28 Heaphy Road, Lake Haupiri, Greymouth
View on mapEducation Provision within the Gloriavale Community
The Gloriavale community is a faith-based community. It is remotely located in an area of the west coast of the South Island, approximately 60 kilometres east of Greymouth. Parents educate their children within the bounds of the community.
In 2023, the Chief Review Officer undertook a Special Review under section 463 of the Education and Training Act (2020), looking specifically at the quality of educational provision and support for all school-aged children in the Gloriavale community. A special review allows ERO to widen its scope and focus more broadly on what is happening for all school-aged learners in Gloriavale. At that time, court cases citing incidences of physical and sexual abuse of children within the Gloriavale community and findings about young people’s employment status and the suitability of some school staffing were significant events impacting schooling.
In October 2023, ERO’s special review found provision of education for school-aged learners in the Gloriavale community was inadequate and uncertain. The review found Gloriavale Christian School did not meet 6 of the 8 criteria for private school registration. These were in provision of suitable premises, staffing, curriculum, tuition standards, a physically and emotionally safe space and managers assessed as fit and proper persons (see appendix three). It was also found that the community’s long-term planning did not meet the educational needs of its children and young people.
ERO recommended that the Gloriavale community leaders:
ensure that the school meets its requirements for registration as a private school
urgently develop a long-term strategic plan for educational provision across the community that:
ensures that all children up to the age of 16 are successfully engaged in meaningful learning programmes and pathways, have access to high quality teaching and learning and are progressing and achieving well
includes how education provision will be monitored, evaluated and assurance provided to the community that all students are experiencing success
considers externally led or supported provision
ensure that the Child Protection, Safety and Wellbeing Policy, and Health and Safety policies are well implemented and that the physical and emotional health and safety of all learners is closely, regularly, and sufficiently monitored across all schooling provision
as governing members should be assessed by the Ministry of Education in line with fit and proper person role requirements.
ERO committed to:
In late 2024, ERO undertook a special review of all schooling options for children living within the Gloriavale community, including home schooling reviews for 96 individual children.
An outline of education provisions, oversight arrangements and terms of reference for this special review are found in appendix one and two of this report.
Education provision within the Gloriavale community includes Gloriavale Christian Preschool, Gloriavale Christian School, home schooling and the use of Te Aho o Te Kura Pounamu (Te Kura).
Gloriavale Christian Preschool has reopened since the previous review, with a small group of children attending regularly and more casual attendance fluctuating on any given day.
At the time of this review about half of the approximately 224 school aged children living within the Gloriavale community are home-schooled, nearly 40% are enrolled at the Private School and the remainder are enrolled with Te Kura. There are examples of families who have accessed all three schooling options, depending on the needs of their children.
A long-term strategic plan covering the education provision for all children in the community up to the age of 16, is not yet in place. Although a range of education options for children aged 0 to 16 are available, community leaders have expressed their preference that school aged children attend the private school going forward.
Education provision in the Gloriavale Christian School is slowly improving. The school board and staff have worked extensively with board-contracted external support and Ministry of Education advice and guidance to develop capacity to provide high quality learning and teaching. The school is now following The New Zealand Curriculum.
At the time of the previous review 6 out of 8 criteria for registration as a private school were not being met. In this review the school does not meet 3 of the criteria, these being the provision of:
suitable staffing for students with complex additional needs
suitable equipment for students with complex additional needs
a physically and emotionally safe space.
The large majority of children receiving education through home-schooling are taught at least as regularly and well as in a registered school. Gloriavale Christian Preschool is working towards fully implementing quality systems, processes and practices to enable the delivery of a responsive curriculum for all children. Students studying through Te Kura feel well supported.
Access to education across the community is inequitable. Families have limited choice due to a range of factors:
The scope and coverage of the curriculum offered at the school and in home schooling is limited, as is accessibility to a range of career and tertiary pathways options available to students.
ERO is not yet assured that all learners physical and emotional health and safety is closely, regularly and sufficiently considered and monitored across all schooling provisions. The inconsistent application of some policies and procedures poses risk to children given a history of unsafe practices within the Gloriavale community. The Gloriavale Christian Trust Board and the school board must ensure that policy implementation and reporting is rigorous and beyond question.
The Teaching Council of Aotearoa New Zealand is currently investigating an allegation of staff misconduct. The school has provided ERO with the letter of expectations with formal monitoring for the staff member.
The Gloriavale Christian Trust Board (GCTB), along with the Gloriavale Christian School Board, (GCSB) have made progress against some recommendations from ERO’s 2023 report:
Ensure that the school meets its requirements for registration as a private school.
The school now meets 5 out of 8 requirements for registration as a private school. In order to meet the full criteria for registration as a private school, the Gloriavale Christian School must address the following matters:
Urgently develop a long-term strategic plan for educational provision across the community that:
A long-term strategic plan covering the education provision for all children in the community up to the age of 16, is not yet in place.
A strategic plan (2024-2026) has been developed for Gloriavale Christian School in consultation with the community and supported by external consultants. It outlines strategic priorities for the school from 2024. From Term 1 2025, the school intends to enrol students from Year 11 again and re-establish National Certificate of Educational Achievement (NCEA).
Strategic planning to support sustainability and ongoing improvements is not currently in place for the early learning centre.
Ensure that the Child Protection, Safety and Wellbeing Policy, and Health and Safety policies are well implemented and that the physical and emotional health and safety of all learners is closely, regularly, and sufficiently monitored across all schooling provision.
Property maintenance and responsibility for children’s physical health and safety while they use the school and early childhood service rests with the Gloriavale Christian Trust Board.
There is a comprehensive and externally supported Child Protection Policy in place across the community. A team of Child Protection Officers (CPO) meet fortnightly to discuss any concerns. A reporting process is in place and is used by the CPOs to report concerns to the relevant agency.
Suitable policy and procedures are in place but there are aspects of how these are enacted in practice that require improvement.
ERO is not yet assured that all learners physical and emotional health and safety is closely, regularly, and sufficiently considered and monitored across all schooling provision.
In August 2024, the community reopened Gloriavale Christian Preschool under the umbrella of the Christian Church Community Trust. Gloriavale Christian Preschool is open four mornings per week, for up to 40 children aged two to five years.
Enrolments are mainly casual, with a small group of children attending on a more regular basis since the service has reopened. Families can self-refer for casual enrolment based on family needs and, therefore, attendance patterns fluctuate on any given day.
Using ERO’s Improvement Framework, the centre manager identified that the service was working towards fully implementing quality systems, processes and practices to enable the delivery of a responsive curriculum for all children. ERO’s evaluation verified this.
An area of concern was identified.
Excursion records do not include approved ratios, risk assessments, method of travel and consistent approval by the person responsible.
Licensing Criteria for Early Childhood Education and Care Services 2008; HS17.
The provision of high-quality curriculum, teaching and learning at the school is at early stages. A plan is in place to bring about required improvements. This is facilitated by external consultants and monitored by the Ministry of Education.
The criteria for registration as a Private School, as set out in clauses 2 to 6, Schedule 7 of the Education and Training Act 2020 (the Act), are that the school:
ERO’s assessment against the private school criteria is as follows:
Meeting
Meeting
Not Meeting
The school now has staffing that is suitable to the age range and level of their students. However, there is insufficient provision of suitable staffing for children with additional and complex needs.
At the time of the ERO onsite review phase, the school was supporting an enrolled student with extremely high and very complex needs that impact on full onsite engagement within the classroom.
The appointment process for a specialist teacher funded by the Ongoing Resource Scheme was in process. The school had a plan for allocating specialist teaching resourcing to the learner and recruiting teacher aides.
Since this review, visits from specialists to support communication and socialisation have occurred. An overarching goal of supporting full attendance and achievement at school is in place within the limitations of the school’s isolation, the wishes of family and the severity of the complex needs.
In relation to students with additional needs, there is evidence that planning for inclusive, differentiated approaches are beginning. Standardised assessments are beginning to be used to inform teaching and learning decisions. Teacher aides (often teachers in training) support individual students within classrooms.
All teachers are registered with the Teaching Council of Aotearoa New Zealand. The Teaching Council of Aotearoa New Zealand is currently investigating an allegation of staff misconduct. The school has provided ERO with the letter of expectations with formal monitoring for the staff member.
Professional learning is in place to support teachers to build their capability and confidence in delivering education using The New Zealand Curriculum. External consultants are supporting and building pedagogical knowledge and leadership. A number of community members are currently training with the view to teaching at the school in the near future.
Not Meeting
The school has equipment that is suitable for the curriculum and nearly all children.
However, enrolled students with high and complex needs are unable to attend because there is insufficient equipment in the school environment to adequately support their physical needs.
Meeting
The school has recently adopted the New Zealand Curriculum which provides the basis of a coherent, student-centred curriculum.
Assessment capability is at early stages with the recent introduction and better use of up-to-date standardised assessment tools to support more responsive planning for learning progression.
Meeting
Teachers are now using a suitable curriculum and valid assessment and reporting. There is evidence that planning for inclusive, differentiated approaches are beginning. Standardised assessments are beginning to be used to inform teaching and learning decisions.
Teacher capability to manage challenging behaviour is supported through professional learning and capability is growing across the teaching team.
Meeting
As the Trust Board has responsibility for facilities, assets and health and safety across Gloriavale this places obligations to meet the criteria for registration as a Private School, as set out in clauses 2 to 6, Schedule 7 of the Education and Training Act 2020 (the Act), on the Trust Board alongside the School Board. Members of both the Trust Board and the School Board have attested that they are fit and proper persons. At the time of the onsite phase of this review, not all attestations provided to ERO had been assessed by the Ministry of Education as meeting the fit and proper person criteria.
Since the onsite phase of the review, the Ministry of Education has reported to ERO that it has assessed all Trust Board and School Board members as fit and proper.
The school needs to ensure processes are sufficiently robust that all current and new governing members required to be assessed fit and proper are identified and assessment completed in a timely manner through the Ministry of Education.
A safe place is one in which risks to student safety are regularly assessed and evaluated with a view to eliminating, or at least reducing, harm. A safe place is one where clear policies exist and are acted upon to eliminate or minimise harm.
ERO’s judgement is based on the quality, intent and regular review of the school’s policies and procedures.
Suitable policy and procedures are in place but there are aspects of how these are enacted in practice that require improvement. These are:
ERO reviewed the provision for 96 of the 108 children exempted from a registered school.
Key reasons identified by parents for home schooling include wanting a successful education for their children, keeping their children safe, responding to challenges of children’s behaviour and staff shortages in the school.
An education review of an exempted student determines whether or not the exempted student is taught at least as regularly and well as in a registered school.
[Section 38(1)(a) Education and Training Act 2020].
ERO finds that:
Almost all children are taught as regularly as in a registered school.
Most children are taught at least as well as in a registered school.
A range of home school curricula are used by parents to support their children’s learning. Over half the children are now using different curricula than approved in the exemption.
Some curricula do not provide pathways to recognised secondary school qualifications although they are sufficient for many junior learners at the current time. In future, as children age, fewer home school programmes will meet the threshold for educating children as well as in a registered school, if not adapted overtime.
Resourcing for home schooling families is not equitable across the community. A wide range of factors contribute to this, including where people are permitted to live and the number of people living within an area.
Children with additional learning needs, previously enrolled in the Awhina Class, are supported by their families in a home school programme. External agencies are used to target behaviour management, mental health, disability support and social services.
Home schooled children living on the main site can participate in some school activities and access the wider community environment during the school day. Supervision for children is expected to be provided by the parents of home-schooled children. It is unclear who has responsibility for the health and safety of children while they participate in school activities.
ERO reviewed the quality of supervision and support for students enrolled in Te Kura. ERO did not review the education provision provided by Te Kura.
Secondary level students in Gloriavale Christian Community are currently enrolled in one of three education pathways: the Gloriavale Christian School, home school programmes or Te Aho o Te Kura Pounamu. The private school currently offers tuition up to Years 9 and 10 with the intention of expanding to Year 11 during 2025. In recent years, due to a lack of capacity to provide secondary programmes in the private school, senior secondary students have transitioned to one of the two distance learning options. Likewise, home schooled learners have had the option of continuing with these programmes to pursue the Christian Education New Zealand Certificate of Academic Achievement or transitioning to Te Aho o Te Kura Pounamu to pursue NCEA qualifications.
At the time of this special review 29 students were enrolled with Te Aho o Te Kura Pounamu aged between 7 and 16 years. Students study independently in their homes under the supervision of parents. They reported having access to adequate digital devices, equipment, resources and facilities to support their learning. Most students reported regular study routines and active involvement and supervision by parents. Parents and students identified that managing distractions in busy home environments remained a challenge and parents described a range of strategies they use to mitigate this. Some families work together to provide opportunities for collaborative learning.
Parents, in general, felt well informed about the secondary learning options for their children and had ready access to programme advisors. A proportion of learners reported feeling only ‘a little prepared’ for study through Te Aho o Te Kura Pounamu which could suggest the need for further transition support.
The majority of secondary learners, boys and girls, aspire to achieve national qualifications at NCEA Level 2 and above. They are currently studying a variety of courses towards NCEA Levels 1 to 3, including but not limited to mathematics, science, technology, visual arts, home economics and English.
That the Gloriavale Christian Trust Board:
That the Gloriavale Christian School Board:
The Education Review Office will carry out a special review of education provision across the Gloriavale Christian community for learners up to the age of 16 years within 24 months. ERO requests a review of progress toward the recommendations of this report to be sent within the next 12 months.
Sharon Kelly Lisa Oldridge
Director of Schools Director of Early Learning
2 July 2025
There are four ways that children can access educational programmes within the Gloriavale community, all were included in the special review:
Gloriavale Christian Preschool, under the umbrella of the Christian Church Community Trust, provides education and care four mornings per week, for up to 40 children aged two - five years. ERO reviewed how well the service met regulatory requirements and delivered a quality curriculum consistent with Te Whāriki, the early childhood curriculum.
Governance for the early learning service includes the licensee and service manager. Property maintenance and responsibility for children’s physical health and safety while using the property rests with the Gloriavale Christian Trust Board.
Gloriavale Christian School, a Year 1-13 private school. At the time of this review, the school enrolled only students from Year 1 to 10. The Education Review Office (ERO) reviews of private schools are significantly different, in process, scope and reporting, than those for state and state-integrated schools. They focus on the criteria for registration set out in clauses 2 to 6, Schedule 7 of the Education and Training Act 2020. Clause 9, Schedule 7 of the Education and Training Act requires ERO to review private schools and to report to the Secretary for Education on whether each school meets the criteria for registration.
Governance for the private school is the Gloriavale School Board. Property maintenance and responsibility for children’s physical health and safety while using the property rests with the Gloriavale Christian Trust Board.
At the time of the previous review, a large number of families had chosen to home school their children and received Certificates of Exemption from attending a registered school by the Ministry of Education. The Education Review Office (ERO) may carry out reviews of the education services provided to persons exempted from the requirements of section 35 of the Education and Training Act 2020.
Governance for accessing resources and financial support is through individual family request to Gloriavale Christian Trust Board. Individual children’s programmes are led and facilitated by their parents.
ERO reviewed the quality of supervision and support for senior students enrolled in Te Kura. ERO did not review the education provision provided by Te Kura. Early learning, primary and secondary schooling, including senior students accessing NCEA programmes are provided to learners in the community.
The special review will consider:
NB: the first three bullet points were recommendations from the 2023 special review report.
Additional evaluation questions based on the individual home school reviews carried out mid-2024.
ERO gathered evidence from the following sources:
Criteria | Findings | Comments |
| Suitable premises | Not meeting | The school site meets criteria. Premises for the Awhina class do not meet the criteria. This class comprises approximately 20% of the school roll. These students are in their own homes. ERO was not assured that these premises meet the necessary requirements. |
| Enrolment for tuition | Meeting | The school usually provides tuition for 9 or more students who are of or over the age of 5 years but are under the age of 16 years. |
| Suitable Staffing | Not meeting | The school does not have staffing that is suitable to the age range and level of its students, the curriculum taught at the school, and the size of the school. Teachers are registered. Only two have school teaching qualifications and relevant experience. The boys in Years 8 to 10 have a secondary trained teacher and the girls at the same level have an ECE trained teacher. Eight out of 10 teachers have ECE qualifications: Six with diplomas and two with bachelors’ degrees. There is no appropriate, equitable and stable curriculum and pedagogical leadership. The school tries to support new, inexperienced teachers through learning opportunities pertinent to their professional needs. The school board acknowledges the issues around suitable staffing for the school. |
| Suitable equipment | Meeting | The school has equipment that is suitable for the curriculum being delivered or to be delivered at the school. |
| Curriculum | Not meeting | The school is not delivering a coherent student-centred curriculum. Teachers use a range of outsourced programmes. There is very little assessment capability and no evidence of a cohesive programme of assessment and responsive planning for learning progression. A suitable curriculum was not in place for students in the Awhina class. |
Criteria | Findings | Comments |
| Suitable tuition standards | Not meeting | Teachers are not using a suitable curriculum, valid assessment and reporting and there was very little evidence of planning based on an inclusive, differentiated approach. Standardised PAT assessments are used but are invalid due to the age of the tests used and how they are administered and analysed. They are not currently used to inform teaching and learning. Teachers had limited capability in managing challenging behaviour or understanding and catering for children with differing needs. Children in the Awhina class are not taught by a registered teacher. |
| Managers fit and proper persons | Not meeting | ERO is not assured that all managers are fit and proper persons. The Gloriavale Christian School Trust Board and the principal are deemed managers of the school as they control and manage the school under the Act whether or not they have a proprietary interest in it. (Refer to definition of 'managers of a private school' in section 10 of the Act). Only one member of the school board has attested to the Ministry of Education and been assessed. Through the course of this review ERO has received no evidence that the school managers have been assessed as being fit and proper persons. [Note: A statutory declaration does not constitute such an assessment as required under clause 6, Schedule 7 of the Education and Training Act 2020]. |
| Physically and emotionally safe space | Not meeting | ERO has reviewed this provision across all schooling options. Please see the findings within the body of the report. Although the private school management has improved policy and procedures, a process for fully understanding, monitoring and reporting student wellbeing, and in particular for the Awhina class, is not sufficiently evident |
Not well placed | Requires further development | Well placed | Very well placed |
Gloriavale Christian Preschool is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Gloriavale Christian Preschool, previously known as Gloriavale Christian Community Garden of Children 1, is one of three early childhood services operating within the Gloriavale Christian community. The preschool provides for the specific needs of infants from birth to 15 months, and for older children from three years to school age. Only children from within Gloriavale attend this centre.
Since the June 2015 ERO review, there have been substantial changes to the configuration of the preschool. Its licence was increased to a maximum of 130 children, including 50 children up to two years. A new infant area was built as part of the preschool's licensed premises. It has four separate rooms to provide for small groups of infants. Most staff at the preschool are qualified early childhood teachers.
There have been significant changes to the leadership of the Gloriavale Christian early learning services. Each of the centres has a new manager. The preschool centre manager has a leadership role across all three centres. Whole centre and parent community professional learning has been delivered by external providers. These opportunities include a focus on the brain development of infants, toddlers and young children, and the Ministry of Education, Incredible Years Training programme.
The Gloriavale Christian centres share the same philosophy and core values. There is an emphasis on:
This review was one of three within the Gloriavale Christian community.
Children's sense of belonging and wellbeing is fostered through predictable routines, rituals and respectful relationships. Their social and oral language development is well supported. Older children confidently share their ideas and are involved in activities of interest for sustained periods of time. They have many opportunities to experience expressive and creative arts within learning programmes. Teachers provide children with a variety of resources and opportunities for physical play and challenge within spacious outdoor areas. Leaders and teachers acknowledge they need to develop deeper understanding of Te Whāriki, the early childhood curriculum, to support the provision of a curriculum that emphasises child-led learning and relevant teaching practices.
The bicultural curriculum is in the early stages of development. Teachers’ use of te reo me ngā tikanga Māori is becoming integrated into learning programmes and supports children to build their understanding of te ao Māori (a Māori world view). Further developing teachers’, parents’ and children's knowledge and understanding of te ao Māori will help to enhance learning opportunities as part of being citizens of Aotearoa/New Zealand. This would also support teachers to more fully reflect the bicultural curriculum within the environment and resources.
Leaders have implemented good quality assessment, planning and evaluation processes that show children’s development and progress over time. However, they recognise that these practices need to be embedded across the centres. Teachers purposefully use the learning outcomes from Te Whāriki to set priorities for children's learning. They actively seek and respond to valued parent and community contributions as partners in children's learning. Teachers’ planning helps to build children’s knowledge and skills and supports their smooth transitions between the centres.
Infants and toddlers experience consistent, nurturing caregivers who promote calm and unhurried interactions. They play and learn in small groups within a peaceful, well-resourced environment with attentive teachers. Parents are actively involved in the care and emotional wellbeing of their own children.
The philosophy and core values are evident in many aspects of the preschool's practices. Leaders recognise that they need to incorporate a clearer emphasis on Māori concepts and values into the philosophy and other key centre operational documents to provide better guidance to staff and support the implementation of the bicultural curriculum. This approach may also enable leaders to evaluate how well they are meeting their philosophical values and beliefs.
The new leadership team has worked collaboratively to help build shared understandings and expectations for appropriate learning and teaching practices. Leaders have made good progress with implementing and aligning a number of new initiatives to improve service operations, systems and practices. As these changes are embedded, they are likely to contribute to ongoing and sustained improvement.
Internal evaluation is becoming established through recently implemented processes. Service self-review has resulted in some positive changes for children. A greater emphasis on evaluating how well teachers’ practices support children's learning is now needed. Appraisal has been refined and effectively supports teachers to reflect on and further develop their practice. Findings from regularly evaluating aspects of the services curriculum would contribute to priorities for improvement.
ERO and service leaders agree that the key steps are to:
Leaders have recently been involved in external professional learning and development which has successfully resulted in improvements to policies, processes and practices. Continuing with this support would be beneficial for building shared understanding across the centres and embedding new initiatives.
Before the review, the staff and management of Gloriavale Christian 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.
During the on-site stage of the review, ERO identified two areas of non-compliance in relation to health and safety which were immediately addressed by service leaders. These were:
Licensing Criteria for Early Childhood Education and Care Centres 2008, HS6 and HS31
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region - Te Tai Tini
15 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 | Greymouth | ||
| Ministry of Education profile number | 70555 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 130 children, including up to 50 aged under 2 | ||
| Service roll | 114 | ||
| Gender composition | Female 60, Male 54 | ||
| Ethnic composition | NZ European/Pākehā | 114 | |
| Percentage of qualified teachers | 80% + | ||
| Reported ratios of staff to children | Under 2 | 1:4 | Better than minimum requirements |
| Over 2 | 1:8 | Better than minimum requirements | |
| Review team on site | March 2020 | ||
| Date of this report | 15 June 2020 | ||
Most recent ERO report(s)
| Education Review | June 2015 | |
| Education Review | June 2011 | ||
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 |
Gloriavale Christian Community Garden of Children 1 is very well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Gloriavale Christian Community Garden of Children 1 is one of three centres that operates within the Gloriavale Christian Community complex.
Since the June 2011 ERO reviews, this centre has been relicensed to cater for 80 children aged between three to six years old. There are two supervisors who each take responsibility for one of the two groups of children aged three and four years old and four-to-six years old. The centre increased the inside play space to include a separate area for older children. The outside area provides opportunities for all of the children in this centre to play together.
The supervisors and teachers have been very responsive to ERO recommendations in the 2011 review. They have made significant and ongoing improvements to the management and curriculum systems and practices. This includes: long and short-term planning, self review, appraisal and teacher registration systems. All teachers are qualified or in training to become early childhood teachers.
This review was part of a cluster of three early childhood centres reviews in the Gloriavale Christian Community.
The Christian philosophy of the community and centre is highly evident in all aspects of centre operation and practice.
The experienced and knowledgeable supervisors from all of the centres work well together. They provide strong leadership and direction for the teaching teams. Supervisors have high expectations of teaching practices and learning outcomes for children.
Supervisors and teachers have made very good use of targeted, internal and external professional development to strengthen the effectiveness of management, and curriculum systems and practices. Appraisal systems, including the registered teacher criteria, are well used to continually strengthen teachers’ practice. This includes robust processes in place to support those teachers still in training.
Children’s transitions into, and between centres and onto school are well supported. Supervisors and teachers foster close partnerships with families to support children’s learning and wellbeing. They provide an inclusive learning culture that is very responsive to the needs of children and families, particularly those children with special educational needs. Supervisors and teachers work collaboratively with specialist services and provide additional one-on-one support when needed.
The programme is reflective of the community's values and beliefs, and includes a local context. Teachers follow children’s interests and promote higher level thinking and problem solving. Children have good opportunities to be involved in a range of literacy learning experiences. The supervisors and teachers have developed a shared understanding of what this will look like as children progress through the centres and on to school.
Supervisors and teachers value parent and community involvement in the centre. Trips into the local community environment enhance the learning programme offered to children.
External professional support is helping teachers to place an increasing focus on providing a bicultural curriculum. The Māori culture is woven naturally through the programme in ways that are meaningful for children.
Families are provided with detailed information about their children’s progress and participation in the programme through well-presented and informative profile books. Parents are actively encouraged to regularly contribute to their children’s learning.
The manager and supervisors work well together. They communicate effectively and respect the contribution that they each make to the effective operation of the centre. There is strong alignment between long and short term centre planning and the community’s priorities. Supervisors promote a culture of reflective practice amongst teachers. They make good use of self review to strengthen teaching practices and support children’s learning. A strong and ongoing emphasis is placed on improvement to promote positive outcomes for children.
The manager and supervisors have identified that their next step is find ways to ensure that newly introduced management and curriculum practices are manageable. ERO agrees that these new systems need to be refined and embedded to build sustainability and capability amongst the whole teaching team.
Before the review, the staff and management of Gloriavale Christian Community Garden of Children 1 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 Gloriavale Christian Community Garden of Children 1 will be in four years.
Graham Randell
Deputy Chief Review Officer
Southern
9 June 2015
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 | Lake Haupiri, West Coast | ||
| Ministry of Education profile number | 70555 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 80 children over two years of age | ||
| Service roll | 62 | ||
| Gender composition | Boys 34; Girls 28 | ||
| Ethnic composition | Māori NZ European/Pākehā | 1 61 | |
| Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates | 80% | ||
| Reported ratios of staff to children | Over 2 | 1:7 | Better than minimum requirements |
| Review team on site | March 2015 | ||
| Date of this report | 9 June 2015 | ||
Most recent ERO reports
| Education Review | June 2011 | |
| Education Review | January 2008 | ||
| Education Review | November 2004 |
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.