Smith Avenue, Huntly
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Central Kids Kindergartens - Huntly West operates under the umbrella of Central North Island Kindergarten Trust (CNIKT). The kindergarten is located in Huntly, and is licensed to cater for 40 children from two years to school age. A high percentage of children enrolled are Māori. The kindergarten is open from 8.30 am to 2.30 pm, five days a week.
The kindergarten philosophy statement places priority on respectful relationships/whānaungatanga to set the foundation for building a learning community. 'He taonga whakahirahira nga mokopuna o tenei whare' (young children are the most precious gift in this house).
Since the 2013 ERO review there have been significant staff changes. A long serving teacher at the kindergarten has been appointed to the head teacher role, providing continuity for children and whānau. Two more teachers were appointed with identified strengths to benefit the kindergarten's curriculum. Over the last three years, teachers have participated in professional development in te reo and tikanga Māori practices and assessment.
The kindergarten is well supported by the CNIKT. The trust’s strategic direction sets out the service’s vision, expected educational outcomes, and values. It also defines the strategies for delivering the principles and strands of the early childhood curriculum, Te Whāriki, and for respecting te Tiriti o Waitangi. The trust works positively to provide equitable opportunities for families by extending its hours of opening.
Compliance and regulatory requirements are well monitored by professional leaders. Policies and procedures ensure the kindergarten meets regulation requirements and management expectations. The professional leaders work alongside head teachers to support their leadership roles and provide guidance, and mentor teachers as part of the appraisal process. Kindergarten teachers have generous opportunities to attend professional development opportunities to grow their teaching and leadership skills.
Personnel matters are well managed. The trust has undertaken a long-term review of teacher appraisal in consultation with teachers. This is enabling them to respond to the expectations of the Education Council and increase the depth of teachers’ reflections about their practice. The trust has also responded effectively to the Vulnerable Children’s Act, and is well-placed to complete required changes to policies and practices for the protection of children.
This review was part of a cluster of three reviews in the Central North Island Kindergarten Trust.
A strength of the kindergarten is the responsive, trusting and respectful relationships children and their whānau experience with teachers. The newly appointed head teacher has ensured positive relationships have been maintained during staff changes. The kindergarten culture promotes Māori children's identity and ensures equitable opportunities for all children to participate. Manaakitanga and whanaungatanga underpin the wairua of the kindergarten. These values contribute to children's and whānau members' strong sense of belonging.
Parents and extended whānau feel comfortable to remain at the kindergarten if they choose to, and engage in the learning programme. This provides rich opportunities for children's learning, and, also for whānau to get to know each other and the children. Individual child portfolios are accessed and enjoyed by parents and children. These effectively show and celebrate children's successes and participation.
Children are confident to initiate learning through play. The environment is purposefully prepared to provide children with a variety of choices that cater for their diverse interests. Literacy, mathematics, science and the arts are naturally integrated into daily experiences.
Children are capable learners. Teachers carefully consider when it is appropriate to stand back and empower children to be independent learners and when to teach intentionally. Children engage in sustained play and learning and have time to process information and revisit prior learning. They develop strategies for problem solving, negotiation and investigation.
Children enjoy close friendships with their peers and their learning is further supported through the encouragement of tuakana teina relationships. Social competencies are effectively developed because teachers respond appropriately to children's communication cues. Teachers consistently affirm children's efforts and contributions. Oral Language is supported through meaningful interactions and conversations.
The philosophy is being upheld and enacted by the head teacher. She is working closely with the experienced CNIKT professional leader to build collaboration within the new teaching team and prioritise future areas for development. This team has developed reflective practices and undertaken relevant self-review that is focused on continued improvement.
The key next step for the kindergarten is for teachers to undertake a review of the kindergarten's philosophy in collaboration with management, teachers, parents/whānau and children. This should further support the development of a shared understanding about, an agreed vision, goals and outcomes for providing consistent quality education and care.
Before the review, the staff and management of Central Kids Kindergartens - Huntly West 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 Central Kids Kindergartens - Huntly West will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
15 August 2016
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.
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Location |
Huntly |
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Ministry of Education profile number |
5180 |
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Licence type |
Free Kindergarten |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
40 children aged over 2 |
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Service roll |
26 |
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Gender composition |
Girls 20 |
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Ethnic composition |
Māori |
20 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
June 2016 |
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Date of this report |
15 August 2016 |
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Most recent ERO report(s)
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Education Review |
May 2013 |
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Education Review |
January 2010 |
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Education Review |
February 2007 |
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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.
The service is well placed to promote positive outcomes for children.
Central Kids Kindergartens - Huntly West is located in a residential area in a western suburb of Huntly. It operates under the umbrella of the Central Kids Kindergarten Trust, (Trust) formerly known as the Central North Kindergarten Association. Currently, 52 children are enrolled, of whom 30 are identified as Māori. The kindergarten is well established and valued in the local community.
At the time of this ERO review, the kindergarten was mourning the loss of its long serving and much loved head teacher. An acting head teacher, together with staff has ensured that the kindergarten continues to provide a high-quality service for children and their families/whānau.
The kindergarten, with the help of the Trust professional leader, has recently reviewed its philosophy that places relationships at the heart of ‘all we are and do,’ he taonga whakawhirawhira ngā mokopuna o tēnei whare.
Teachers have engaged in ongoing professional learning and development to increase the range of teaching practices and assessment that support children’s learning and play.
This review was conducted as part of a cluster approach to reviews in eleven early childhood education services within the Central North Island Kindergarten Trust umbrella organisation.
Children benefit from warm, caring relationships with responsive teachers, and with one another. They demonstrate a strong sense of belonging, well being and security. Teachers intentionally recognise and follow children’s interests and allow them to choose their learning and play. They take time to guide and sustain children’s efforts to solve problems, explore new ideas and learn practical skills. Children are empowered by teachers to manage their own interactions and relationships and develop social skills. They are becoming capable, confident and independent learners.
The centre receives equity funding that is used to ensure that all children are able to participate in kindergarten trips, and to provide extra teaching time to meet higher educational needs.
Teachers understand and work confidently in implementing the principles and strands of the early childhood curriculum, Te Whāriki. Children have many opportunities to engage in a range of activities and experiences that foster their physical, communication and social skills. They enjoy their involvement in literacy, mathematics and computer-based activities, and these are being increasingly integrated into the daily programme. Children’s learning and development is recorded and made visible in their learning stories and in displays throughout the kindergarten. Te reo and tikanga Māori are also becoming more evident in the programme, environment and children’s learning profiles.
Parents make a vital contribution to all aspects of kindergarten life. Their wishes and requests for their children are responded to and respected. A strong sense of whanaungatanga is reflected in the ways that parents and whānau participate in the programme, excursions and social events.
Under the leadership of both the previous head teacher and the acting head teacher, a cohesive teaching team continues to provide a welcoming and inclusive culture for children and their families/whānau. Teachers have shared understandings and responsibilities that ensure the smooth implementation of the kindergarten’s programme and operations. Leaders and teachers value and affirm children for who they are, and what they bring to their learning.
The kindergarten receives good quality support from the Trust and especially the professional leader. She has worked closely with the teaching team and staff to bring about ongoing improvement. The annual plan has goals that reflect the Trust’s strategic priorities, and the focus on promoting a bicultural curriculum. Equity funding is used to support the kindergarten’s pastoral care of children and their families/whānau. A new teacher appraisal process is beginning to improve the quality of teaching reflections. A recent focus of professional learning and development is to review the assessment of children’s learning using a Māori perspective. Documenting the processes and results of self review has also been a focus of teacher discussion and development.
Self-review processes are in the early stages of development. ERO and kindergarten leaders agree that establishing a clear process that is well aligned to the kindergarten philosophy and goals, has clear indicators of intended outcomes, and is evidence based, is a next step for teachers. This is likely to help teachers record how they have improved outcomes for children.
Other next steps include:
Before the review, the staff and management of Central Kids Kindergartens - Huntly West 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.
ERO is likely to carry out the next review in three years.
Dale Bailey
National Manager Review Services
Northern Region
13 May 2013
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Location |
Huntly |
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Ministry of Education profile number |
5180 |
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Licence type |
All Day Kindergarten |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
40 children, including up to 0 aged under 2 |
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Service roll |
52 |
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Gender composition |
Boys 28 Girls 24 |
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Ethnic composition |
Māori NZ European/Pākehā Indian Pacific |
30 19 2 1 |
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Percentage of qualified teachers |
80% |
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Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
February 2013 |
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Date of this report |
13 May 2013 |
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Most recent ERO report(s) |
Education Review Education Review Education Review |
January 2010 February 2007 June 2003 |
The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.
ERO's education reviews in early childhood services focus on the factors that contribute to positive learning outcomes for children. ERO evaluates how well placed the service is to make and sustain improvements for the benefit of all children at the service. To reach these findings ERO considers:
Within these areas ERO considers the effectiveness of self review and partnerships with parents and whānau.
ERO reviews do not cover every aspect of service performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.