The Education Review Office (ERO) visits ECE centres to evaluate educational quality and compliance with licensing criteria. Most teachers find the process less adversarial than they expect — but being prepared makes a genuine difference, both for the review outcome and for how confident your team feels on the day.
ERO's two types of reviews
ERO conducts two distinct types of reviews, and which one your centre receives depends on your compliance history:
| Review Type | When triggered | Focus |
|---|---|---|
| Akarangi | Quality Evaluation | Most services — good compliance history | Teaching quality, equity, learning outcomes, Te Ara Poutama indicators |
| Assurance Review | Services failing ≥50% of licensing criteria, staff turnover concerns, or previous issues | Regulatory compliance, licensing criteria, operational standards |
If ERO conducts an assurance review, it's a signal that the service needs to address systemic issues. Most centres should aim to be in quality evaluation territory.
The Centre Assurance Statement (CAS)
Before ERO arrives, your centre completes a Centre Assurance Statement — a self-audit checklist covering four standards:
- Section 1 — Curriculum: Te Whāriki, learning documentation, bicultural practice
- Section 2 — Premises and facilities: Indoor/outdoor ratios, safety of environment
- Section 3 — Health and safety: Evacuation schemes, food safety, illness procedures, child protection
- Section 4 — Governance, management and administration: Licensing criteria, staff records, financial management
What ERO actually checks on site
ERO reviewers are looking for evidence that your documentation matches reality. They check:
- Attendance records and whether they match RS7 funding claims
- Staff qualification records, practising certificates, and police vet records
- Child protection policy — must include identification and reporting of abuse and neglect
- Fire evacuation scheme (current, approved by Fire and Emergency NZ)
- Food safety registration (if applicable)
- Learning documentation — does it show individual children progressing?
- Staff-to-child ratios throughout the day
What ERO asks teachers
Reviewers talk directly with teachers — not just centre managers. Common questions include:
- "Can you tell me about this child's learning journey?" (pointing to a portfolio or learning story)
- "How do you know what this child needs next?"
- "What would you do if you suspected a child was being harmed at home?"
- "How does te reo Māori feature in your daily programme?"
- "Where is your evacuation procedure and when did you last practise it?"
Teachers don't need to give perfect answers — they need honest, thoughtful ones. If you genuinely know your practice, these conversations are straightforward.
The funding audit — separate from ERO
ERO is not a regulator and does not enforce licensing. However, the Ministry of Education conducts separate RS7 funding audits that verify:
- Accuracy of funded child hours claimed
- Staff hour records (signed on the day, not retrospectively)
- 20 Hours ECE attestation forms signed before funding is claimed
- Attendance registers matching claims
After the review
ERO publishes reports for all services on its website. A positive report (well placed / excelling) may extend the period before the next review to four years. A poor report triggers more frequent follow-up. Services with serious licensing failures may be referred to the Ministry of Education for regulatory action.
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