Central Kids Kindergartens - Otorohanga - 03/10/2012

1. Evaluation of the Service

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

Otorohanga Kindergarten is well placed to promote positive outcomes for children. Significant factors that contribute include effective governance, management, leadership, curriculum and teaching.


Otorohanga Kindergarten provides education and care for 53 children, including 16 who identify as Māori. The kindergarten offers four sessions from 9 am to 3 pm Monday, Tuesday, Thursday, Friday and a four hour session on a Wednesday. The kindergarten operates under the umbrella of the Central North Island Kindergarten Association (CNIKA), which provides support for governance, administration and personnel.

The kindergarten has responded positively to the recommendations in the 2009 ERO report. Developments relate to assessment and programme planning. In June 2012 a new head teacher was appointed, and together with teachers, she is building a strong team culture. Parents are encouraged to be active partners in supporting the learning and development of their children, which is focused on positive outcomes for all.

This review was conducted as part of a cluster approach to reviews in 12 early childhood education services within the Central North Island Kindergarten Association umbrella organisation.

Areas of strength

The service is efficiently governed and managed by CNIKA. The association philosophy of promoting positive outcomes for all children is evident in the Otorohanga Kindergarten operations and curriculum. Leadership roles are supported through induction and ongoing training of the newly appointed head teacher. CNIKA is aware of its obligations to advocate for bicultural development and te Tiriti o Waitangi based practices.

Teachers have made a positive beginning to valuing the dual cultural heritage of Aotearoa. They have surveyed and met with Māori whānau to seek the aspirations and expectations they have for their children.

Leadership is effective and the head teacher’s collaborative style enables teachers to use their skills and expertise in working together to strengthen the provision of quality care and education for children. ERO is confident that the head teacher will sustain and continue to strengthen curriculum and kindergarten operations. Highly effective self review is used to guide decision making, increase teacher capability and improve learning outcomes for children. Teachers have identified the need to reflect on their teaching practices within their self review.

Otorohanga Kindergarten’s curriculum is highly responsive to the children and their parents and whānau. The programme provides many experiences for children to engage in purposeful play and learning. Teachers skilfully use a range of strategies to enhance children’s thinking and development. Features of the programme include:

  • relationships that are respectful, responsive and focused on reciprocal learning interactions
  • an environment rich in resources, opportunities and experiences to extend and enhance learning
  • effective learning portfolios that document how children make progress in their learning and development
  • self-motivated children who work at their own level on their own ideas developing social skills and competencies
  • a learning environment that is inclusive of Māori and children with diverse needs
  • emerging concepts of literacy and mathematics that are meaningfully integrated into children’s play.

Agreed areas for development and review

ERO, kindergarten teachers and association personnel agree that there is a need to review its practices around strategic and annual planning. This review should include a focus on:

  • continuing the development of Te Ao Māori, including authentic te reo and tikanga Māori practice, bicultural assessment and curriculum content
  • a planned approach to meeting the needs of children who attend part time.

2. Legal Requirements

Management Assurance on Legal Requirements

Before the review, the staff and management of Otorohanga 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.

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.

Makere Smith

National Manager Review Services Northern Region (Acting)

3 October 2012

Information about the Early Childhood Service



Ministry of Education profile number


Licence type


Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, including 0 aged under 2

Service roll


Gender composition

Girls 32

Boys 21

Ethnic composition

NZ European/Pākehā

NZ Māori





Review team on site

August 2012

Date of this report

3 October 2012

Most recent ERO report(s)

Education Review

Education Review

Education Review

August 2009

December 2006

July 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.


Individual ERO school and early childhood service reports are public information and may be copied or sent electronically. However, the Education Review Office can guarantee only the authenticity of original documents which have been obtained in hard copy directly from either the local ERO office or ERO National Office in Wellington.