4 Wales Street, Rangiora
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 Rangiora High School Nursery 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 |
Rangiora High School Nursery School is a community-based service, with an elected board of trustees. A head teacher is responsible for the day-to-day operation of the service, along with her qualified, experienced team. A fifth of tamariki identify as Māori. A small number of families have cultures from beyond Aotearoa New Zealand.
Leaders and teachers intentionally provide experiences and use strategies that inspire children's curiosity. This fosters children’s active involvement in learning. Children are encouraged to make choices and contribute their ideas as they increase their communication, social confidence and skills. Teachers demonstrate care and respect for children, families and each other.
Children with additional needs are well-supported with care and aroha. They are provided with equitable opportunities to access experiences within a calm learning environment. Progress is measured in ways that enhance children’s mana and identity as successful learners. Teachers work collaboratively with parents, whānau and external agencies to support positive learner outcomes.
Teachers document well written assessment documentation that captures the child as a capable and progressive learner over time. They make good use of parent and whānau aspirations to plan for individual learner outcomes. However, the cultural identity of children is yet to be consistently integrated into planning and assessment.
Leaders are aware of their responsibilities to engage with whānau Māori and are actively pursuing ways to reflect this in the curriculum. The governing board's strategic pathway is aligned to building cultural capability, including the use of te reo Māori.
There is a systematic, collaborative process for internal evaluation that is focused on key priorities for improvement. Leaders and teachers are yet to evaluate the impact of changes to teachers’ practice on children’s learning outcomes. The internal evaluation policy does not give clear guidelines aligned to current high-quality practice.
Board members, leaders, and teachers work collaboratively as a professional learning community. They have high levels of relational trust and a strong focus on improvement. The service has established systems and practices that focus on what is happening for children, their learning and wellbeing.
Rangiora High School Nursery School will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Rangiora High School Nursery 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.
During the review, the service provided ERO with evidence that shows it has addressed the following non-compliances:
Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA7A, HS27, HS31.
Patricia Davey
Director of Early Childhood Education (ECE)
15 August 2024
| Early Childhood Service Name | Rangiora High School Nursery School |
| Profile Number | 70437 |
| Location | Rangiora |
| Service type | Education and care service |
| Number licensed for | 45 children over 2 years of age |
| Percentage of qualified teachers | 80-99% |
| Service roll | 57 |
| Review team on site | June 2024 |
| Date of this report | 15 August 2024 |
| Most recent ERO report(s) | Education Review, May 2020; Education Review, November 2016 |
Not well placed | Requires further development | Well placed | Very well placed |
Rangiora High School Nursery School is very well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Rangiora High School Nursery School is a community-based education service, with an elected board of trustees. It is licensed for 45 children from two years old to school age. They learn together in one play space.
An experienced head teacher has responsibility for the centre. Since the 2016 ERO review a new assistant head teacher has been appointed. All teaching staff are fully qualified early childhood teachers.
Centre programmes and practices are guided by a shared mission and teaching philosophy which emphasise self-worth, confidence, independence, creativity and discovery to support each child's lifelong learning journey.
Leaders and teachers have made very good progress against ERO's November 2016 recommendations. They have used external expertise to support professional development and teacher appraisal. They have strengthened internal evaluation practices and strategic planning to address areas of improvement identified in that report.
The service is an active member of the Puketeraki Kāhui Ako|Community of Learning.
Children benefit from caring and responsive relationships with each other and their teachers. Well-established routines support children to build high levels of social and emotional competence. As a result, children are supported to develop a strong sense of belonging and empathy through their collaborative play and learning.
Children experience a curriculum that is highly responsive to their home cultures, languages and identities. Children who identify as Māori are intentionally supported in consultation with whānau, to recognise their strengths. A wide range of engaging environments, activities and resources support physical challenge, sensory development and extend children's interests and ideas. The centre's focus on inclusive practices effectively supports children with additional needs to ensure they are fully involved in all aspects of learning and activities.
Planning for individual children reflects an in-depth understanding of each child and their family's needs and aspirations. Teachers make very good use of their knowledge of each child to involve them in meaningful conversations that extends their learning and supports their wellbeing. They record detailed and responsive group assessment and planning and regularly share assessments with parents, and seek their input to inform the centre's curriculum. Teachers effectively evaluate their teaching strategies to ensure children experience consistency in their learning.
Highly effective leaders model collaborative and reflective practice that is child focused. The leadership team has successfully implemented effective systems to support the smooth operation of the centre. They use internal evaluation practices to support continuous improvement.
Centre leaders and ERO agree that the next steps are to build on existing good practices by:
Before the review, the staff and management of Rangiora High School Nursery School 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 Services (Southern)
Southern Region - Te Tai Tini
20 May 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 | Rangiora | ||
| Ministry of Education profile number | 70437 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 45 children, 2 years and over | ||
| Service roll | 76 | ||
| Gender composition | Girls 47, Boys 29 | ||
| Ethnic composition | Māori NZ European/Pākehā Other ethnicities | 9 54 13 | |
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates | 80% + | ||
| Reported ratios of staff to children | Over 2 | 1:9 | Better than minimum requirements |
| Review team on site | December 2019 | ||
| Date of this report | 20 May 2020 | ||
Most recent ERO report(s)
| Education Review | November 2016 | |
| Education Review | June 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 |
Rangiora High School Nursery School is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Rangiora High School Nursery School is a not-for-profit, community-based, education and care service. The centre has been a well-established part of the community it serves for 78 years. It has historical links to Rangiora High School and is based on the school site.
Since the 2013 ERO review, there have been significant changes to the governance, management and leadership structure of the centre. It is now governed solely by an independent trust and board of trustees many of whom are or have been parents at the centre. A new manager was appointed from within the teaching team in 2016.The experienced and respected teaching team have remained stable over this period of change and have provided consistency for children and families.
The manager and teachers have made good progress in addressing the recommendations from the previous ERO report. This includes strengthening assessment, internal evaluation, appraisal processes and increasing the inclusion of Aotearoa New Zealand's bicultural heritage in the programme.
The centre is part of an established learning cluster of schools and other early learning services that support children and families in the community.
The board, manager and teachers have a clear vision, and shared values and philosophy for children's learning and wellbeing that are well reflected in centre programmes and practices.
Teachers actively foster positive relationships with children, parents, whānau and community. Children and families are warmly welcomed and supported to develop a good sense of belonging. Parent contributions to their children's learning, the group programme and to the operation of the centre are highly valued.
Children benefit from spacious, well-resourced and presented learning areas that promote their curiosity and inspire exploration. They have many opportunities to enjoy physical challenges and to learn about sustainable practices and the natural world. Literacy, mathematics, science, music and creative experiences are integrated into the programme in ways that are meaningful to children.
Children are well supported to develop social competencies, initiate relationships and maintain friendships. Teachers encourage children to take responsibility for themselves and to care for others and the environment. Visitors to the centre and visits into the community enrich the curriculum for children. Parents are well informed of children’s learning interests through attractive and informative wall displays and individual learning records.
Teachers model care and respect for one another and for children. Teachers are sensitive and responsive to the individual interests, strengths and capabilities of children.
Teachers engage children in meaningful conversations to develop and extend on their language and conversation skills. Teachers are skilled story-tellers and involve children in a range of rich oral language experiences.
The manager and teachers are developing a good understanding of internal evaluation as collaborative, evidence-based inquiry. They have an ongoing focus on building reflective and evaluative practices. Targeted professional development is increasing understanding and use of te reo and tikanga Māori; and some aspects of Pasifika education.
The board, manager and teachers communicate effectively and work collaboratively together. The strengths of each teacher are valued and well used to support the provision of a rich and varied curriculum and the successful operation of the centre. There is a strong sense of a collective focus on embracing change, and an ongoing commitment to improvement and positive outcomes for children and families.
The manager and teachers have identified, and ERO agrees, that priority should now be given to:
Before the review, the staff and management of Rangiora High School Nursery School 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 Rangiora High School Nursery School will be in three years.
Dr Lesley Patterson
Deputy Chief Review Officer Te Waipounamu/Southern
24 November 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 | Rangiora | ||
| Ministry of Education profile number | 70437 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 45 children, two years of age and over | ||
| Service roll | 63 | ||
| Gender composition | Girls 39; Boys 24 | ||
| Ethnic composition | Māori Pākehā Samoan British Other ethnicities | 2 48 2 8 3 | |
| Percentage of qualified teachers 0-49% 50-79% 80%+Based on funding rates | 80% + | ||
| Reported ratios of staff to children | Over 2 | 1:10 | Meets minimum requirements |
| Review team on site | October 2016 | ||
| Date of this report | 24 November 2016 | ||
| Most recent ERO reports | Education Review | June 2013 | |
| Education Review | November 2009 | ||
| Education Review | October 2006 | ||
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.