10 Davis Street, Thorndon, Wellington
View on mapERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
Regulatory standards | ERO’s judgement |
| Curriculum | Meeting |
| Premises and facilities | Meeting |
| Health and safety | Meeting |
| Governance, management and administration | Meeting |
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed non-compliances and is now taking reasonable steps to meet regulatory standards.
Wellington City Rudolf Steiner Kindergarten is a not-for-profit service. A board of trustees, made up of parents, oversee the operations. The curriculum is based on the Steiner philosophy and focuses on self-directed play, rhythm, and imitation. A small number of children enrolled are Māori. This is the service’s second Akanuku | Assurance review.
Teachers engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships. They demonstrate an understanding of children’s learning and development, and knowledge of relevant theories and practice in early childhood education.
The service curriculum is inclusive, and responsive to children as confident and competent learners. Children’s preferences are respected, and they are involved in decisions about their learning experiences. A language-rich environment supports children’s learning.
Regular opportunities are provided for parents to communicate with teachers about their child and their child’s learning.
Additional monitoring of compliance with the licensing criteria is needed to ensure the requirements of the regulatory standards are maintained.
Key next steps include strengthening the:
During the review, the service provided ERO with evidence that shows it has addressed the following non-compliance:
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliances:
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Patricia Davey
Director of Early Childhood Education (ECE)
10 January 2024
| Early Childhood Service Name | Wellington City Rudolf Steiner Kindergarten |
| Profile Number | 60357 |
| Location | Wellington City |
| Service type | Education and care service |
| Number licensed for | 20 children over 2 years of age |
| Percentage of qualified teachers | 100% |
| Service roll | 17 |
| Review team on site | November 2023 |
| Date of this report | 10 January 2024 |
| Most recent ERO report(s) | Akanuku | Assurance Review, October 2020; Education Review, November 2018 |
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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:
As part of an Akanuku | Assurance Review ERO assesses whether the regulatory standards are being met. In particular, ERO looks at a service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
ERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
Regulatory standards | ERO’s judgement |
| Curriculum | Meeting |
| Premises and facilities | Meeting |
| Health and safety | Meeting |
| Governance, management and administration | Meeting |
At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.
Wellington City Rudolf Steiner Kindergarten is based in a converted villa in Thorndon, Wellington. The service is licensed for 22 children aged over two years. Most children attend part time. A trust board of parents oversees operation of this not-for-profit service.
The service curriculum is guided by Steiner philosophy, as well as the early childhood curriculum Te Whāriki. Children are encouraged to be confident and competent learners. Teachers implement consistent daily rituals and emphasise the use of natural materials, music and storytelling as learning tools. The design and layout of the premises include quiet spaces, areas for physically active play, and space for a range of individual and group learning experiences.
The programme and documentation are increasingly supporting children’s understandings around culture, language and identity. Parents have opportunities to contribute to the service’s operation.
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:
Licensing Criteria for Early Childhood Education & Care Services 2008, HS9
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
29 October 2020
| Early Childhood Service Name | Wellington City Rudolf Steiner Kindergarten |
| Profile Number | 60357 |
| Location | Wellington |
| Service type | Education and care service |
| Number licensed for | 22 children aged over 2 |
| Percentage of qualified teachers | 80%+ |
| Service roll | 20 |
| Gender composition | Male 12, Female 8 |
| Ethnic composition | NZ European/Pākehā 11 Other Ethnic groups 9 |
| Review team on site | September 2020 |
| Date of this report | 29 October 2020 |
| Most recent ERO report(s) | Education Review, November 2018; Education Review, October 2015. |
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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:
As part of an Akanuku | Assurance Review ERO assesses whether the regulated standards are being met. In particular, ERO looks at a service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
Not well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Wellington City Rudolf Steiner Kindergarten is a not-for-profit, community-based, early learning service, located in Thorndon, Wellington. It is licensed to provide education and care for 22 children aged over two years. The centre caters for a diverse ethnic community.
A trust board made up of parents of enrolled children and members of the community with particular expertise provides governance for the service. The head teacher manages day-to-day operation and reports to the board. All teachers are registered. Two are long term employees, qualified in Steiner Education.
The kindergarten programme integrates Rudolf Steiner educational philosophy and Te Whāriki, the early childhood curriculum. Values underpinning teaching and learning highlight the importance of bicultural partnership, play as a vehicle for learning, care of the natural environment and the development of reciprocal relationships with families. Daily and seasonal rhythms support implementation of the programme.
The October 2015 ERO report identified priorities for improvement that included: developing the bicultural programme; strengthening assessment, planning and evaluation; and improving self review. Trustees and teachers have worked collaboratively to address these aspects of practice.
Organisation of the learning environment has been carefully considered to support the Steiner approach. A suitable range of natural and open-ended play materials support children’s play and creativity. The outdoor space provides opportunities for them to learn about the natural environment and be involved in physically challenging experiences. Regular excursions into the local community extend learning opportunities for children.
Teachers are caring and respectful in their interactions with children, working together to implement the daily programme. While sustained play was evident, teachers should consider further developing their strategies to support children's perseverance in purposeful play.
Children’s transitions into, through and out of the kindergarten and to school are well supported. A playgroup at the centre provides an introduction for parents to the Steiner philosophy and encourages children’s familiarity with the environment. A well-developed relationship with the local Steiner school is in place. Staff document summaries of children’s learning and encourage parents to share these with new entrant teachers.
A comprehensive approach to planning the programme is in place that is strongly driven by the valued learning outcomes identified in the philosophy. Individual children’s success in meeting these outcomes is regularly discussed by teachers, and documented and shared with families. The development of strong partnerships with parents is prioritised to support decisions about children’s learning. Their aspirations are valued and form the basis of long term goals. Teachers are continuing to develop their approach, including the authentic integration of te ao Māori. The head teacher agrees, next development steps are to:
These steps should sharpen the focus of teachers' approach to assessment, planning and evaluation, and improve its manageability.
Appropriate provision is in place for children with additional learning needs. Teachers allocate time for one-to-one interactions with individuals requiring specific interventions. External agency support is sought as required.
Teachers are highly committed to their roles in the service and the Steiner philosophy. They are well supported by a useful appraisal process, generous provision for non-contact time and a range of professional learning opportunities. A more distributed approach to division of day-to-day roles and responsibilities in the centre should better support sustainability of practices and operation.
The head teacher provides strong leadership for the implementation of review to support improvement. This is a continuous process that incorporates regular reflection on outcomes for children. To strengthen the approach, further consideration should be given to:
Strong governance supports service operation. A group of highly committed parents and others work cohesively with the head teacher to ensure accountabilities are met and plans put in place to address future requirements. Trustees receive comprehensive information about teaching, learning and daily happenings to inform their decision making. A good range of guidelines is in place to support consistent understanding of centre and legislative requirements.
ERO and kindergarten teachers agree that their priority next steps are to:
Before the review, the staff and management of Wellington City Rudolf Steiner 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.
ERO identified areas of non-compliance relating to Health and Safety. To meet requirements the service needs to improve its performance in the following areas:
Since the onsite phase of the review the head teacher has provided a plan that outlines how the issues in relation to health and safety have been responded to.
ERO recommends that the service, in consultation with the Ministry of Education, develops a plan to address the key next steps and actions outlined in this report.
The next ERO review of Wellington City Rudolf Steiner Kindergarten will be within two years.
Alan Wynyard
Director Review and Improvement Services
Te Tai Pokapū - Central Region
15 November 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.
| Location | Wellington | ||
| Ministry of Education profile number | 60357 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 22 children aged over two years | ||
| Service roll | 19 | ||
| Gender composition | Girls 12, Boys 7 | ||
| Ethnic composition | Māori Pākehā Other ethnic groups | 1 11 7 | |
| Percentage of qualified teachers | 80% + | ||
| Reported ratios of staff to children | Over 2 | 1:4 | Better than minimum requirements |
| Review team on site | August 2018 | ||
| Date of this report | 15 November 2018 | ||
Most recent ERO report(s)
| Education Review | October 2015 | |
| Education Review | October 2012 | ||
| Education Review | February 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:
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.