38 Kohe Street, Parahaki, Whangarei
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.
Parihaka Kindergarten is a well-established service that operates under the governance of the Northland Kindergarten Association. It is licensed for 40 children aged over two years. The kindergarten offers six-hour sessions in response to community needs.
The kindergarten is staffed by four qualified teachers and a teacher aide. Most of the teaching team has changed since the 2013 ERO review. With a change in demographics in recent years the teaching team has refocused the centre's vision, promoting inclusion and support of all children. This vision better reflects community diversity. There has been a change in focus towards an emphasis on a personalised approach with more holistic outcomes for children.
Previous ERO reports have identified high quality practices in the kindergarten. These related to curriculum, environments, self review and relationships with whānau and community.
The Association provides a framework of policies, procedures and expectations that guides kindergarten management and curriculum practices. Teachers are supported in their practice by Association personnel. A Pou Whakarewa Tikanga Māori Advisor supports teachers to strengthen their bicultural understanding and practices. An Association Speech Language Therapist and Social Worker also provide valuable support for children, whānau and teachers. A Professional Practice Manager (PPM) visits regularly and provides leadership and curriculum guidance for teachers through professional discussion and written reports.
This review was part of a cluster of three kindergarten reviews in the Northland Kindergarten Association.
Children settle quickly and confidently into a secure and nurturing environment. They have an obvious sense of ownership of their kindergarten. Teachers know children and families well. They are respectful and sensitive, and help families feel a sense of belonging.
Children play well together and make choices from a wide variety of easily accessible resources and activities. They have opportunities to engage in sustained uninterrupted play. Children are articulate and readily initiate conversations with peers and adults.
Teachers provide high quality resources to support children's exploration and imaginative, creative play. As facilitators of children's learning, teachers respond to their ideas and allow children to discover new concepts and develop their learning theories at their pace. Social, physical and learning competencies are promoted very well by teachers.
Children make good use of the indoors and spacious outdoor areas to explore their interests. They play in an environment that is influenced and underpinned by a strong language, literacy and mathematics curriculum. Teachers make sense of children's learning by relating it to the principles and strands of Te Whāriki, the early childhood curriculum.
Teachers have introduced very effective personalised assessment and planning processes to better identify children's strengths and next steps in learning. Parents comment that teachers know their children deeply and that they are being authentically included in planning for their children's holistic development.
The kindergarten caters very well for children with diverse needs. Teachers take time to get to know each child as they transition into the kindergarten. They work with parents to see each child's needs are identified and that they receive any required support. Leaders work closely with Ministry of Education support teams.
The Association has a strong commitment to bicultural practices and working in partnership with Māori whānau to achieving educational success for Māori children. Teachers are well supported by the Pou Whakawera Tikanga Māori. Bicultural practice is an integral part of the kindergarten. Te reo and tikanga Māori are part of daily routines. Teachers take meaningful opportunities to practise te reo, sing waiata and incorporate karakia. Children are given roles where they are encouraged and supported to participate in practices such as karakia and mihi.
Very good Association support and effective management practices help to sustain quality practices. Leaders continue to adapt personnel systems, including teacher appraisal, in response to changes in legal requirements. The Association is responsive to the changing needs of the community. Effective use of Government Equity Funding contributes to good provision for children with additional learning needs.
The Association has a strong commitment to continuous improvement in educational outcomes for children. Teachers are able to access regular professional development through the Association and are also supported to attend learning opportunities provided by external providers. This support fosters the Association's expectations of high quality, evidence-based teaching practices.
Kindergarten leaders have recognised that in order to enhance and sustain current practices, next steps are to:
refine planning to make teaching strategies more visible, and embed the personalised assessment processes
continue developing internal evaluation to support quality practices and programmes and the impact they have on children's learning.
Association leaders agree that their next steps are to:
simplify and align long term and annual plans
continue to build evaluation capability among the teaching teams.
Before the review, the staff and management of Parihaka 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:
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.
The next ERO review of Parihaka Kindergarten will be in four years.
Julie Foley
Deputy Chief Review Officer Northern (Acting)
Te Tai Raki - Northern Region
29 May 2018
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 |
Whangarei |
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Ministry of Education profile number |
5018 |
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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, over 2 years of age |
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Service roll |
59 |
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Gender composition |
Boys 30 Girls 29 |
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Ethnic composition |
Māori |
11 |
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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 |
April 2018 |
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Date of this report |
29 May 2018 |
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Most recent ERO report(s) |
Education Review |
August 2013 |
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Education Review |
May 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:
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.
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Parihaka Kindergarten is one of 21 kindergartens that operate under the governance of the Northland Kindergarten Association. The kindergarten is situated in a residential area and recently had a name change from Riverside to Parihaka to reflect the kindergarten’s place within the Whangarei community. The kindergarten has also recently changed the hours children may attend by providing full day sessions. Families are able to select the days they wish children to attend. Some children continue to attend morning sessions only.
Teachers’ practices are monitored and supported by a number of association personnel, including a Māori Pou Whakarewa Tikanga who has supported teachers to strengthen their bicultural practices with children. An association speech language therapist also supports children and teachers. The Association provides a framework of policies and procedures that are reviewed and updated on a regular basis. Regular visits and reports from the professional practice manager affirm teachers’ work and identify improvements they should consider.
ERO’s 2010 report commended the warm, welcoming and thoughtful environment provided for children and families. It also commented favourably on meaningful learning experiences and responsive planning framework developed by teachers. These good practices have been further enhanced through good self-review processes.
Children are enthusiastic and confident in the centre. They are viewed as competent learners and are empowered to make choices about their play, both independently and in group settings. Children are engaged and focussed. They can work collaboratively and engage in undisrupted play for long periods of time. This independent play is well supported by the teachers, who listen well to children’s ideas and contributions and foster their imaginative play.
Teachers encourage children to explore the thoughtfully resourced environment. They provide a good range of natural and interesting materials to support children’s creativity. There are positive interactions between teachers, children and whānau. Children are articulate and show a strong sense of wellbeing and belonging in this environment.
The centre’s philosophy is underpinned by the principles of Te Whāriki, the early childhood curriculum, which reflects the holistic way children learn and grow. Aspects of the curriculum are well considered. Play and exploration of the learning environment is highly valued. There is strong support for the bi-cultural curriculum, within the environment and through Association support. Children can confidently introduce themselves in te reo and teachers’ capacity is strengthened through the Māori Pou Whakarewa Tikanga. Pumanawatanga has provided a clear framework for bicultural practices.
There is good flow between the spacious indoor and outdoor areas of play. Information and communication technologies (ICT) are used effectively by teachers to extend children’s interests. Children are provided with many opportunities to develop early literacy and numeracy skills in the context of play. There are good transition processes in place for children when they enrol and when they leave for school.
Staff work effectively as a team. Management systems and processes are closely linked to association expectations. Teachers value whānau and the community, and invite their perspectives on, involvement in and feedback about the curriculum. They have good knowledge of the local community, are inclusive of all, and know children and their families well.
Children’s portfolios are attractively put together. Children’s voice is clearly evident. Their learning is analysed well and their interests, knowledge and skills are clearly identified. Reviews of children’s portfolios are providing teachers with a useful overview of their interests and areas where learning could be further extended.
Self review is thorough, well thought out and clearly documented. It is well used by teachers to evaluate and reflect on their work with children. They make clear links between reviews and the centre’s strategic vision. Self review is also used effectively to provide opportunities for whānau and children to contribute to decision making about new developments or changes to practices. It informs curriculum planning, operations and professional learning needs.
ERO, Association representatives, management and teachers identified next steps for the kindergarten to be:
Before the review, the staff and management of Parihaka 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 apotentially 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 Parihaka Kindergarten will be in four years.
Graham Randell
National Manager Review Services Northern Region (Acting)
20 August 2013
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Location |
Parihaka, Whangarei |
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Ministry of Education profile number |
5018 |
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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, including up to 0 aged under 2 |
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Service roll |
56 |
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Gender composition |
Girls 31 Boys 25 |
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Ethnic composition |
Māori NZ European/Pākehā Tongan |
6 49 1 |
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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 2013 |
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Date of this report |
20 August 2013 |
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Most recent ERO report(s) |
Education Review (as Riverside Kindergarten) |
May 2010 |
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Education Review (as Riverside Kindergarten) |
February 2007 |
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Education Review (as Riverside Kindergarten) |
April 2004 |
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:
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.