11 Petane Road, Bay View-Napier/Hastings
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Eskview Kindergarten are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whakaū Embedding |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whakaū Embedding Whāngai Establishing |
This is one of 16 kindergartens governed and managed by the Napier Kindergarten Association. The kindergarten priorities emphasise harmonious relationships that support the wellbeing of children and their families. Almost a quarter of children enrolled are Māori. The kindergarten is part of the Enviroschools programme. At the time of this ERO review, the community was still heavily impacted by the effects of Cyclone Gabrielle.
Children’s wellbeing and learning are promoted effectively through a rich, play-based curriculum. A calm environment promotes critical thought and creativity, with multiple ways for children to develop theories about their world. Children engage in sustained periods of play, with a sense of security in being able to predict what happens next.
Strong reciprocal partnerships between parents, children and teachers underpin learning. Children as a mixed-age group experience a curriculum that is tailored to meet their needs. A range of actions and enacted values based in te ao Māori, support tamariki Māori to authentically experience their language and culture. Children and their families benefit from an ongoing focus to prioritise connection and emotional safety in the kindergarten.
Teachers take responsibility for their collective professional growth, linked to the kindergarten’s priorities for learning. Systematic and in-depth inquiry, reflection and evaluation supports shifts in the curriculum to respond to children’s learning needs. Teachers explore their effectiveness and impact for children after changes to practice, and as a result of curriculum planning. They are deepening their understanding of what impacts on inequitable outcomes for children.
The association works collaboratively to promote children’s equity of access to an inclusive education. This supports delivery of a consistent curriculum across all kindergartens. Robust monitoring, review and evaluation at association level are not yet evident. Information on improvements in individual kindergartens is not used by those in governance and management roles to identify how association actions impact on equitable outcomes for children. Understanding and implementation of systems and processes that support maintenance of regulatory requirements are inconsistent.
Eskview Kindergarten will include the following actions in its Quality Improvement Planning:
The Napier Kindergarten Association will include the following in its Quality Improvement Planning:
Before the review, the staff and management of Eskview Kindergarten completed an ERO 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.
During the review, the association provided ERO with evidence that shows it has addressed the following non-compliances:
Since the onsite visit, the service and the association have provided ERO with evidence that shows it has addressed the following non-compliances:
Patricia Davey
Director of Early Childhood Education (ECE)
20 December 2023
| Early Childhood Service Name | Eskview Kindergarten |
| Profile Number | 5562 |
| Location | Bay View - Napier – Hastings |
| Service type | Free Kindergarten |
| Number licensed for | 31 children aged over two |
| Percentage of qualified teachers | 100% |
| Service roll | 44 |
| Review team on site | August 2023 |
| Date of this report | 20 December 2023 |
| Most recent ERO report(s) | Education Review, October 2019; Education Review, April 2016 |
Not well placed | Requires further development | Well placed | Very well placed |
Eskview Kindergarten is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Eskview Kindergarten is located in the Napier suburb of Eskdale. It provides education for up to 31 children aged over two years. Of the 52 children enrolled at the time of this ERO review, 11 are Māori. The kindergarten is a member of the Enviroschools programme.
The aims of the kindergarten’s philosophy are to:
Eskview Kindergarten is one of 16 kindergartens operating under the governance and management of the Napier Kindergarten Association (the association). The governing board is responsible for setting the overall strategic direction for the organisation. The day-to-day operation of the association is the role of the general manager. Two education managers provide teaching and learning support for teachers. The board employs a Pou Whakarewa Mātauranga (Professional Practice Advisor Māori) to work alongside all association personnel to continue to strengthen cultural responsiveness.
Since the February 2016 ERO report, the teaching team has remained stable with minimal changes. Assessment, planning and evaluation identified in the previous ERO evaluation continues to be area for the kindergarten to strengthen.
This review was part of a cluster of 16 kindergartens in the Napier Kindergarten Association.
A range of meaningful learning opportunities enrich the curriculum. Children are empowered to lead their own learning. Teachers value children’s ideas, choices and opinions. Effective use is made of learning conversations to encourage children to problem solve and to extend their thinking. Literacy, mathematics, science and creative expression are strong features of the local curriculum.
Māori children experience an environment where their language and culture is affirmed. Connections between Māori ways of being and sustainable practices support children’s knowledge of Māori world views. Children have many opportunities to learn about local places of significance.
Partnerships with parents and whānau are based on mutual respect. Teachers effectively respond to parent aspirations. Assessment documents children’s emerging interests and engagement in the life of the kindergarten. Hard-copy portfolios are regularly accessed by children and whānau are encouraged to contribute to and share children's learning experiences. Further strengthening of assessment, planning and evaluation is needed to clearly show children's deepening complexity of learning.
Warm and caring relationships between children and teachers provide a strong foundation for learning. Inclusive practices support all children to participate fully in all aspects of the programme. Teachers' work diligently to make children's transitions into and out of the kindergarten a positive experience.
Leaders have developed a supportive and respectful culture that is underpinned by shared values, beliefs and mutual trust. A collaborative approach maximises the strengths of the teaching team to support children’s learning. Leaders encourage and value parent and whānau participation in decision making. Regular internal evaluation helps build teaching capability. Education managers should continue to grow their own knowledge and practice of internal evaluation to better support this process.
The governing board is future-focused and has developed a clear strategic direction to meet the diverse needs of its communities. Board members value diversity of viewpoints and gather community and staff voice to inform decision-making. Regular reporting by the education managers is useful in identifying how strategic teaching and learning goals are being addressed.
The board places importance on developing teachers' capabilities. Targeted and deliberate building of cultural responsiveness supports Māori children and their whānau to experience success. An association-wide appraisal process is in place to support teacher practice in promoting positive learning outcomes for children. Further strengthening of the appraisal process, including targeted observations, should assist teachers to determine how well they are progressing and actively encourage them to improve their effectiveness.
Education managers should continue to promote sustained improvement and innovation through strengthening:
The head teacher and education managers needs to continue to strengthen individual assessment, planning and evaluation with a focus on:
Education managers should strengthen their understanding and use of internal evaluation to systematically evaluate their practices and the impact of these on outcomes for children.
Before the review, the staff and management of Eskview Kindergarten 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.
Phil Cowie
Director Review and Improvement Services Central
Central Region
9 October 2019
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.
| Location | Napier | |
| Ministry of Education profile number | 5562 | |
| Licence type | Free Kindergarten | |
| Licensed under | Education (Early Childhood Services) Regulations 2008 | |
| Number licensed for | 31 children, aged over 2 | |
| Service roll | 52 | |
| Gender composition | Female 30, Male 22 | |
| Ethnic composition | Māori NZ European/Pākehā Other ethnic groups | 11 28 13 |
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates | 80% + | |
| Reported ratios of staff to children | 1:10 | Meets minimum requirements |
| Review team on site | August 2019 | |
| Date of this report | 9 October 2019 | |
Most recent ERO report(s)
| Education Review | April 2016 |
| Education Review | September 2012 | |
| Education Review | June 2009 | |
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 will depend on how well the service promotes 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.
Not well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Eskview Kindergarten near Napier, provides early childhood education and care for up to 31 children aged over two. The current roll is 49, including five Māori children.
The kindergarten is part of the Napier Kindergarten Association, which oversees the operations of 16 kindergartens, including two based in Wairoa. A board of trustees oversees governance for the association with support of the general manager. Two education managers have a responsibility for building teacher capability. The very experienced head teacher provides professional leadership to a well-established, cohesive team. A recently appointed Pou Whakarewa Mātauranga supports teachers to develop their knowledge and understanding of te ao Māori. He demonstrates a clear vision for Māori children and their whānau.
The kindergarten has strong links with the community. Long-established traditions are celebrated and are a feature of this kindergarten. The environment continues to be enhanced to reflect the kindergartens commitment to sustainability and the Enviroschools programme.
Since the September 2012 ERO report, the kindergarten has introduced five, six hour sessions including place sharing which allows children from isolated rural communities to attend kindergarten. Teachers have responded well to the areas for improvement identified in the previous ERO report.
This review was part of a cluster of seven reviews in the Napier Kindergarten Association.
Children learn in a positive, supportive environment that reflects the kindergarten's philosophy and semi-rural environment. Teachers know children and their families very well. Friendships amongst children and having fun as part of the learning process are highly evident. Parents regularly share their knowledge and skills to promote children's learning.
A broad curriculum reflects the kindergarten's commitment to the arts and physical activity. Early literacy, mathematics and science development is meaningfully integrated into learning contexts. Children lead their own learning and are highly engaged in cooperative and sustained play. They are encouraged to use their imagination and be creative. Natural resources are valued and children have the freedom to explore nature.
There has been a sustained focus on strengthening teachers' knowledge and understanding of te reo me ngā tikanga Māori. It is effectively and respectfully integrated. Input from whānau Māori supports increased knowledge and understanding of tikanga Māori and local landmarks.
Children with diverse needs are well supported through positive relationships with parents, whānau and external agencies.
Profiles are attractively presented and provide a record of children's emerging interests and learning over time. Parents regularly contribute and share learning observed at home.
Ongoing teacher discussion and reflection, based on observations of children's interests guide programme planning and resourcing. Capturing the continuity of children's learning has been a focus. Teachers continue to review assessment practices to increase the complexity of children's learning over time, reflect parent aspirations and support children's culture, language and identity.
Transitions are well planned and responsive to individual children and their families. A weekly playgroup for children starting kindergarten supports their sense of belonging. A recent review has resulted in strengthened relationships with local schools.
Teachers work collaboratively and a highly reflective culture is evident. The skills and strengths of teachers are acknowledged and valued. Appraisal provides opportunities for teachers to reflect on and improve their practice through targeted goal setting.
Teachers have participated in professional learning and development to increase their understanding of self review. It is fundamental to practices in the kindergarten and ensures continual improvement. It is well planned and systematic. A strategic plan identifies priorities and sets direction for the kindergarten and improved outcomes for children.
The association empowers teachers to use the team's strengths to respond to children and the parent community. Education managers continue to lead the implementation of systems and processes to effectively build teacher capability. These include assessment, planning, self review and internal evaluation, appraisal and leadership.
The head teacher and education managers should continue to:
Before the review, the staff and management of Eskview Kindergarten 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 Eskview Kindergarten will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
20 April 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.
| Location | Napier | ||
| Ministry of Education profile number | 5562 | ||
| Licence type | Free Kindergarten | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 39 children | ||
| Service roll | 49 | ||
| Gender composition | Girls 29, Boys 20 | ||
| Ethnic composition | Māori Pākehā Other ethnic groups | 5 39 5 | |
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates | 80% + | ||
| Reported ratios of staff to children | Over 2 | 1:10 | Meets minimum requirements |
| Review team on site | February 2016 | ||
| Date of this report | 20 April 2016 | ||
| Most recent ERO report(s) | Education Review | September 2012 | |
| Education Review | June 2009 | ||
| Education Review | February 2006 | ||
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.