Naval ECE - Tamariki House - 30/06/2020

1 Evaluation of Naval ECE - Tamariki House

How well placed is Naval ECE - Tamariki House to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Naval ECE - Tamariki House is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.


Naval ECE - Tamariki House is a well-established education and care service that caters for babies and toddlers from six months to two years of age. After this age, children transition to the neighbouring Naval Early Childhood Centre - Calliope House until they are ready for school. Both centres provide early childhood services for families who serve in the Royal New Zealand Navy. Most children at the centre are of Māori descent.

The philosophy of the centre is guided by Te Whāriki, the early childhood curriculum. It is built on the values of whanaungatanga, manaakitanga, ako and aroha. The philosophy emphasises the importance of partnerships with parents and whānau, of relationships with children and affirms their culture, traditions and language. The philosophy acknowledges the place of Māori as tangata whenua. Staff are committed to providing an environment that is inclusive and enables children to lead their own learning.

The management committee, made up of elected naval parent representatives and centre management, continue to govern the centre. The recently appointed head teacher is well supported by the management committee in her role as the educational leader with responsibilities for aspects of management and administration. The centre has two rooms, one for infants in the main house and a purpose-built room at the rear of the property for toddlers. Each room has a team leader. All full-time teachers are qualified.

ERO’s 2016 report acknowledged positive features in the programme which have been sustained. The report recommended that staff plan strategically to enhance the centre's bicultural curriculum and outside learning environment. It also recommended the centre further improve the quality of the appraisal systems and support staff to remain current in their professional knowledge. Good progress has been made in these areas.

The Review Findings

Infants and toddlers benefit from calm and welcoming environments. Teachers are respectful and responsive to their needs, cues and preferences. They work alongside toddlers to help them settle and make choices about their play. Children play cooperatively with their peers. Resources and play equipment are easily accessible. Both the indoor and outdoor environments provide opportunities for children to explore and learn.

Teachers place a high priority on wellbeing for children and their families. They know them well and relationships are strong and caring. Teachers promote children's oral language development through frequent and attentive interactions with children. They support children well to develop their independence and self-management skills. Well-considered processes are in place to help children to transition into, through and beyond the centre.

Good progress has been made to strengthen bicultural practices. Teachers have worked hard to integrate te reo and tikanga Māori into daily practices, and to build their confidence using te reo Māori. Pepeha are proudly displayed. Children enjoy waiata and participate in karakia and Māori storytelling.

The head teacher helps teachers strengthen their professional knowledge and skills in effective curriculum planning and assessment. Clear and consistent processes for noticing, recognising and responding to children's learning are evident. Learning is well documented and analysed in portfolios. Individualised planning reflects ways teachers respond to children's interests, strengths and further learning opportunities. Teachers' assessments inform future planning.

Parents who spoke to ERO value positive staff relationships, effective communication between the centre and home and the strong culture of care and aroha in the centre. Parents and whānau have good access to information about children's participation in centre programmes, their learning and progress. They have opportunities to contribute to and be involved in their children's learning.

The head teacher has a clear vision and sets high expectations for providing positive outcomes for children. She has a commitment to building a team culture where staff have shared understandings of high-quality practices. A key priority has been to embed the centre philosophy into all aspects of centre operations. A significant development in the centre is the emphasis on strengthening teachers' professional practices.

A clear framework and process has been developed to enhance internal evaluation. The head teacher has prioritised building teacher evaluation capability. She has successfully engaged them as a teaching team in centrewide, collaborative evaluation. Very good progress has been made to develop a robust appraisal process focused on strengthening professional practices.

The centre administrator and head teacher work well together in the daily operations of the centre. Strategic and annual plans are developed and used to guide centre operations. A clear policy framework and system are used to review policies and procedures. Resources are well managed, and leaders are focused on sustainable improvement.

Key Next Steps

The key next steps are to:

  • strengthen programme evaluation by establishing the effectiveness of teaching strategies and learning outcomes for children

  • continue to enhance the quality of resources and the outdoor environment

  • continue to build teacher capability and professional practice.

Management Assurance on Legal Requirements

Before the review, the staff and management of Naval ECE - Tamariki House 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:

  • curriculum
  • premises and facilities
  • health and safety practices
  • governance, management and administration.

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.

Steve Tanner

Director Review and Improvement Services (Northern)

Northern Region - Te Tai Raki

30 June 2020

The Purpose of ERO Reports

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.

2 Information about the Early Childhood Service


Devonport, Auckland

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

25 children up to 2 years of age

Service roll


Gender composition

Boys 14 Girls 9

Ethnic composition

NZ European/Pākehā
other ethnic groups


Percentage of qualified teachers


Reported ratios of staff to children

Under 2


Better than minimum requirements

Review team on site

March 2020

Date of this report

30 June 2020

Most recent ERO report(s)

Education Review

June 2016

Education Review

April 2013

Education Review

March 2010

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement

The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:

  • Very well placed

  • Well placed

  • Requires further development

  • Not well placed

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.