Central Kids Kindergartens - Jackson Park - 15/02/2019

1 Evaluation of Central Kids Kindergartens - Jackson Park

How well placed is Central Kids Kindergartens - Jackson Park to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Central Kids Kindergartens - Jackson Park is well placed to promote positive learning outcomes for children.

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


Central Kids Kindergarten - Jackson Park is located in the Rotorua suburb of Springfield. It is licensed for 45 children over the age of two years. Currently there are 61 children enrolled which includes 16 who identify as Māori and a quarter of the roll includes other nationalities.

The kindergarten has a positive ERO reporting history. The kindergarten has addressed all key next steps identified in the 2015 ERO review. Teachers have reviewed the philosophy and undertaken professional development during this process.

The kindergarten’s philosophy is underpinned with the values that meaningful and respectful interactions are the foundation to forming positive and trusting relationships which are essential to supporting children's wellbeing and learning.

The kindergarten operates under the governance and management of the Central North Island Kindergarten Trust, a community not-for-profit organisation. The overarching philosophy of the organisation is to provide kindergartens where children learn through play, and are supported to reach their potential.

This review was part of a cluster of 10 kindergarten reviews in the Central North Island Kindergarten Trust.

The Review Findings

Children and their families enjoy caring and trusting relationships with teachers. They have fun learning through play and interacting with others. Teachers have established a homely, warm, welcoming atmosphere and kindergarten culture. Kaitiaki relationships/primary care for each child and their whānau successfully support respectful, responsive relationships that foster children's emotional wellbeing and sense of belonging.

Children engage in meaningful, sustained, self-initiated learning. Teachers are skilled at noticing children's interests, recognising learning and responding with intentional teaching strategies. Interactions with children are calm and unhurried. Teachers take time to actively listen and further extend children's thinking through their conversations. They encourage children to try new things, learn through trial and error and to solve their own problems. Children are confident and developing a range of learning dispositions, knowledge and skills.

Individual child portfolios, planning and evaluation practices celebrate children's learning and progress over time. These include families' contributions which promotes partnerships for learning. Māori children's assessments also include learning stories that reflect their language, culture and identity. Children whose learning requires additional support also have individual learning outcomes planned for. Children are supported to view themselves as successful, capable learners.

The curriculum is inclusive and successfully promotes positive outcomes for children. Strengths include:

  • literacy, mathematics and other curriculum areas which are supported through well-defined learning areas providing children with choice

  • opportunities for children to revisit prior experiences through their play, strengths and interests

  • opportunities for children to challenge themselves, inquire, research and problem solve.

Children are empowered to investigate, make discoveries and take responsibility for their own learning.

Effective kindergarten leadership promotes positive outcomes for children's learning and wellbeing. Teachers work collaboratively and have a shared understanding of the kindergarten philosophy, vision and goals. Well-established internal evaluation practices support a professional learning culture and contributes to ongoing improvement to the quality of education and care.

Governance and management have comprehensive, well-established systems and practices to enable the organisation to monitor, evaluate and plan for improvement for its early learning centres. Clear guidelines and expectations for centre practice, and curriculum are strongly fostered by the leadership team and trust. The vision and values support positive outcomes for children’s learning, wellbeing and that of their whānau.

Key Next Steps

Through the current internal evaluation inquiry continue to develop and embed assessment, planning and evaluation practices that are responsive to children and their families' language, culture and identity for all children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Central Kids Kindergartens - Jackson Park 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.

In order to improve practice Central Kids Kindergarten management needs to ensure observations of teacher practice are undertaken as part of the appraisal process.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Central Kids Kindergartens - Jackson Park will be in three years.

Phil Cowie

Director Review and Improvement Services

Te Tai Miringa - Waikato / Bay of Plenty Region

15 February 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

45 children, aged over 2

Service roll


Gender composition

Boys 36 Girls 25

Ethnic composition

Other European


Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates


Reported ratios of staff to children

Over 2


Meets minimum requirements

Review team on site

November 2018

Date of this report

15 February 2019

Most recent ERO report(s)

Education Review

October 2015

Education Review

August 2012

Education Review

June 2009

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 and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

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.