Bayfield Kindergarten - 07/05/2019

1 Evaluation of Bayfield Kindergarten

How well placed is Bayfield Kindergarten to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Bayfield Kindergarten is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.


Bayfield Kindergarten provides early childhood education for children aged over two years of age. The kindergarten is licensed for up to 42 children. Children participate in half or whole day learning programmes running from 8.30am to 2.30pm. The day-to-day operation of the kindergarten is managed by a head teacher, supported by four qualified early childhood teachers and two support staff.

The kindergarten's philosophy states that children will:

  • explore, create, and care for each other and their world

  • honour Papatūānuku and reinforce children’s guardianship/kaitiakitanga of the land

  • celebrate diversity and treasure ngā taonga o Aotearoa

  • recognise their rights and needs, and value their ideas and aspirations.

The kindergarten has sustained the effective practices noted in ERO's 2015 review. It has continued to make good progress with curriculum assessment, planning and evaluation practices, teacher appraisal and internal evaluation systems and practices.

Bayfield Kindergarten is one of 24 kindergartens administered by Dunedin Kindergartens (DK). A general manager oversees the association under the governance of a board. Senior teachers provide ongoing professional advice and guidance to each kindergarten on teaching and learning. This review was part of a cluster of five reviews in DK.

The Review Findings

Children’s wellbeing and learning are well promoted and valued. Children are active and engaged learners. They are respectful, caring and inclusive of others. Children are:

  • knowledgeable, appreciative and connected to the local environment and wider community
  • confident, capable and competent

  • supported to develop their ability to negotiate and make informed decisions about their learning.

The language, culture and identity of children are valued and reflected in the programme and the curriculum design. Good use of internal evaluation has helped to strengthen oral language for groups of children. Children with diverse learning needs are well supported. There is regular and ongoing communication with parents and whānau to discuss and implement learning plans for children.

Bicultural perspectives are integrated in meaningful ways within the learning programme. Teachers actively work with children to strengthen their use of te reo Māori and their understanding of tikanga Māori practices.

The learning environment reflects the strong focus on sustainability and caring for the environment. The layout of the indoor and outdoor environments is well structured and accessible for all children. There is a broad range of resources, activities, and equipment available to support children with physical exploration, risk and challenge in their play.

The group programme is well planned and implemented, including opportunities to add complexity to children's learning. The intentional resourcing of the programme helps to extend, deepen, and enrich children's knowledge and learning. Teachers use a range of intentional teaching strategies to promote early literacy skills for children. ICT is well used by all children and adults in the environment.

Professional relationships with local schools and external agencies are well established. Transitions into, within, and beyond the kindergarten, are well managed by leaders and teachers. Leaders and teachers work collaboratively with parents, whānau and external agencies to support children's learning and wellbeing. Teachers encourage, acknowledge and value contributions from parents and whānau to the programme.

Leaders promote collaboration amongst teachers within a culture of distributed leadership. Teachers benefit from relevant professional learning opportunities to support their teaching practice and enhance their professional capabilities. Teachers value and use each other's strengths and expertise to support their teaching capabilities.

The DK board has made good progress in addressing the governance recommendations from ERO's 2015 reviews. The DK’s mission and strategic priorities are well known and reflected in each kindergarten's strategic and annual plans. The DK has a sound policy and procedure framework that provides guidance for kindergartens and sound systems to monitor health and safety. Leaders and teachers benefit from relevant professional development and leadership support. The DK actively supports equity of outcomes for all children by funding additional teaching resources to support children with additional needs.

Key Next Steps for the DK

The board have clearly identified, and ERO agrees, that the key next steps to further improve outcomes for children are to:

  • ensure that reporting and monitoring at all levels is evaluative to clearly show how desired outcomes for children have been improved in relation to the DK’s and kindergartens’ priorities for learning and other strategic priorities

  • ensure that a robust and systematic quality assurance framework is implemented to inform and monitor ongoing improvements in each kindergarten.

Key Next Steps for Bayfield Kindergarten

The teaching team has identified, and ERO agrees, that the key next steps to further improve outcomes for children are to:

  • strengthen learning-focused partnerships with parents and whānau

  • clarify the kindergarten's valued learning outcomes for children

  • continue to strengthen aspects of assessment, planning and evaluation for individual children

  • continue to build effective internal evaluation practices.

Management Assurance on Legal Requirements

Before the review, the staff and management of Bayfield 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.

Alan Wynyard

Director Review and Improvement Services Southern

Southern Region

7 May 2019

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



Ministry of Education profile number


Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

42 children aged over two years

Service roll


Gender composition

Girls 26

Boys 23

Ethnic composition

NZ European/Pākehā
Others ethnicities


Percentage of qualified teachers


Reported ratios of staff to children

Over 2


Meets minimum requirements

Review team on site

February 2019

Date of this report

7 May 2019

Most recent ERO report(s)

Education Review

November 2015

Education Review

July 2012 

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

The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:

  • Very well placed

  • Well placed

  • Requires further development

  • Not well placed

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.