25 Strowan Road, Christchurch
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 Minnies Pre-School 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 |
Minnies Preschool is a privately owned early learning centre. The owners are involved in the governance and management of the service. A centre manager is responsible for day-to-day operations. A small number of tamariki Māori attend and there a number of children from a diverse cultural heritages.
Children’s learning is well supported within a play-based curriculum underpinned by Te Whāriki, the early childhood curriculum. Teachers foster respectful relationships with parents and whānau that enhance children’s learning, well-being and connections between the service, home, and community.
Leaders and teachers respect the diverse identities, languages and cultures of children and families who attend the service. Most teachers have personal goals relating to increasing their cultural confidence and capability through improving their use of te reo Māori and tikanga Māori within the curriculum.
Children up to two years of age experience a calm slow pace that gives them time and space to actively explore. Teachers’ approaches to care giving routines are nurturing and responsive. Transitions within the service are seamless.
Assessment practices actively promote and respond to the aspirations of children, parents, and whānau. Teachers intentionally make children’s interests and learning visible in assessment, planning and evaluation. This includes clearly showing their progress and continuity of learning outcomes over time.
Experienced leaders and teachers are embedding systems, processes, and practices to increase the capability and collective capacity to do and use internal evaluation for improvement. Leaders make good use of teacher’s skills, capabilities, and passions within the service. A useful professional inquiry process and targeted professional development continually builds individual and team professional practice.
The learning and well-being of children in the context of whānau relationships are the primary consideration in decision making. However, a next step is to refine and develop annual strategic priorities that are measurable and focused on what matters most for children and families. Those responsible for governance and management ensure there are effective systems and processes to meet regulatory requirements. This includes ensuring that requirements relating to curriculum, health and safety, premises and facilities and human resources are met and maintained.
Minnies Pre-School will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Minnies Pre-School 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.
Patricia Davey
Director of Early Childhood Education (ECE)
16 August 2024
| Early Childhood Service Name | Minnies Pre-School |
| Profile Number | 70411 |
| Location | Christchurch |
| Service type | Education and care service |
| Number licensed for | 42 children, including up to 12 aged under 2 |
| Percentage of qualified teachers | 80-99% |
| Service roll | 45 |
| Review team on site | June 2024 |
| Date of this report | 16 August 2024 |
| Most recent ERO report(s) | Akanuku | Assurance Review, November 2021 |
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 | Meeting |
At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.
Minnies Pre-School is a small early learning service that caters for children from birth to school age. This is its first ERO report since a change of ownership to the Provincial Education Group PEG 2 Limited and relicensing in April 2018. The centre manager is supported by a regional manager. Most kaiako are qualified and certificated teachers.
The philosophy expresses the service’s beliefs, values, and attitudes about provision of early childhood education and care. Parents and whānau have opportunities to contribute to their child’s learning. The curriculum is designed to respect and support the right of each child to be confident in their own culture. Children are encouraged to be engaged in, and make decisions about, their learning.
The premises, furniture, fittings, equipment and materials are safe, hygienic and maintained in good condition. There is provision for different types of indoor and outdoor learning experiences that are appropriate for infants, toddlers and older children.
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
11 November 2021
| Early Childhood Service Name | Minnies Pre-School |
| Profile Number | 70411 |
| Location | Christchurch |
| Service type | Education and care service |
| Number licensed for | 40 children, including up to 12 aged under 2. |
| Percentage of qualified teachers | 80%+ |
| Service roll | 49 |
| Ethnic composition | Māori 6, NZ European/Pākehā 31, Indian 5, other ethnic |
| Review team on site | September 2021 |
| Date of this report | 11 November 2021 |
| Most recent ERO report(s) | Education Review, January 2016; Education Review, May 2014 |
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 regulated 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 |
Minnies Preschool is well placed to promote positive outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Minnies Preschool is one of four centres owned and administered by Canterbury Early Learning Centres Limited (CELC). The centre provides for babies to children of school age in two separate rooms. Each classroom has its own outdoor area. Most teachers are registered early childhood teachers.
The centre leader, the head teachers in the preschool and the nursery and a number of teachers have been appointed since the 2014 ERO review. Nearly all the staff are qualified early childhood teachers.
The centre has made significant progress since the 2014 review. The quality of the education and care programmes in the nursery have improved. Child assessment and programme planning procedures are well established. The centre is establishing good processes for self review, strategic planning and staff appraisal. The inclusion of te ao Māori is an area for continuing development.
Leaders and teachers have been well supported by the Ministry of Education (MoE) and advisory support services to improve systems and practices that promote positive outcomes for all children.
This review was part of a cluster of three centre reviews within CELC.
Children experience positive and supportive relationships with their teachers. Teachers engage children in interesting conversations that help them connect their home and centre experiences. They ask questions that help children extend their thinking and problem-solving skills.
The environment is calm and well organised. Teachers know their roles and responsibilities, and how best they can support children and each other in the programme. The playrooms are well presented and equipped. Children can easily access resources and choose the space where they would like to work. Literacy, mathematics, science and physical activity are well integrated into the programme.
Children have time to think, select and work independently at their own pace. Teachers have an in- depth knowledge of each child. They make good use of the information to provide additional activities that build on the children’s interests and extend their knowledge and skills. Children participate in a wide range of experiences.
Infants and toddlers in the nursery enjoy nurturing relationships with their teachers. Children have time to explore their environment. Teachers are responsive and flexible to the needs and routines of the children. They skilfully introduce new activities that interest young children and help them to have positive social interactions with others.
Systems and procedures for child assessment and programme planning are well established. Teachers have been effectively supported by the curriculum leader to complete learning stories to a consistent high standard. They regularly discuss assessments and plans so that all teachers are aware of, and can respond appropriately to children’s interests and learning. Children’s individual learning plans also help to ensure all teachers have a good knowledge of each child’s learning.
Parents are kept well informed about their child’s learning through assessments, wall displays and planned meetings with the teachers.
Managers and teachers have made effective use of professional development to improve their management knowledge and skills. They have developed a useful self-review framework and have completed a well-constructed review. This review included good monitoring processes that identified outcomes for children. The strategic plan gives clear direction for the ongoing development and improvement of the centre.
The managers, leaders and teachers have established effective systems and practices for health and safety and care routines. These systems and practices are efficiently implemented by staff and regularly monitored by leaders and managers.
The managers and ERO agree that the key next steps for the centre include:
CELC is making a number of improvements to the operation of the organisation at centre and management levels. These include:
The CELC managers and ERO agree that the next key steps for the organisation should include:
Before the review, the staff and management of Minnies 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 Minnies Preschool will be in three years.
Chris Rowe
Deputy Chief Review Officer Southern (Acting)
14 January 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 | Christchurch | ||
| Ministry of Education profile number | 70441 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 40 children, including up to 12 aged under two | ||
| Service roll | 57 | ||
| Gender composition | Boys 30; Girls 27 | ||
| Ethnic composition | Māori Pākehā Samoan Other ethnicities | 3 47 1 6 | |
| Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates | 80% | ||
| Reported ratios of staff to children | Under 2 | 1:4 | Better than minimum requirements |
| Over 2 | 1:10 | Meets minimum requirements | |
| Review team on site | November 2015 | ||
| Date of this report | 14 January 2016 | ||
| Most recent ERO reports | Education Review | May 2014 | |
| Education Review | March 2011 | ||
| Education Review | February 2008 |
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.