148 England Street, Linwood, 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 (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 Tiny Tots Preschool are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whāngai Establishing |
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 |
Whakaū Embedding |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whakaū Embedding |
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Kaihautū Leaders foster collaboration and improvement |
Whakaū Embedding |
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Te Whakaruruhau Stewardship through effective governance and management |
Whakaū Embedding |
Tiny Tots Preschool is a privately owned centre providing education and care for infants, toddlers and young children to school age. There are two separate areas inside and outside for the age groups attending. The centre serves an ethnically diverse community and is managed by the owner and a centre manager.
Children are well supported to become competent and confident learners within a rich play-based curriculum. Leaders advocate for and work alongside children, parents and whānau to promote an inclusive learning environment. Infants and toddlers experience a calm, unhurried curriculum.
Children’s cultural heritages are valued and acknowledged through cultural celebrations and parents contributing to the curriculum. New migrant families are welcomed, wrap around services are in place to support families and foster a sense of belonging. Kaiako are increasingly integrating te reo me ngā tikanga Māori in the daily curriculum.
Strong learning-focused partnerships with parents foster connections between home and the service. Assessment for learning is based on the principles and strands of Te Whāriki, the early childhood curriculum. It is centred around each child’s unique interests and strengths to foster children’s learning. Infant and toddler assessment documentation mainly focus on their physical development and does not yet reflect the holistic way in which children learn. Exploring the learning outcomes from Te Whāriki, the early childhood curriculum, with parents to identify valued outcomes and learning priorities is required.
Extensive professional learning has strengthened teachers’ capability to effectively support children to develop positive social skills. This helps them regulate their own emotions and play cooperatively alongside each other.
Leaders intentionally foster trusting relationships and collaboration to build teachers’ leadership capability. Collective responsibility among teachers and leaders sustains ongoing improvement in the service. Quality improvement is guided by various systems, processes and practices including teacher inquiry, strategic planning and review. Internal evaluation is established however, ongoing monitoring of the planned actions is required to know the difference that is being made for children’s learning.
Tiny Tots Preschool will include the following actions in its Quality Improvement Planning. These are to:
Before the review, the staff and management of Tiny Tots 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 Services (Southern)
Southern Region | Te Tai Tini
10 February 2022
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Early Childhood Service Name |
Tiny Tots Preschool |
| Profile Number | 70481 |
| Location | Christchurch |
|
Service type |
Education and care service |
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Number licensed for |
62 children, including up to 12 aged under 2. |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
88 |
|
Ethnic composition |
Māori 8, NZ European/Pākehā 58, Pacific 5, Other 17. |
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Review team on site |
20 September 2021 |
|
Date of this report |
10 February 2022 |
|
Most recent ERO report(s) |
Education Review, July 2017; Education Review, September 2013 |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Tiny Tots Preschool is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Tiny Tots Preschool is a privately owned centre catering for infants to children of school age. The centre has two inside areas and two areas outside. The centre serves an ethnically diverse community.
Nearly all of the teachers have early childhood qualifications and are registered teachers. A head teacher oversees the daily organisation of the centre.
The centre has made good progress since the 2013 review in establishing sound appraisal systems and some progress in programme planning. Bicultural aspects are still to be made more visible in centre documentation.
The centre is welcoming to all children, their parents and whānau. Children are comfortable, happy and well engaged in their learning. They are confident to work alone or in groups.
Children experience respectful relationships and play well together. They are able to choose from a variety of resources to support their interests and development. The environment is thoughtfully arranged to enable children to experience learning and exploration and to challenge themselves.
Teachers are welcoming and inclusive and develop positive relationships with children and their families. They are sensitive and responsive to differing circumstances, cultural expectations and customs.
Teachers work collaboratively to assess children, identify learning priorities, and plan programmes. They successfully foster children's self-help and independence skills. Older children benefit from a planned approach to the development of school readiness.
Interactions are calm and nurturing in the nursery and focus on the individual needs and development of the children. Children are appropriately busy in the well-resourced area. Transitions into and out of the nursery are flexible and child-paced. Teachers create close and effective relationships with parents. The nursery staff work under a shared leadership model and have made good use of internal evaluation to improve practice.
Parents are well informed about their child’s progress. They are involved in goal setting for their child's learning and wellbeing. Parents and whānau are encouraged to be involved in centre activities and their contributions are valued.
Leaders and teachers have a strong commitment to achieving the vision of the centre through a well-developed, clearly articulated philosophy which aligns with sound strategic and annual plans. Teachers have opportunities to lead and are encouraged to engage in regular internal evaluation and reflection. Staff benefit from planned, targeted professional development and support and a thorough, well-documented appraisal system.
The owner and ERO agree that priority should be given to continuing to develop:
bicultural perspectives in key centre documentation and the learning programme
a focus on intentional teaching in planning and in evaluation
a more evaluative approach to internal evaluation
the recognition and affirmation of children’s home culture, language and identity.
Before the review, the staff and management of Tiny Tots 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:
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 Tiny Tots Preschool will be in three years.
Dr Lesley Patterson
Deputy Chief Review Officer Southern (Te Waipounamu)
14 July 2017
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 |
Christchurch |
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Ministry of Education profile number |
70481 |
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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 |
50 children, including up to 12 aged under 2 |
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Service roll |
88 |
||
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Gender composition |
Boys: 45 Girls: 43 |
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Ethnic composition |
Māori |
8 |
|
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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 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:8 |
Better than minimum requirements |
|
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Review team on site |
May 2017 |
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Date of this report |
14 July 2017 |
||
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Most recent ERO report(s)
|
Education Review |
September 2013 |
|
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Supplementary Review |
November 2010 |
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|
Education Review |
May 2009 |
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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.