Harbour View Kindergarten - 28/03/2018

1 Evaluation of Harbour View Kindergarten

How well placed is Harbour View Kindergarten to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.


Harbour View Kindergarten in Hobsonville is licensed for 25 children over two years of age. Hours of operation align with school hours. Children are mainly from the local community. The rich diversity of their cultural backgrounds is a feature of the centre.

The centre owner also acts as manager and head teacher. She is supported by a stable team of experienced, qualified teachers.

The centre's philosophy recognises core values of resourcefulness, resilience and spontaneity. It emphasises a holistic focus on developing children's physical, social, intellectual, spiritual and emotional needs.

ERO's 2011 and 2014 reports have identified high quality provision for children in responsive and challenging programmes.

The Review Findings

Children are recognised as capable and confident individuals with strong potential. They experience a rich, child-centred programme based on Te Whāriki, the early childhood curriculum. The centre's philosophy is enacted well.

Children and their whānau are warmly welcomed into the centre. Children have positive and inclusive relationships with their peers and with teachers. Children with additional needs are supported very well to participate fully in the programme. The centre's responsive programme nurtures children's strong sense of belonging and wellbeing.

Children's social and emotional competence is highly evident. Their resilience, perseverance and confidence in attempting challenges are developed with aroha. Children transition well into and out of the centre, with sensitive teaching practices that enable a smooth and settled process.

High quality environments for play are attractive, welcoming and homely. They are designed to stimulate and provoke meaningful learning, through choice, wonder and curiosity in play. Children enjoy playing in well-resourced indoor and outdoor areas with equipment and activities that challenge them physically, and promote imagination and creativity. Children also benefit from access to a wide variety of play areas that promote active discovery.

Teachers are skilled at supporting children's involvement in sustained periods of play that promote their persistence, self management and confidence. There is an integrated focus on literacy, numeracy, science and the arts. Children's oral language and music and movement are promoted well. Display walls are used effectively to demonstrate children's participation in ongoing explorations and interests.

Teachers integrate te reo me ōna tikanga Māori in children's play through waiata and kapa haka, and promote values such as aroha and manaakitanga. Story telling in te reo is a feature in children's learning. This focus also extends to and enhances the learning environment. Children have good opportunities to celebrate cultural events such as Matariki. Pacific children's cultures are also celebrated and well integrated.

Whānau are involved in the programme, and actively support the centre's development. Meaningful partnerships with parents are valued, and whānau are well informed and have good opportunities to actively support their children at the centre.

Teachers’ professional growth is prioritised well, providing relevant and ongoing learning and development opportunities. Teachers' appraisal process encourages them to reflect well and use research to develop effective teaching practices. They are open to new learning and grow in a supportive and empowering culture. Their internal evaluation processes have a strong focus on improving the programme for children.

Key Next Steps

Teachers are currently focusing on embedding Te Whāriki 2017, the revised early childhood curriculum. The manager has identified appropriate next steps that include:

  • developing specific strategic planning that clearly informs annual planning and ongoing improvement, aligns with indicators of effective practice, and supports the evaluation of progress towards strategic goals.

Management Assurance on Legal Requirements

Before the review, the staff and management of Harbour View 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:

  • curriculum
  • premises and facilities
  • health and safety practices
  • governance, management and administration.

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:

  • emotional safety (including positive guidance and child protection)

  • physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)

  • suitable staffing (including qualification levels; police vetting; teacher registration; ratios)

  • evacuation procedures and practices for fire and earthquake.

All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Harbour View Kindergarten will be in four years.

Julie Foley

Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

28 March 2018

The Purpose of ERO Reports

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.

2 Information about the Early Childhood Service


Hobsonville, Auckland

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

25 children, over 2 years of age

Service roll


Gender composition

Boys 33 Girls 30

Ethnic composition



Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates


Reported ratios of staff to children

Over 2


Better than minimum requirements

Review team on site

February 2018

Date of this report

28 March 2018

Most recent ERO report(s)

Education Review

May 2014

Education Review

February 2011

Education Review

December 2007

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.