25 Wilson Street, Geraldine
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 Geraldine Kindergarten are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whakaū Embedding |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whakaū Embedding Whakaū Embedding |
Geraldine Kindergarten is governed by the Geraldine Free Kindergarten Association (GDFKA) which has a parent-led board of trustees. A general manager oversees association operations. A head teacher manages daily teaching and learning, and a senior teacher supports professional teaching and learning. Some tamariki Māori and a small number of children of Pacific heritages attend. Good progress has been made in addressing the key next steps identified in ERO’s 2019 review report. The GDFKA is an active member of New Zealand Kindergartens.
Children benefit from learning within a broad curriculum that helps them to develop a sense of belonging within the local community. Connections with the community are strong, and maintained through regular excursions. Collaboration with local schools fosters a seamless transition to school for children, their parents and whānau. Teachers are responsive to the needs of younger children. They demonstrate flexibility and adapt the curriculum to enable children to access a wide range of learning opportunities.
Leaders and teachers have well-established relationships with mana whenua. The bicultural curriculum is evident in the kindergarten’s values and learning priorities. He Waonui-ā-Tāne is a unique space provided for children and teachers to explore, engage in, and understand nature from a te ao Māori worldview. The languages and cultures of tamariki Māori, and children of Pacific and other heritages are intentionally integrated within the curriculum.
Children’s learning progress overtime in relation to the learning outcomes from Te Whāriki, the early childhood curriculum, is evident in assessment documentation. Parents and whānau are well informed about their children’s learning. Many parents share their aspirations for their children’s learning and pursue regular opportunities to be involved in the curriculum. Leaders and teachers are yet to explore the learning outcomes from Te Whāriki with parents and whānau.
Teachers regularly engage in relevant professional learning and development that align to the kindergarten’s vision, goals, and priorities. Leaders and teachers are collaborative, and relational trust has been established.
Leaders and teachers undertake regular internal evaluation that is aligned to the kindergarten priorities. Evaluation practices require further work to be fully effective. Service leaders regularly report to the board, however, a stronger focus on outcomes for learners is required. Those in governance roles support initiatives that contribute to positive outcomes for children, parents, and whānau. They are yet to undertake internal evaluation to inform decision making.
Geraldine Kindergarten will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Geraldine 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.
Patricia Davey
Director of Early Childhood Education (ECE)
11 January 2024
| Early Childhood Service Name | Geraldine Kindergarten |
| Profile Number | 5471 |
| Location | Geraldine |
| Service type | Free Kindergarten |
| Number licensed for | 50 children over two 2 years |
| Percentage of qualified teachers | 100% |
| Service roll | 55 |
| Review team on site | November 2023 |
| Date of this report | 11 January 2024 |
| Most recent ERO report(s) | Education Review, August 2018; Education Review, May 2014 |
Not well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Geraldine Kindergarten provides all day education for children aged two and a half to six years old. The kindergarten is licensed for up to 50 children in this age group.
The vision for all children is that they will develop the thinking skills and attitudes of a successful lifelong learner in the context of a bicultural curriculum. There is a strong focus on building children's connections to the local community and environment and fostering children's confidence and learning through caring, reciprocal relationships (manaakitanga and whanaungatanga).
The kindergarten is one of two early-learning services run by the Geraldine District Free Kindergarten Association (GDFKA). The GDFKA is governed by a parent-led board of trustees. Teaching and learning in the kindergarten is led by a head teacher working collaboratively with a team of qualified teachers. Aspects of the kindergarten's administration and operation is overseen by the GDFKA general manager. The GDFKA contracts professional support from Kidsfirst Kindergartens to regularly review the quality of professional practice in the kindergarten and provide professional development support to leaders and teachers.
There have been changes in trustees, head teachers and some teaching staff since the last ERO review in 2014.
The kindergarten community has undertaken a significant redevelopment of its outdoor learning environment. The purpose of the redevelopment has been to provide greater flexibility in the use of the environment, encourage children's involvement in designing the learning environment and to support children's connections to the local community and environment.
The kindergarten association is a member of the Ka Awa Whiria Kāhui Ako|Community of Learning.
Children are highly respected as capable and competent learners who are actively encouraged to lead their own learning (develop rangatiratanga). Teachers join in child-initiated play and use a range of intentional teaching strategies to support and extend children's learning. Teachers consistently promote children's sense of confidence and belonging by encouraging and modelling warm and responsive relationships.
Children go on frequent outings to build their knowledge of and connection with their local community and environment. This learning is revisited and reinforced in the kindergarten programmes and environment and supports children to develop a sense of belonging. The centre learning environment is purposefully resourced and designed to provide children with varied and rich opportunities to explore, problem-solve and challenge themselves.
Teachers engage genuinely with parents and whānau and seek to build their understandings of what is valued by each family. They use this understanding to make links between children's learning at kindergarten and at home, to reflect children's cultures and identities in the learning environment and programmes, and to improve the responsiveness of their interactions.
All children have the opportunity to experience and learn about Aotearoa New Zealand's indigenous Māori culture. Tikanga and te reo Māori are a natural part of teaching and learning practices and programmes. Children are familiar with and have an understanding of important Māori values and how these apply to their learning and behaviour in a range of settings. Learning stories for Māori children recognise and affirm how they are demonstrating the behaviours and attitudes valued by Māori.
Good quality assessment and planning practices are well supported by clear guidelines and peer-review processes. Teachers communicate effectively with each other about children's learning goals and next steps. They reflect individually and collectively on what works to promote positive learning outcomes for children and make changes to their teaching practices.
Leaders are working collaboratively with teachers to build shared understandings of how to enact the kindergarten's philosophy for learning. Together with the board, leaders encourage and support ongoing teacher development and make good use of teacher strengths to lead aspects of the curriculum.
The board has identified relevant and aspirational strategic goals which include a strong focus on engaging with parents and whānau and maintaining strong connections with the local education and wider communities.
For leaders and teachers to improve the rigor of internal evaluation through the collection and analysis of relevant information about teaching practice and valued outcomes for children.
For trustees to receive more regular reporting on progress towards its strategic and annual goals for teaching and learning, including information on how well children are being supported to achieve the kindergarten's vision for learners. Board minutes need to better document trustees' evaluation of the information they receive and how it has influenced governance decision-making.
Before the review, the staff and management of Geraldine 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 Geraldine Kindergarten will be in three years.
Dr Lesley Patterson
Deputy Chief Review Officer Southern
Te Waipounamu - Southern Region
13 August 2018
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 | Geraldine | ||
| Ministry of Education profile number | 5471 | ||
| Licence type | Free Kindergarten | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 50 children, aged over 2 years | ||
| Service roll | 57 | ||
| Gender composition | Girls: 30 Boys: 27 | ||
| Ethnic composition | Māori Pākehā Other ethnicities | 8 37 12 | |
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 | May 2018 | ||
| Date of this report | 13 August 2018 | ||
Most recent ERO reports
| Education Review: | May 2014 | |
| Education Review: | November 2010 | ||
| Education Review: | May 2007 | ||
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:
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.
| Not well placed | Requires further development | Well placed | Very well placed |
Geraldine Kindergarten is very well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Geraldine Kindergarten is a standalone kindergarten association governed by a board of trustees. The kindergarten has effective links with its local and wider community and makes good use of these to extend children’s learning.
A feature of the kindergarten’s curriculum and philosophy is the emphasis given to developing children’s skills for learning. In 2012, the kindergarten received an international award for a programme that teaches children and encourages inquiry and independent learning. The head teacher and teachers are developing a framework for this programme that acknowledges New Zealand’s unique bicultural setting.
Te reo and tikanga Māori are integrated in meaningful ways in the programme and practices.
Teachers are effectively responding to the increasing numbers of children and families from different cultures. They identify ways to nurture children’s first languages and are extending their skills to teach English.
The board is focused on ensuring the kindergarten provides a high-quality service for children and their families. A general manager has a key role in the kindergarten’s daily administration, including oversight of health and safety systems. The kindergarten works closely with Kidsfirst Kindergartens Association by contracting the services of an education service manager to appraise the head teacher and provide other professional support for the kindergarten throughout the year.
Partnerships with whānau are actively encouraged. Parents are consulted regularly and kept well-informed about their children’s learning. Parents’ views are valued and acted on.
The child-centred curriculum:
Recent changes to the way teachers plan and assess children’s learning are having a positive impact on children's learning. Teachers, children and parents have a shared role in identifying learning goals and progress. Learning profiles clearly identify children’s ongoing learning and show how teachers plan to extend learning for individuals and groups. Children’s enthusiasm for learning and their understanding of their own learning are captured well in learning stories.
Whanaungatanga and manaakitanga are strongly reflected in the positive, caring and supportive relationships and interactions between teachers and children and among children.
Teachers regularly encourage children to be active participants in their own learning through questioning, experimenting and solving problems. Teachers organise and manage the learning environment in ways that motivate children to set their own challenges and make their own discoveries. Children’s literacy and mathematical learning is made interesting and meaningful. Teachers display children’s learning experiences so that these can be revisited and shared.
The experienced and highly skilled head teacher effectively promotes a culture of teamwork and shared decision making. Considerable focus is given to extending teachers’ knowledge and use of effective practices. The head teacher and teachers work together well to achieve the kindergarten’s vision and goals. Leadership is fostered amongst all teachers. Teachers' individual strengths and interests are used to benefit children’s learning.
The head teacher and teachers make good use of resources and research to support self review. A number of curriculum reviews have led to deeper understandings about the best ways to keep the focus of learning on each child and their family. Regular reflection is helping teachers to evaluate how well their practices are supporting children’s learning and to make changes where necessary to achieve better outcomes.
The head teacher uses appraisal effectively to recognise teachers’ good practice and identify any areas for further development. Well-targeted professional development is having a positive impact on the quality of teaching and learning.
The board of trustees is committed to achieving the vision and goals for the kindergarten with appropriate actions and resources. This is evident in the way the board:
The next steps identified by the kindergarten and ERO build on the many existing good practices and recent initiatives to achieve sustainability over time.
These include:
Before the review, the staff and management of Geraldine 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:
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 Geraldine Kindergarten will be in four years.
Graham Randell National Manager Review Services Southern Region
20 May 2014
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 | Geraldine | ||
| Ministry of Education profile number | 5471 | ||
| Licence type | Free Kindergarten | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 43 children, aged over two | ||
| Service roll | 73 | ||
| Gender composition | Girls 28; Boys 45 | ||
| Ethnic composition | Māori NZ European/Pākehā Asian Other ethnicities | 6 58 4 5 | |
| 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 | March 2014 | ||
| Date of this report | 20 May 2014 | ||
| Most recent ERO reports | Education Review | November 2010 | |
| Education Review | May 2007 | ||
| Education Review | June 2004 |
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:
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.