Gabriel House Kindergarten - 29/10/2015

1 Evaluation of Gabriel House Kindergarten

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

Not well placed

Requires further development

Well placed

Very well placed

Gabriel House Kindergarten is well placed to provide positive outcomes for children.

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


Gabriel House Kindergarten is a small, homely centre. It provides for a maximum of 14 children per day aged from birth to five years old. It was purchased by the ‘Families for Life Trust’ in March 2015. The Trust is part of a community complex in Wainoni that also manages another early childhood education and care service.

A new management structure for Gabriel House Kindergarten has been established, along with a new teaching team. Most staff are qualified and registered teachers. They provide for the needs of infants, toddlers and young children within a mixed-age whānau group.

Centre leaders are part of the local community cluster of primary schools, and early childhood centres. The cluster promotes professional networks to support teaching and learning across the sectors.

The Review Findings

Since the change in ownership, centre leaders and teachers have focused on fostering positive relationships, and a sense of belonging for children and families, to help support them during a time of significant change.

Children play well together within a small-group setting that provides good opportunities for older and younger children to support and learn from one another. The low numbers of children each day allow for regular and rich interactions between children and their teachers.

Babies and toddlers are confident to initiate interactions with adults and explore the environment. Nurturing and caring interactions support children’s sense of wellbeing.

The philosophy provides a foundation of shared beliefs and values on which to build the teaching and learning programme.

Centre leaders and teachers have undertaken a significant review and redevelopment of the centre philosophy to better reflect their priorities and those of the parent community.

Leaders are beginning to involve parents more in decisions about aspects of the centre management, routines and planning for their children’s learning. Initial systems for planning and assessment are based on children’s learning dispositions and Te Whāriki, the early childhood curriculum.

Centre leaders provide a clear governance structure and good management systems to help support the new head teacher and teaching team. Useful action plans focus on future priorities while retaining the individual character of the centre. Centre leaders are making good use of external professional learning to support the ongoing development of the centre processes and practices.

The collective impact of a supportive team approach, that includes trustees, leaders and teachers, provides increasing opportunities for children to experience positive learning outcomes.

Key Next Steps

Trustees and centre leaders have identified, and ERO agrees, that the key next steps are to:

  • develop a systematic approach to self review that is well understood and used by all staff
  • fully implement the appraisal system.

Trustees and leaders have also identified that they are now ready to undertake a comprehensive review of the curriculum to align it to the new centre’s philosophy statement. Priority should be given to:

  • strengthening planning and assessment practices
  • further integrating bicultural perspectives into the programme and documentation
  • making the language, culture and identity of children more evident in practices and documentation
  • continuing to improve the learning environment and resourcing.

Management Assurance on Legal Requirements

Before the review, the staff and management of Gabriel House Kindergarten completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they select ‘have’ or ‘have not’ 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 Gabriel House Kindergarten will be in three years.

Chris Rowe

Deputy Chief Review Officer Southern (Acting)

29 October 2015

2 Information about the Early Childhood Service



Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

14 children, including up to 4 aged under two

Service roll


Gender composition

Girls 12;

Boys 10

Ethnic composition









Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates


Reported ratios of staff to children

Under 2


Better than minimum requirements


Over 2


Better than minimum requirements

Review team on site

September 2015

Date of this report

29 October 2015

Most recent ERO reports

Supplementary Review

June 2012


Education Review

April 2010


Education Review

February 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.