Makino Kindergarten - 15/02/2013

1 Evaluation of the Service

How well placed is the service to promote positive outcomes for children?

Makino Kindergarten has a positive ERO review history. The service continues to be well placed to promote positive outcomes for children.


During 2012, the kindergarten moved from a sessional service to a longer day. Education and care is currently offered for up to thirty children, from 8.30am to 2.30pm three days a week, and until 12.45pm on two days. Thirty six percent of children enrolled identify as Māori. The teaching team is 100% qualified.

The kindergarten whakataukī states, “I will carry this handle, and you carry this handle, carrying the woven bag together.” Establishing and growing effective relationships through mutual respect and working together underpin the provision of education and care for children.

Major building redevelopment has improved the quality of spaces available for children and teachers. Further development of the outdoor environment is planned.

This review was conducted as part of a cluster approach to the reviews of 25 early childhood education centres within the Ruahine Kindergarten Association (the Association) umbrella organisation.

The Review Findings

The philosophy clearly reflects Te Whāriki. Key elements of holistic development, empowering children, building relationships, and making links with family and community are all visibly enacted within a bicultural context.

The planned curriculum emerges from teachers noticing and recognising children’s interests and learning in action. Opportunities are provided for parents and whānau to contribute their perspectives to the design of the programme. Teachers deliberately extend children’s learning.

The well resourced and inviting environment is highly conducive to children’s wellbeing and engagement in learning. Children are motivated, involved and challenged. They are encouraged to make decisions and take responsibility. Skills and attitudes are developed to assist learners to become independent and confident.

Child initiated, imaginative play is very evident. Children take advantage of regular opportunities to engage in sustained independent and small group activities. Literacy and numeracy concepts are effectively integrated within the daily programme.

Interactions are warm, encouraging and inclusive. Children play and learn cooperatively. Adult conversations with children are respectful and affirming. Open and searching questions encourage and extend learning and thinking.

Regular use of te reo Māori and practices that reflect accepted tikanga Māori successfully promote New Zealand’s dual heritage. A bicultural perspective is positively reflected throughout the kindergarten.

Attractive learning journals indicate children are engaged in learning across the curriculum. They celebrate progress, achievement and involvement. The programme focus on developing literacy, numeracy and social competency is clear. The deepening of children’s learning over time is shown. Children revisit their journals and share their kindergarten experiences with others.

Strong, responsive and respectful relationships formed between staff and families support children’s sense of belonging and learning. Transition from the kindergarten is well supported by effective partnerships with schools.

Collaborative ways of working are fostered within a teaching team committed to individual improvement. Ongoing reflection and a comprehensive teacher appraisal process support enhanced outcomes for children. The Association is currently reviewing appraisal to ensure outcomes are more meaningful and constructive.

Regular professional development opportunities assist teachers to better understand and extend children’s learning. Support from professional service managers is responsive and suitably focused on both children’s learning and compliance.

Teachers have received Association assistance to improve their understanding of self review. Structured self review contributes effectively to improvement.

ERO and teachers agree that the next steps to further promote children’s learning should be to:

continue to refine assessment and planning processes, particularly in relation to:

  • more effectively involving parents and whānau
  • regularly evaluating teaching practices and the impact of these on outcomes for learners
  • increase the extent to which the curriculum and assessment practices reflect and promote success as Māori
  • systematically evaluate the impact of recent initiatives and developments.

2 Legal Requirements

Management Assurance on Legal Requirements

Before the review, the staff and management of Makino 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.

3 Next Review

When is ERO likely to review the early childhood service again?

ERO is likely to carry out the next review in three years.

Joyce Gebbie National Manager Review Services Central Region (Acting)

15 February 2013

Information about the Early Childhood Service



Ministry of Education profile number


Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 childrennumber aged over 2

Service roll


Gender composition

Female 35, Male 25

Ethnic composition

NZ European/Pākehā


Other ethnic groups




Percentage of qualified teachers


Reported ratios of staff to children

Under 2


Choose an item.


Over 2


Meets minimum requirements

Review team on site

November 2012

Date of this report

15 February 2013

Most recent ERO report(s)

Education Review

Education Review

Accountability Review

May 2009

October 2006

March 2002

General Information about Early Childhood Reviews

About ERO Reviews

The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.

Review focus

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:

  • 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 self review and partnerships with parents and whānau.

Review Coverage

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.