Ngunguru's Pipis Childcare and Preschool has been given a four-yearly review from the Education Review Office after it found the early childhood education centre provided quality education. Photo / Supplied
Ngunguru's Pipis Childcare and Preschool has been given a four-yearly review from the Education Review Office after it found the early childhood education centre provided quality education. Photo / Supplied
A Ngunguru early childhood centre has been given a relatively rare four-yearly review from the Education Review Office after it found its children are confident, socially competent and happy to engage in play and with activities that teachers provide.
Reviewers from the office visited Pipis Childcare and Pre-school in August,and in its report ERO said the centre provided good quality educational programmes and learning environment, and noted the respectful and responsive relationships between teachers, children and families.
"Teachers work collaboratively to promote positive learning outcomes for children.
"As a result, children are confident, socially competent and happy to engage in play and with activities that teachers provide. They play for sustained periods and are encouraged to take leadership," the report found.
As a result ERO has put the centre on a four-yearly review cycle.
Four-year reviews are given only to centres ERO has the utmost confidence in, with the usual being three years.
The reviewers found that children are supported to develop skills for social competence.
They take care of animals such as rabbits and lambs as part of their learning about the natural world and through this children learn about taking responsibility, caring for others, and science concepts.
"The indoor environment invites children to engage in a variety of play experiences that support their learning.
"The large outdoor playground is a feature of the well-designed centre. The development of the outdoor playground reflects the natural surroundings of the community," they found.
"Infants and toddlers are supported by teachers who are affectionate and caring," it said.
"Teachers ensure that children's cultures and the dual heritage of Aotearoa/New Zealand are integrated in the programme. Leaders and teachers work with local iwi to extend their knowledge and use of te reo and tikanga Maori in the centre."
Centre leaders have identified appropriate priorities for development and including refining programme planning and evaluation processes.
