Orewa Private Kindergarten - 21/05/2014

1. Evaluation of Orewa Private Kindergarten

How well placed is Orewa Private 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.


Orewa Private Kindergarten provides full day or sessional early childhood education and care for up to 30 children from the age of two to five years. The centre is located in a well established residential area. Children of all ages play and learn together in keeping with the centre’s child and family-focused philosophy. Teachers are experienced and qualified.

Since the 2011 ERO review, the centre owner/manager and teaching team have developed a greater understanding of strategic planning and self review. The teaching team has remained the same since the 2011 review, and this has contributed to well established and consistent relationships with children and families. Collaborative work by teachers to provide a learning programme that effectively responds to children’s emerging interests was noted by ERO in 2011. This good practice continues to be evident.

The Review Findings

Children learn in a well resourced, attractive environment that supports play for mixed-age groups and reflects their diverse cultures. They have many opportunities for literacy, mathematics and science learning as part of their play and discussions. They are confident communicators, who play cooperatively for long periods, are imaginative and investigative. Children have fun, experience challenge and success, and are eager to learn.

Teachers understand and provide well for the special characteristics and interests of toddlers in the centre. Toddlers make choices about their play and have good access to all activities and areas of the centre. Teachers are attentive and responsive to toddlers’ needs and preferences. Toddlers benefit from individualised care and opportunities to explore and interact with older siblings and peers.

The centre has a relaxed, calm atmosphere. Teachers’ sensitive and supportive interactions underpin children’s high levels of engagement in the programme. Teachers affirm and build on children’s strengths. They listen carefully to children, support sustained conversations, and encourage children to problem solve. Child-led learning is valued and extended.

Respectful and responsive relationships, a sound knowledge of Te Whāriki, the early childhood curriculum, and inclusive practices underpin the curriculum. Teachers have well established group planning processes to guide programme implementation. Vibrant displays show how children are involved in centre projects. Whānau are well informed about their children’s progress and their involvement in their child’s learning is encouraged. The management of children’s transitions into the centre and to school is responsive to the needs of individual children and whānau.

Centre operations are guided by a clear strategic vision and plan, with accompanying processes for self review and accountability. The centre's philosophy statement is well documented and articulated. The centre manager is developing a new appraisal system, and teachers’ professional capabilities and leadership are fostered through ongoing professional development.

Key Next Steps

The centre manager agrees that next steps for the centre should include:

  • developing a more robust process of self review that involves multiple perspectives, focuses on improving educational outcomes for children, and informs strategic direction

  • developing a more bicultural curriculum that promotes Māori language, culture and identity

  • continuing with the development of the teacher appraisal process to further encourage teachers' reflection on their role as teachers

  • strengthening planning processes to show more consistently how children’s individual interests are progressed over time and to further involve parents in the process.

Management Assurance on Legal Requirements

Before the review, the staff and management of Orewa Private 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 Orewa Private Kindergarten will be in three years.

Dale Bailey

National Manager Review Services Northern Region

21 May 2014

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


Orewa, Auckland

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 0 aged under 2

Service roll


Gender composition

Girls 21

Boys 17

Ethnic composition

NZ European/Pākehā








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

March 2014

Date of this report

21 May 2014

Most recent ERO report(s)

Education Review

April 2011


Education Review

February 2008


Education Review

April 2005

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.