In Early ChIldhood EduCatIon
In quality early childhood services ‘care’ and ‘education’ are
inseparable. ‘Service’ is a term used to cover all types of childcare
and education for young children in home, centres or group
settings. different services have different names for the people
in charge. In this booklet the term ‘teacher’ refers to supervisor,
parent, kaiawhina, kaiako, leader, educator, caregiver, staff
member or person in charge.
PART ONE: What arE My ChoICES? 1
PART TWO: hoW do I ChooSE? 5
PART THREE: SEttlInG In 10
CONTACTS: MInIStry oF EduCatIon oFFICES 11
Part onE: What arE My ChoICES?
What arE My ChoICES?
new Zealand has many types of early childhood ECE services regulated by the
services to choose from. Each type has its own way Ministry of Education
of working with children and their parents. If you plan to leave your child in the care of an ECE service,
for example, because you want to enter the paid work force
Some offer all day education and care, some only or enrol in a programme of study, you need to look for a
part day. Some are led by registered teachers; in service regulated by the Ministry of Education that suits
others, parents, whänau or caregivers provide the you and your child.
education. there are also services in which other
ECE services regulated by the Ministry of Education meet
people provide education and care for your child in standards set by Government for their property, health
their home. In choosing a service you need to think and safety, staff, education and care programmes and
about what is important to you and what will be management. they receive funding from the Government
best for you and your child. to help meet their running costs.
your first decision will be about what type of early regulated services can include teacher led services such as
childhood service suits you best. there are two kinds childcare centres, kindergartens, Pasifika early childhood
to choose from: services, Montessori, rudolf Steiner schools, home-based
> teacher-led – where teachers provide the education early childhood education; or parent and whänau led
and care services such as Playcentres and Köhanga reo.
> parent-led – where parents, whänau or caregivers provide
the education and care for their children.
other services, such as some playgroups, Pacific Islands
Correspondence and special education services are also Early Childhood groups and ngä Puna Köhungahunga are
available to children who need them. run by parents, whänau and caregivers and meet different
all ECE services, including certificated playgroups, are Ministry of Education requirements in order to receive
regulated by the Ministry of Education. this means that funding from the Ministry.
services must meet minimum standards of education
and care in order to operate.
Part onE: What arE My ChoICES?
Education and care centres
Education and care centres are licensed by the Ministry
of Education to offer either all day or part day services.
Education and care centres may include church based,
workplace and childcare centres which focus on a particular
language and culture, which may be run by either
community or private owners.
Some services may be based around certain beliefs about,
or methods of, education, such as Montessori or rudolph
depending on the centre, they may accept children from
birth to school age, or children of specific ages. however, some kindergartens arrange their sessions
differently, to allow siblings to attend together. Some
at least half of the teachers in charge of the centre must kindergartens offer sessions from 9 am to 3 pm or all
be registered teachers who hold a diploma in teaching day sessions and may take children under two years.
(ECE) or similar qualification. other staff in the centre may
have different qualifications or experience. Early childhood teachers working in kindergartens which
offer morning and afternoon sessions must all be registered
Casual centres, such as those in shopping malls and gyms, teachers who hold at least a diploma in teaching (ECE) or
where your child stays only for the short time you are at the similar qualification.
venue, are included in this service type. In most education
and care services you need to enrol your child for a set Each kindergarten is run by a committee made up of
period of time. Casual centres may take children when parents and people from the community. this committee
you arrive on the day. reports to a local kindergarten association. as a parent,
whänau or caregiver, you may have the opportunity to
Education and care centres usually charge fees. as parents, be involved with the committee or association, or as a
whänau or caregivers, you may have an opportunity to be voluntary helper or fundraiser.
involved with management committees, or as voluntary
helpers or fundraisers. Kindergartens usually ask for a parent donation or fee.
Kindergartens Home-based education and care services
Kindergartens are a type of education and care centre run these services involve an educator providing education
by a kindergarten association, and licensed by the Ministry and care for small groups of up to four young children in
of Education. Most kindergartens offer services to children a home setting (theirs or the child’s) as part of a Ministry of
aged between two and five years. Kindergartens may Education funded and regulated home-based care service.
organise their services so that: Educators in home-based services provide all day or
> older children attend morning sessions part day education and care. they may also provide
five-days-a-week; and emergency care. the work of the educator is supported
> younger children attend afternoon sessions by a co-ordinator who is a registered teacher. Some
three-days-a-week. co-ordinators may help parents choose the right educator
for their child and this person will support the child’s
learning programme. the co-ordinator visits the home-
based caregiver/educator regularly to check on the
child’s safety and wellbeing and their learning progress.
home-based care services usually charge fees.
Part onE: What arE My ChoICES?
Parent-led services advocating on their behalf. the trust provides whänau-
based learning to Köhanga reo whänau including
Whakapakari tino rangatiratanga, a three-year training
In Playcentres, parents, whänau and caregivers meet
course for kaiako (teachers). It also provides training
together to support their children’s early learning.
courses for whänau in te reo Mäori, computer training,
Playcentres offer learning through play for children
te Whäriki and business administration.
from birth to school age. Most Playcentres are licensed
by the Ministry of Education. Playgroups
Each Playcentre sets the times for its own sessions and Playgroups are community-based groups that give parents,
children can attend up to five sessions a week. whänau and caregivers the opportunity to meet together
and provide play programmes for their children. to be a
People become members of a Playcentre when they enrol playgroup, more than half the children attending must
their child. they are then involved in running the centre have a parent staying with them, and no child can attend
and taking part in the daily programme. Each centre for more than 4 hours per day. the playgroup sessions are
is linked to a regional association, which belongs often set up in community halls where equipment is put
to the national new Zealand Playcentre Federation. out before each session and cleared away afterwards.
the associations provide parent education programmes.
Parents, whänau and caregivers are encouraged to take Certificated playgroups that meet certain requirements
part in Playcentre courses to help them enhance their can receive a small amount of Government funding to
child’s learning. help pay for equipment and hall hire. Parents, whänau
and caregivers involved in running the sessions receive
Playcentres usually charge fees or request donations. information, support and training from the Ministry of
Because parents, whänau and caregivers are so involved Education to help them do so. With the Ministry’s help,
in this service, these fees or donations are generally lower some of these groups grow into a service licensed by the
than in teacher-led services. Ministry of Education.
Te Köhanga Reo Ngä Puna Köhungahunga
ngä Köhanga reo are services licensed by the Ministry ngä Puna Köhungahunga are a type of playgroup that
of Education that build young children’s and parents’ builds learning in te reo Mäori and tikanga. these groups
knowledge of te reo Mäori (language) and tikanga (culture). help parents and whänau to shape learning programmes
Parents and whänau are closely involved in the child’s to meet their children’s needs. learning may be in both
learning and development. Children can attend from English and te reo or in te reo only.
birth in the Köhanga reo total immersion te reo Mäori
environment (meaning te reo Mäori is the only language Parents and whänau are involved in running the sessions
used). Parents and whänau are responsible for the and receive information, support and training from the
management and operation of their Köhanga reo and Ministry of Education to help them do so.
are encouraged to take part in the daily programme.
Pacific Islands Early Childhood groups
Köhanga reo have a whänau contribution system which
these are a type of playgroup that builds young children’s
may vary according to the needs of the whänau. this
knowledge of their own Pasifika language and culture.
contribution can be koha, donations for food and/or
these groups include many Pasifika cultures from countries
such as Samoa, tonga, Cook Islands, niue, tokelau, tuvalu
te Köhanga reo national trust is the umbrella organisation and Fiji. learning may be in both English and a Pasifika
for all Köhanga reo. the trust’s role as the kaitiaki language or in the Pasifika language only. these groups
(guardian) of the Köhanga reo kaupapa is to ensure the are often church or community based and parents help
quality and revitalisation of the Mäori language. It does run the sessions.
this by providing support and advice to Köhanga reo and
Part onE: What arE My ChoICES?
The Correspondence School Special education
the Correspondence School offers learning programmes Education and care for children who have special
for children aged three to five years who live too far away education needs is provided in many types of early
from early childhood education services. Correspondence is childhood services. these children have the same right
also an option for children who can’t attend other services to attend early childhood services as other children.
because they are ill or have a disability, or they shift homes to support their development and learning, the Ministry
at least once a term. of Education provides additional services for these
children as early as possible and until they are settled
into school. these additional services are known as
Early intervention services are available throughout the
country. they are provided by early intervention teachers,
speech-language therapists, psychologists, advisors on deaf
children and education support workers. depending on the
child’s needs, a group of these specialists and support staff
may form a team and work closely with other health
professionals. the Ministry of Education also funds a range
of other early intervention providers that provide services in
some parts of the country. your local Ministry of Education
office can provide more information about other services in
Children who receive the early childhood education
correspondence service can also attend a regular service the early intervention team provides help to your child
for up to two sessions per week. and your family, and to early childhood teachers and staff
at the early childhood education service. the goal is to work
the Correspondence School’s early childhood education
together to provide the best learning support for your child
teachers work with parents, whänau or caregivers to
at home and in the service. Early intervention teams also
develop a programme to meet the needs of their child.
help with your child’s transition to school.
Parents, whänau or caregivers receive information
and programmes to help them plan play activities and to find out more about these services, please call your
learning experiences to support their child’s learning. local Ministry of Education, Special Education office on
the Correspondence School also has a range of books, 0800 622 222.
puzzles, educational games, audiotapes, posters and
art materials that can be borrowed. Goverment Funding for ECE
Many services receive government funding. you can ask
the service if it receives Government funding and how this
affects any fees or donations they charge.
Part tWo: hoW do I ChooSE?
hoW do I ChooSE?
With such a variety of services to choose from, how try talking to:
do you decide which is best for you and your child? > other parents or neighbours
this section gives you advice on what to look for in > early childhood education organisations
a service and how to tell whether it provides high (you can look up their websites – see
quality care and education.
> Citizens advice Bureaux
Making a start > your Plunket nurse or doctor
When you choose an early childhood education service you > the Ministry of Education.
need to think about a number of things:
> do I need a service that is close to home or close to work?
> is it open for the hours that suit me?
Phone the services you are interested in to find out:
> is my child the right age for the service?
> where it is
> is it a service I can afford?
> what hours it is open
> do I like the service?
> if they are teacher-led or parent-led
> does my child like the service?
> if you are able to leave your child
> do they have an opening for my child?
> if they have any age restrictions
> what involvement will be expected of me?
(e.g. do they take babies?)
> do I want a service where I can stay with my child?
> if they have a particular way of teaching
It is best if you look around for a service before you actually (e.g. Montessori, language immersion, etc.)
need one. Sometimes there are waiting lists and it can take > how much it costs
a while for your child to settle in. > do they use Government funding?
Finding a place > if there is a waiting list.
to find a good early childhood education service it pays to
do a bit of research. Visits
your local newspaper, Council or community boards may you will get a better idea of whether a service is right for
have information. you and your child if you visit. Phone the service and ask
to come and see the service or, if it’s a home-based service,
ask others about services they would recommend.
to meet with the co-ordinator. It’s best to set a time when
children are at the service. ask for time with the person in
charge so they can answer any questions you may have.
Part tWo: hoW do I ChooSE?
What do I look for in an early childhood The feel of the service
education service? you should be able to get a feel for whether the service
When you visit the service, there are a number of things you is a happy place.
should look for that will tell you more about whether the are the children happy? look at their faces. are they
service provides high quality care and education. take your laughing? are they busy?
child with you when you go and watch closely what’s going
on in the service and how your child reacts. Pick a spot Is the place well cared for? Is the service keen to have
where you can spend some time to see what’s going on. visitors? are they happy for parents, whänau and caregivers
While your child might not be ready to leave your side, to take part in service activities?
they should feel comfortable there.
Inside the service
Even if your child will attend a service for just a few hours
you need to be sure they have plenty to do and that they
Questions to ask when choosing a service…
ask about anything you want to know. If it is a licensed
centre, the licence certificate should be displayed in the
centre, and it will give you some details about the service.
Many services will have an information sheet they can give
you. If not, you might want to ask some of the following
…about how the service is run:
> who owns and operates the service?
> how many children are enrolled?
> is there a waiting list to get in?
> what qualifications do the teachers have?
> who are the relieving teachers?
> are teachers regularly updating their knowledge
Feel free to visit a service more than once – > am I welcome to be involved in my child’s learning?
each time you can learn a little more. > what sort of activities does the service use to
Be prepared to do this with more than one encourage learning?
place before you decide. > does the service separate under-twos from older children?
> how are the needs of different children met?
> how big are the groups?
> how do they help children settle in?
> how do teachers guide children’s behaviour?
> what is the daily routine?
> can children sleep when they want or at set times only?
> what happens if your child gets ill or has an accident?
> who can collect your child?
> how will you know how your child is getting on?
> what are the service’s expectations of you?
> can you help decide how the service is run?
> can you have a copy of the service’s policies?
<6 > can you see the Education review office reports?
Part tWo: hoW do I ChooSE?
> what are the costs? INdooR AREAs
> how do you pay? > Is the equipment in good condition? Is there
> are the costs lower if two or more of your enough equipment?
children attend? > Is equipment well displayed?
> do you have to pay for public holidays or if children are children free to choose from a range of toys
are sick or on holiday? and equipment?
> does the service use Government funding? > are the rooms pleasant and colourful?
> if the services uses the Government funding, will > Is the place clean, with good heating, lighting
there be any optional charges or donations? and airflow?
> are you able to apply for childcare subsidies from > Is there a wet or messy play area, a quiet space
Ministry of Social development? for books, stories, puppets and music, a creative
area, a physical play area?
…about food > are there display areas, such as a science table,
> do they provide snacks and lunch, or do you have that have things to touch and explore?
to provide them? > Is there a generous block play area with cars,
> if they provide food, what sort of food do they have animals and toy people?
(ask to see a menu to check it includes foods your > Is there a fantasy play or dress-up area?
child eats)? do you have to pay extra? > are there tables and chairs for children to work at?
> do they cater for special food requirements? Can they also work on the floor?
> what are the times for snacks and meals? > Is the place safe? are the playing areas safe?
> can children serve themselves or can they choose Can children be easily seen in the bathroom?
themselves how much they eat > does the service practise good hygiene to lessen
the spread of bugs and illness?
> Where can children rest or sleep if they need to?
dIFFERENCEs FoR THE uNdER-Twos
Babies and toddlers have different play needs:
> is there a soft carpeted area for them to crawl
> is there a raised area for them to practise
> are there balls and containers, scales and other
objects for children to manipulate, put in and
out of containers?
AsK To sEE THE MosT RECENT > is there messy play? how do teachers manage this?
EduCATIoN REVIEw oFFICE REPoRT > are there cushions to sit or lie on; safe, firm
Every licensed early childhood service has to be surfaces to climb on?
regularly reviewed by the Education review office > are there trolleys to push and wheelies to pull?
(Ero). From the Ero report you can find out about > can you see toys and mobiles strung across for
the quality of education. the service should have a children to reach out to and touch?
copy of the most recent Ero report for you to read or > are there places for adults to sit on the floor?
you can view a copy on www.ero.govt.nz > are there peaceful places?
Part tWo: hoW do I ChooSE?
outside the service
outdoor play teaches children different things from
indoor activities. Services manage indoor and outdoor
play differently. Some mixed age services have separate
play areas for under-twos.
others, such as playgroups, are not required to have
an outside play area. If outdoor space is not available,
playgroups must provide alternative arrangements for
children to have physically active play.
> Can children move freely between inside
> Is the area safe, well maintained and inviting?
> are there places for running, climbing, swinging, STAFF IN THE SERVICE
lifting and digging? For your child to get the most out of their early childhood
> are there sand and water play areas? Can children experience they need to be with people who can guide and
do carpentry? support their learning at a level that’s right for them.
> are there plenty of grassy areas?
When you can’t be with your child, qualified and
> Can children create their own play spaces with experienced teachers know how to help children progress
materials such as boxes, ladders and planks?
towards their goals and can improve the skills of children of
> Is there a safe soft-fall surface under climbing all ages. younger children need to be cared for by teachers
equipment? who know how infants develop and how to meet their
> are there areas where children can use their special needs.
imagination to play at building caves, huts
and boats? the method of teaching, the number of teachers and their
> do teachers join in and help find whatever is qualifications will be different depending on the kind of
needed for play? service you choose. But there are some things that are
> are the children being supervised at all times? common to good practice, whatever the service type.
> Is there a quiet area to sit or to ‘hide’? Children do best where they can form bonds with people
> are there animals? are they well controlled who care, have plenty of time for them, enjoy having fun
and looked after? and who give clear guidelines that can be backed up with
reasons. younger children especially, need time to build
these bonds so teachers need to work both with individual
children and the group.
a service where only one or two key teachers work with and
care for your child each day will offer your child the most
secure learning environment.
Part tWo: hoW do I ChooSE?
TEACHERs ANd sTAFF do THE NuMbERs Add uP?
> are the teachers warm and helpful? Children do best when they get individual attention
are the children comfortable with them? from adults.
> are children easily able to approach them
a high number of teachers to children is good for:
e.g. for a story or to ask questions?
> making sure activities suit each child’s needs
> are the children listened to with respect?
> helping children bond more strongly with
> do the teachers get down to the children’s
eye level to speak to them?
> helping children get along with each other better.
> Is there lots of laughter?
> do children respond well to directions? a good quality early childhood education service
> What does the licence say about the numbers will have enough teachers so that good relationships
of teachers required to supervise the children? can develop between the teachers and the children.
> do the teachers enjoy their work and work this is especially important for infants and toddlers.
well together? they need more adult attention because they rely
> do the teachers know individual children and on adults more to play and talk with them.
respond to their particular needs? licensed services will have listed on their licence the
> do the teachers recognise each child’s culture while minimum number of adults that must be with the
treating them all equally with warmth and respect? children at all times. Many services will have more
> are children encouraged to be as independent as teachers than this number. you should see the license
they can be; to choose their own activities? on display in the centre.
> are the teachers professional when guiding
children’s behaviour – do they teach them to
change how they behave rather than punish them?
> do the teachers encourage the children to be happy
and involved in play and to be co-operative and
pleasant with others?
> do any of the teachers speak languages other
Part tWo: hoW do I ChooSE?
what are the children doing?
a quality early childhood education service will have a wHAT Is HAPPENING FoR THE CHILdREN?
planned programme that both cares for and educates > are children keen to learn, to try new things,
your child. In new Zealand, Te Whäriki, the early childhood to have a go and persevere?
curriculum, sets out the learning experience goals for > are they learning a wide range of skills? are there
children up to school age. It identifies what a child play materials that encourage their intellectual,
needs to know and use later in life. social, emotional and physical learning?
> Is there lots of room for active play?
> Can the children play with their friends and the
sPoTTING A Good PRoGRAMME toys they like?
a good learning programme will: > are children playing together?
> have a clear written statement of how the service > do children have time to explore and discover;
will educate and care for children (this needs to time to get on with their own play? do adults
be based on the curriculum) come to help?
> keep a record of each child’s learning and > are there quiet times and rest times?
development > do the children get on with each other easily
> set new programmes to extend the child based and positively?
on these records > are the children allowed to express their feelings?
> set realistic short term goals that parents and do adults help before feelings get out of hand?
teachers would like the child to achieve based > how do teachers respond to upsets, especially
on their needs and interests those caused by other children? Would you want
> involve teacher discussion your child handled that way?
> involve teacher and parent discussion > are there some routines – meal times, sleep,
> be changed as needed. going home?
> What do they involve? do children have to wait
for long times?
It’s unlikely you’ll see all these things in one visit, so
it’s important to visit more than once.
Many children are more comfortable and can learn
more in small groups. they get on better with others
and can express themselves better, which helps them
feel good about themselves. In small groups teachers
can more easily treat children as individuals. often
the type of service you choose may place more focus on there’s greater co-operation between adult and child.
some learning elements rather than others and carry out
the learning programme in different ways. It’s important
you choose a service that offers a programme that will suit
your child and how you want them to grow and develop.
Part tWo: hoW do I ChooSE?
Are parents encouraged to take part? How does the service respect culture?
Parents, whänau and caregivers are children’s first te Whäriki, the early childhood curriculum guidelines,
teachers and much of a child’s learning will take place in encourages services to teach children about the main
the home. look for an early childhood education service cultures in new Zealand. It also encourages teachers to
that encourages your involvement in your child’s learning be sensitive to and celebrate the different cultures and
and that builds links with you in your child’s development. heritages among families attending the service. this helps
It may be that you and the service you choose have to give children the understanding, confidence and skills
different cultures, values, customs and beliefs. But you to take part in everyday new Zealand life.
can still agree on the way your child is encouraged to
In a quality service the treaty of Waitangi will be reflected
grow and learn.
in the learning environment and te reo Mäori will be part
of the programme. you should also see the cultures of
IN TEACHER-LEd sERVICEs: individual children attending the service reflected in
> do teachers accept and support the values of the programme.
parents, whänau and caregivers?
> are teachers positive towards parents, whänau
and caregivers and their children?
> do they talk with parents, whänau and caregivers
about issues such as what food is eaten and when,
how to handle toileting and discipline?
> do teachers keep parents, whänau and caregivers
fully informed on the running of the service?
> do teachers keep parents, whänau and caregivers
fully informed about their child’s daily activities
and any changes in their health or eating habits?
> do they regularly update parents, whänau and
caregivers on how their child is developing?
> do they encourage parents, whänau and caregivers
to make decisions and help run their child’s
IN PARENT-LEd sERVICEs:
In these services it is the parents, whänau and
caregivers who run the sessions and the learning
programmes. you need to find out:
> what values will be encouraged
> how the sessions will be run CuLTuRE
> how parents, whänau and caregivers are > does the service reflect the values and customs of
to be involved its families?
> how children are to be developed > does it provide opportunities for children to learn
> what behaviours are encouraged and discouraged about other cultures?
> how information is shared > Is it sensitive to differences in culture and heritage?
> what is expected of you. > Is it a comfortable place for people of all cultures?
Part thrEE: SEttlInG In
although many children settle happily into a new you can ring the service a little later to check if your child
environment, being away from you and other family has settled.
can be a difficult time for some children. having to Be regular in the times you arrive and go home. your child
deal with people they don’t know and a group of will feel more secure. taking a favourite rug or toy along in
other children can be frightening. there are a number those early days may also help.
of things you can do to help your child settle into an Health
early childhood education service. you can tell the teachers about your ideas on health and
nutrition for your child. you can also ask them for advice.
Make a good start
If your child has any special needs, take time to talk about
If you are planning to leave your child in a service, talk these with the teachers so that you – and they – are happy
with the teachers about how you can work together to best your child will receive what they need.
support your child. they can help you plan some steps for
settling in. Culture
the staff may not be familiar with your religious or cultural
Children usually settle better if you visit the service several
traditions and beliefs. talking to them about this will help
times before you leave them for the first time. this will also
them understand your values and views so they can develop
help you see how teachers relate to your child and other
activities to suit your child. they may even celebrate an
children, what the routines are and how the programme
event from one of your traditions so all children attending
works. When you think your child is ready to stay on their
the service can take part in and learn from the experience.
own, begin by leaving them for only a short time for the
first few days. If you can, come back early until your child Complaints
is settled. If you are unhappy with anything happening at the service,
always tell your child when you are leaving and that you check with the service for a complaints process. In a
are coming back later, even if it seems more difficult to do licensed centre this should be displayed on a noticeboard
this at first. once you say goodbye you should then leave – beside the licence. you can also contact the Ministry of
staying around to check if they are happy could confuse Education (see opposite page).
them. If you leave without saying goodbye your child could being involved
become very upset once they discover you have gone. this you may not have much spare time but, if you can, spend
makes it harder for them to feel secure and settled in the even a few minutes at the service regularly, joining in and
long term. just having fun. you will be enjoying and sharing in an
When you leave this is likely to be a difficult moment important part of your child’s life.
for your child but the teacher looking after them will
ContaCtS: MInIStry oF EduCatIon oFFICES
MInIStry oF EduCatIon oFFICES
whangarei Lower Hutt
10 awaroa river road, onerahi, 0110 level 3, 19 Market Grove, lower hutt 5010
Postal address: P o Box 911, Whangarei 0140 Postal address: Po Box 30177, lower hutt 5040
Phone: (09) 436 8900 Phone: (04) 463 8699
Fax: (09) 436 8901. Fax: (04) 463 8698.
Eden 5 Bldg, 12-18 normanby road, Mt Eden, auckland 1024 19 haven road, nelson 7010
Postal address: Private Bag 92644, Symonds Street, Postal address: P o Box 282, nelson 7040
auckland 1150 Phone: (03) 546 3470
Phone:(09) 632 9400 Fax: (03) 539 1501.
Fax:(09) 632 9401
Hamilton 39 Princess Street, addington, Christchurch 8041
150 Victoria Street, hamilton 3204 Postal address: P o Box 2522, Christchurch 8140
Postal address: Private Bag 3011, Waikato Mail Centre, Phone: (03) 378 7300
Fax: (03) 378 7308.
Phone: (07) 858 7130
Fax: (07) 858 7132. dunedin
414 Moray Place, dunedin 9016
Rotorua Postal address: Private Bag 1971, dunedin 9054
level 4, 1144 Pukaki Street, rotorua 3010
Phone: (03) 471 5200
Postal address: P o Box 1749, rotorua 3040
Fax: (03) 471 5201.
Phone: (07) 349 7399
Fax: (07) 349 7398. Invercargill
78 doon St, Invercargill 9810
Napier Postal address: Private Bag 90 122, Invercargill 9840
8a lever Street, ahuriri Estate, napier 4110
Phone: (03) 211 3610
Postal address: P o Box 147, napier 4140
Fax: (03) 211 3611.
Phone: (06) 833 6730
Fax: (06) 833 6731.
93 Ingestre Street, Wanganui 4500
Postal address: Private Bag 3012, Wanganui 4540
Phone: (06) 349 6300
Fax: (06) 349 6301.