Frankton Christian Kindergarten - 17/05/2016

1 Evaluation of Frankton Christian Kindergarten

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

Not well placed

Requires further development

Well placed

Very well placed

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


Frankton Christian Kindergarten is located in the grounds and facilities of the Reformed Church in Dinsdale, Hamilton. The kindergarten provides an all-day service for children from approximately 2 years 8 months to school age. Currently there are 28 children enrolled, of whom 3 are Māori.

The kindergarten philosophy clearly defines their commitment to providing a Christian Bible-based early childhood education and care service. All staff are expected to share and model this commitment, which underpins all aspects of the centre's curriculum and daily operations.

The kindergarten is governed by a management board that includes church, staff and parent representatives. This board retains responsibility for employment and property matters, strategic planning and for ensuring the centre meets its legislative requirements. The centre is financially supported to sustain a high proportion of staff to children in the kindergarten.

The supervisor continues to provide effective professional leadership for the kindergarten community and to oversee daily operations. She works collaboratively with a team of qualified staff to plan and evaluate a curriculum that enacts the centre's philosophy.

The management board and kindergarten leaders responded positively to recommendations in the 2013 ERO report. A strategic planning is in place with priorities to increase enrolments and further develop the quality of education provided for children through support for staff development and the increased use of digital technology.

The Review Findings

Children are growing and learning in a very positive, inclusive and friendly environment. They enjoy loving, caring and respectful relationships with other children as well as adults. Children benefit from familiar routines that promote social and self management skills, as well as positive attitudes towards healthy nutrition and physical exercise. The kindergarten welcomes and supports families, and responds effectively to children with specific learning needs. Teachers are developing their confidence and skills to support children's language, culture and identity. Aspects of te reo and tikanga Māori are evident.

The programme is a balance of teacher-led and child-initiated activities. Children gather daily as a group for shared activities that incorporate Christian teachings. The inside and covered play areas provide opportunities for the development of their early skills in literacy, mathematics, science, artistic and dramatic play. Children demonstrate high levels of oral language as they communicate with teachers and each other. The kindergarten provides a well-structured programme for children nearing school age to further consolidate their literacy and mathematical skills.

The kindergarten continues to develop learning opportunities for children in the outdoor areas. The front area provides opportunities for physical challenge and exploration. The back area has been developed to enhance children's enjoyment and appreciation of the natural world. Children can help with caring for gardens and creating natural constructions. A next step is to review the ability of children to choose from the full range of outdoor equipment to support their current and emerging interests.

Teachers bring a broad range of experience and curriculum knowledge to the programme. The relatively small roll helps teachers to know the children and their families very well. This knowledge informs teacher practice as they notice, recognise and respond to children's needs and interests. Teachers meet each week to share information about children, evaluate the recent programme and plan together how they will support children's interests. This planning is shared on a wall display that invites parent comment. Teachers also prepare individual assessment portfolios that record and illustrate children's learning and development. These portfolios include parent contributions and examples of children's developing Christian faith.

The supervisor has successfully built a collaborative team of adults who first and foremost value and celebrate children for who they are, and what they bring to their learning. Opportunities for professional development are promoted and supported. The six-monthly appraisal process has been reviewed and strengthened. There is now the need for kindergarten staff to develop a process for gathering and recording evidence in relation to the practising teaching criteria.

Key Next Step

A significant next step is for the service, in consultation with its community, to review the philosophy statement to incorporate the principles of Te Whāriki, the early childhood curriculum. This reference would provide an important additional focus for reviewing the quality of all aspects of the service curriculum and teaching practice.

Management Assurance on Legal Requirements

Before the review, the staff and management of Frankton Christian 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Frankton Christian Kindergarten will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer

17 May 2016

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


Dinsdale, Hamilton

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

21 children, aged over 2

Service roll


Gender composition

Boys 18 Girls 10

Ethnic composition





South East Asian






Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates


Reported ratios of staff to children

Over 2


Better than minimum requirements

Review team on site

March 2016

Date of this report

17 May 2016

Most recent ERO report(s)

Education Review

April 2013

Education Review

May 2010

Education Review

June 2007

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.