It has a strong focus on the outdoors, sustainability and links meaningfully to the community. Learning experiences are planned from children's observed interests and are responsive to opportunities that arise. These link to the centre philosophy that is clearly evident in practice.
Children are articulate and confident. They ably interact with their peers and adults. Children benefit from playing and learning in a well-resourced, high quality, challenging environment. A calm, positive and productive atmosphere prevails.
Children's needs and interests are well known and teachers regularly engage with, and are respectful of, children.
Strongly inclusive practices ensure that all children have the opportunity to access the centre’s curriculum and interact with their peers.
Assessment practices have been strengthened. These clearly identify children’s significant learning and how teachers respond. Teachers share learning with whānau. Programmes are evaluated to show individual children and group learning and next steps for development.
Parent input into decision making about their children's education and care is sought and highly valued. A strong consultation process is used to gather parent input and to track changes in their views over time. Whānau and community links are strong. The local stream preservation project provides a vehicle for regular contact and contribution.
Strong, responsive, reciprocal and respectful relationships have been developed with local iwi. Extensive work had been undertaken to grow bi-cultural understanding and practices. This is evident throughout the centre and its environment. Centre staff have identified this as an area to continue to grow and further integrate into the curriculum.
Children benefit from a strong and positive teaching team culture with consistent, high quality early childhood practice. Staff and management have a shared commitment to their stated philosophical values. A useful and supportive appraisal process links to centre goals and supports teacher development. Staff development needs are well provided for.
Clear and robust practices are in place to sustain and improve centre operation. Comprehensive and ongoing internal review is evident in a range of formats. It is a shared process that considers input from a range of sources including research into current best practice. Subsequent actions are very well considered. Improvements are well monitored for effectiveness and their impact on outcomes for children. Continuing to strengthen internal evaluation processes to demonstrate how well teaching practices support children's learning is a next step.
The owners have a strong vision based on the provision of high quality education for young children. They are collaborative leaders and have a well organised approach to their governance and management roles. A good range of policy and professional guidelines are in place to support practice. Centre leaders have identified a next step to restructure and further review policies to ensure they are consistent with current practices.
Before the review, the staff and management of Carterton Preschool 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 Carterton Preschool will be in four years.
Joyce Gebbie
Deputy Chief Review Officer Central
3 February 2016
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 | Carterton | ||
| Ministry of Education profile number | 60113 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 30 children over the age of 2 years | ||
| Service roll | 48 | ||
| Gender composition | Boys 27, Girls 21 | ||
| Ethnic composition | Māori Pākehā Other ethnic groups | 1 46 1 | |
| Percentage of qualified teachers | 80% | ||
| Reported ratios of staff to children | Over 2 | 1:6 | Better than minimum requirements |
| Review team on site | November 2015 | ||
| Date of this report | 3 February 2016 | ||
| Most recent ERO report(s) | Education Review | March 2013 | |
| Education Review | March 2010 |
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.
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.