10 Hurst Avenue, Maraenui, Napier
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Bette Christie Kindergarten are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whāngai Establishing |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whāngai Establishing Whāngai Establishing |
This is one of 16 kindergartens governed and managed by the Napier Kindergarten Association. The kindergarten’s philosophy aims to empower children to develop confidence and competence. Most children who attend are Māori, and a small percentage are of Pacific heritages. Since the last ERO review, a new head teacher has been appointed.
Children’s learning and development are promoted through thoughtful whakawhanaungatanga (relationships) with parents and whānau. Teachers scaffold children’s learning and are responsive to individual children’s needs. They work towards providing equitable opportunities to learn. Children’s social and emotional competencies are actively fostered. They benefit from a curriculum that aids decision making and independence and provides a sense of control over their learning.
Oral language is promoted through positive, responsive interactions with children. Teachers include some te reo Māori and tikanga Māori in their daily practice. Other communications methods such as New Zealand sign language are also integrated through the curriculum.
Teachers purposefully engage in professional dialogue to support children’s learning. New frameworks around assessment and planning are being established to include the valued learning outcomes in Te Whāriki, the early childhood curriculum. Localised priorities for learning are not yet identified. Regular self-review is undertaken to guide shifts in practice. The teaching team has identified a need to develop understanding and capability in internal evaluation to support improvement. ERO affirms this direction.
The association works collaboratively to promote children’s equity of access to an inclusive education. This supports delivery of a consistent curriculum across all kindergartens. Robust monitoring, review and evaluation at association level are not yet evident. Information on improvements in individual kindergartens is not used by those in governance and management roles to identify how association actions impact on equitable outcomes for children. Understanding and implementation of systems and processes that support maintenance of regulatory requirements are inconsistent.
Bette Christie Kindergarten will include the following actions in its Quality Improvement Planning:
The Napier Kindergarten Association will include the following in its Quality Improvement Planning:
Before the review, the staff and management of Bette Christie Kindergarten completed an ERO 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.
During the review, the association provided ERO with evidence that shows it has addressed the following non-compliances:
Since the onsite visit, the service and the association have provided ERO with evidence that shows it has addressed the following non-compliances:
Patricia Davey
Director of Early Childhood Education (ECE)
20 December 2023
| Early Childhood Service Name | Bette Christie Kindergarten |
| Profile Number | 5277 |
| Location | Maraenui, Napier |
| Service type | Free Kindergarten |
| Number licensed for | 42 children aged over two |
| Percentage of qualified teachers | 100% |
| Service roll | 30 |
| Review team on site | August 2023 |
| Date of this report | 20 December 2023 |
| Most recent ERO report(s) | Education Review, September 2019; Education Review, April 2016 |
Not well placed | Requires further development | Well placed | Very well placed |
Bette Christie Kindergarten is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Bette Christie Kindergarten is located in the Napier suburb of Maraenui. It is licensed to provide early childhood education and care for up to 42 children, aged over two years. At the time of this ERO evaluation there are 37 children attending and the majority are Māori. The kindergarten is a member of the enviroschools programme.
Since April 2019, the kindergarten operates from 8.30am until 4pm all year, except for two weeks over Christmas and New Year and public holidays. Since the April 2016 ERO report there have been several staffing changes.
The kindergarten philosophy emphasises valuing tamariki and whānau through an environment rich in positive learning experiences.
Bette Christie Kindergarten is one of 16 kindergartens operating under the governance and management of the Napier Kindergarten Association (the association). The governing board is responsible for setting the overall strategic direction for the organisation. The day-to-day operation of the association is the role of the general manager. Two education managers provide teaching and learning support for teachers. The board employs a Pou Whakarewa Mātauranga (Professional Practice Advisor Māori) to work alongside all association personnel to continue to strengthen cultural responsiveness.
The key next steps identified in the previous ERO report, assessment planning and evaluation and internal evaluation for improvement, continue to be areas for the kindergarten to strengthen.
This review was part of a cluster of 16 kindergartens in the Napier Kindergarten Association.
The kindergarten philosophy is well reflected through the kindergarten. Children demonstrate confidence and independence as they persevere with a range of learning experiences. They settle well into the environment and are encouraged and supported to lead and take ownership of their own learning. The kindergarten is inviting and engaging for children and their whānau.
Strategies based on mindfulness, manaakitanga and whanaungatanga successfully promote children's social competence. Wellbeing and belonging support them to form positive relationships with adults and each other.
Family and whānau contribution to their children's learning is respected and acknowledged as they work alongside teachers. They engage with the curriculum and take on leadership roles to support and promote the kindergarten in the community.
Children engage in a range of experiences that promote their knowledge, understanding and appreciation of science. Teachers have yet to evaluate the impact of these activities on outcomes for children.
Te ao Māori is woven positively through the environment and curriculum. All children's sense of identity is promoted in knowing that their culture is embraced and nurtured. Protocols are followed, and teachers continue to build their knowledge and understanding of planning, assessment, teaching and learning practices reflected through a Māori lens.
Children's transitions into and out of the kindergarten are well managed. Teachers actively build strong partnerships with parents and whānau to support children's learning pathways. Potential barriers to learning are minimalised. Teachers are building their capabilities to support children with additional needs through developing individual learning plans and strategies that promote their success.
Teachers should strengthen the rigour of internal evaluation by ensuring that changes made align with indicators of best practice identified as part of this process. Education managers should continue to grow their own knowledge and practice of internal evaluation to better support this process.
The governing board is future-focused and has developed a clear strategic direction to meet the diverse needs of its communities. Board members value diversity of viewpoints and gather community and staff voice to inform decision-making. Regular reporting by the education managers is useful in identifying how strategic teaching and learning goals are being addressed.
The board places importance on developing teachers' capabilities. Targeted and deliberate building of cultural responsiveness supports Māori children and their whānau to experience success. An association-wide appraisal process is in place to support teacher practice in promoting positive learning outcomes for children. Further strengthening of the appraisal process, including targeted observations, should assist teachers to determine how well they are progressing and actively encourage them to improve their effectiveness.
Teachers at Bette Christie Kindergarten should:
Education managers should continue to promote sustained improvement and innovation through strengthening:
Education managers should strengthen their understanding and use of internal evaluation to systematically evaluate their practices and the impact of these on outcomes for children.
Before the review, the staff and management of Bette Christie 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.
Phil Cowie
Director Review and Improvement Services Central
Central Region
25 September 2019
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 | Napier | |
| Ministry of Education profile number | 5277 | |
| Licence type | Free Kindergarten | |
| Licensed under | Education (Early Childhood Services) Regulations 2008 | |
| Number licensed for | 42 children aged over 2 | |
| Service roll | 37 | |
| Gender composition | Male 19, Female 18 | |
| Ethnic composition | Māori NZ European/Pākehā Cook Island Māori | 27 5 5 |
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates | 80% + | |
| Reported ratios of staff to children | 1:10 | Meets minimum requirements |
| Review team on site | August 2019 | |
| Date of this report | 25 September 2019 | |
Most recent ERO report(s)
| Education Review | April 2016 |
| Education Review | September 2012 | |
| Education Review | May 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:
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.
The overall judgement that ERO makes will depend on how well the service promotes 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.
Not well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Bette Christie Kindergarten in Napier is licensed for up to 42 children aged over two years. Most children attend six hour sessions. The roll includes 26 Māori and three Tongan children.
The kindergarten is part of the Napier Kindergarten Association, which oversees the operations of 16 kindergartens, including two based in Wairoa. A board of trustees oversees governance for the association with support of the general manager. Two educational managers have a responsibility for building teacher capability. The recently appointed head teacher is providing considered leadership to a new teaching team. A recently appointed Pou Whakarewa Mātauranga supports teachers to develop their knowledge and understanding of te ao Māori. He demonstrates a clear vision for Māori children and their whānau.
Since the September 2012 ERO report, the teaching team are using self review to build a shared understanding about successful kindergarten practices in a Māori setting. Good progress in establishing increased learning focused relationships with whānau and families is evident. Children, whānau and teachers have enriched their learning through their deepening commitment to education for sustainability. This was reflected in an achieving the Bronze Enviroschools award.
This review was part of a cluster of seven reviews in the Napier Kindergarten Association.
The kindergarten philosophy reflects a strong focus on empowering children, and whānau participation in early childhood education and care. Children confidently lead their learning and communicate with staff. A calm and nurturing tone encourages them to make choices and explore individual interests. The curriculum increasingly supports both younger and older children's learning.
Teachers have immersed themselves in the bicultural curriculum over the past 18 months to support success for Māori. Teachers work closely with whānau to achievement a strong sense of whanaungatanga. The head teacher and teachers have revitalised relationships with local whānau and families. Children enjoy responsive teaching practices that celebrate their language, culture and identity. Teachers continue to grow their knowledge and practices in this key area.
Assessment to establish each child's emerging interests and learning over time is developing well. Learning profiles attractively record children's enjoyment in kindergarten activities and events. Staff plan to continue to respond to parents' aspirations in order to further support complexity of learning over time and to inform teacher planning and evaluation.
Access to a range of appropriate professional learning and development strengthens teachers' strategies to enhance te ao Māori. Increased whānau participation in children's learning promotes a sense of a community. Local expertise is shared with children. This practice enriches children's experiences and sense of belonging in the local community.
Older children benefit from a weekly transition-to-school programme. This initiative is a collaboration between teachers, parents and the adjacent school. Close ties help children to become familiar with school routines, staff and activities.
The head teacher provides well-considered, culturally responsive professional leadership. Collaborative teamwork and shared leadership roles and responsibilities encourage teachers to take on lead roles. Teachers are well supported to grow their child-centred practices.
The appraisal shows growth in reflective practices to improve teaching. Teachers are well placed to strengthen goal setting, evidence gathering and evaluation of enhanced teaching in relation to the Practising Teacher Criteria. A thorough provisionally registered teacher programme was provided by the association and head teacher.
A recent review on the bicultural curriculum provides a sound platform to more deeply consider success for Māori children and their whānau. Teachers continue to develop their understanding of review and internal evaluation to determine their impact on children's outcomes.
The association empowers teachers to use the team's strengths to respond to their children and the parent community. Education managers should continue to lead the implementation of systems and processes that effectively build teacher capability.
The kindergarten teachers and education managers should continue to improve:
Before the review, the staff and management of Bette Christie 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.
The next ERO review of Bette Christie Kindergarten will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
20 April 2016
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 | Napier | ||
| Ministry of Education profile number | 5277 | ||
| Licence type | Free Kindergarten | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 42 children, aged over 2 | ||
| Service roll | 29 | ||
| Gender composition | Boys 16, Girls 13 | ||
| Ethnic composition | Māori Tongan | 26 3 | |
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates | 80% + | ||
| Reported ratios of staff to children | Over 2 | 1:10 | Meets minimum requirements |
| Review team on site | February 2016 | ||
| Date of this report | 20 April 2016 | ||
| Most recent ERO report(s) | Education Review | September 2012 | |
| Education Review | May 2009 | ||
| Education Review | April 2006 | ||
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.
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.