Alfriston Road Kindergarten - 25/02/2013

1 Evaluation of the Service

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

Alfriston Kindergarten is well placed to continue to promote positive outcomes for children.


Alfriston Road Kindergarten is part of the Counties Manukau Kindergarten Association (CMKA). The Association’s clear vision sets the direction for the kindergarten. Strategies to achieve this vision include responsiveness to whānau contributions and bicultural practices. The Association has a commitment to high quality care and education.

The kindergarten has children attending from the ethnically and socially diverse communities in the area. To better serve its community it now provides school-day sessions. This change has also provided the opportunity for two additional new teachers to be appointed. The current team of six has worked together for the past two years and includes four fully qualified and registered teachers.

This review was conducted as part of a cluster approach to reviews in six early childhood education services within the Counties Manukau Kindergarten Association (CMKA) umbrella organisation.

The Review Findings

The kindergarten is well governed and managed. Professional support for the well qualified team of registered teachers is ongoing and useful. Specific initiatives and personnel in both the Association and kindergarten promote te reo me onā tikanga Māori and are strengthening children’s understanding about te ao Māori.

The kindergarten’s philosophy is evident in teacher practice. The programme is guided by the principles and goals of Te Whāriki, the New Zealand early childhood curriculum. Teachers focus their programme on children’s interests, strengths and abilities and celebrate significant cultural events of relevance to families.

Teachers have successfully established strong relationships with their community. Parents appreciate the variety of learning opportunities that are provided by the friendly and welcoming teachers and are committed to travelling some distance so their children can attend.

Some teachers consistently use te reo Māori in the incidental interactions they have with children. Teachers acknowledge that they should continue to strengthen their bicultural programme and also provide more opportunities for all children’s cultural identity and language to be acknowledged.

Children have many opportunities to learn in fun ways. Teachers provide a range of interesting activities, making good use of the well resourced environment. As a result of the stimulating programme children develop as confident communicators and independent learners.

The head teacher leads collaborative self review within the kindergarten. Teachers review policies and practices to make improvements to programme planning, assessment and evaluation. Teachers reflect on their teaching practices and identify priorities for personal and whole staff professional development.

The Association’s professional practice manager (PPM) team also leads teachers in ongoing reflection on the quality of the kindergarten practices. Teachers are well positioned to continue to developing self review processes that inform their practices.

ERO, teachers and association personnel agree that priorities for further development include:

  • further developing teaching practices that effectively support the learning of children who speak languages other than English
  • continuing to strengthen programme planning to respond to children’s emerging and ongoing interests and reflect families’ aspirations for their children
  • continuing to extend children by providing more challenging and complex learning opportunities and resources to support these challenges.

2 Legal Requirements

Management Assurance on Legal Requirements

Before the review, the staff and management of Alfriston Road Kindergarten completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they select ‘have’ or ‘have not’ 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.

Dale Bailey National Manager Review Services Northern Region

25 February 2013

Information about the Early Childhood Service


Manurewa, Auckland

Ministry of Education profile number


Licence type

All Day Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, including up to 0 aged under 2 years

Service roll


Gender composition

Boys 34 Girls 30

Ethnic composition


NZ European/Pākehā




Cook Island


South East Asian











Percentage of qualified teachers


Reported ratios of staff to children

Under 2

No children under 2

Choose an item.


Over 2


Meets minimum requirements

Review team on site

November 2012

Date of this report

25 February 2013

Most recent ERO report(s)

Education Review

Education Review

Education Review

November 2009

February 2007

February 2003

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.