Glen Eden West Kindergarten - 15/03/2017

1 Evaluation of Glen Eden West Kindergarten

How well placed is Glen Eden West 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.


Glen Eden West Kindergarten is part of the Auckland Kindergarten Association (AKA), which provides a governance and management framework and support personnel to assist the kindergarten. It provides a full-day service for up to 30 children from approximately three years of age. The kindergarten is located next to the local school.

In addition to the head teacher and two full-time registered teachers, the kindergarten employs a teacher aide, a teaching assistant and an administrator.

The kindergarten has experienced significant staff change since the 2013 ERO review and now has a stable teaching team. The current head teacher took on the role at the beginning of 2016. There have also been major renovations to the kindergarten since 2014. The staff have continued to review and develop the indoor environment and to ensure that the learning environments are well resourced, attractive, inviting and challenging.

The kindergarten's philosophy recognises children as capable, confident and independent learners and promotes partnership with parents/whānau to support children's education and development. Children are encouraged to learn collaboratively through play. Te Whāriki, the early childhood curriculum, underpins teaching and learning in the centre.

The 2013 ERO report acknowledged the kindergarten's effective educational programme, and teachers' warm relationships with children and parents. These positive aspects have been sustained. ERO identified the need for teachers to receive professional support to help improve teaching practices. Areas for improvement also included assessment and opportunities for physical challenges for children. Good progress is being made in these areas. Teachers continue to strengthen processes and documentation, resulting in steady progress towards meeting strategic goals.

This review was part of a cluster of 10 kindergarten reviews in the Auckland Kindergarten Association.

The Review Findings

The kindergarten's philosophy is enacted well in practice. Children are encouraged to be confident, capable, independent learners. Children are able to challenge themselves in their learning, articulate their ideas, and make relevant decisions while having fun with friends. They demonstrate respect for the spacious and well-resourced environment.

Children have many opportunities to make choices and find creative ways to play together. They use resources in flexible ways and engage in dramatic play both indoors and outside.

Te Tiriti o Waitangi underpins teachers' commitment to using te reo and tikanga Māori. This commitment contributes to responsive and reciprocal relationships with whānau. Teachers continue to strengthen these partnerships with parents in various ways.

A recent review of the environment has enabled teachers to make it more inclusive for children. The environment helps promote several curriculum areas including literacy and numeracy. Storage of additional resources is well organised.

Teachers have worked together to provide a more culturally responsive environment for children’s exploration and learning. They understand the internal evaluation process and have made significant improvements in the kindergarten. Teachers know the parents and community and have good links with the local primary school.

Teachers' observations of children, including those with special needs, support them to plan for individual children's interests, skills and abilities. Reviewing and assessment strategies are tailored to meet children's specific needs. A recent focus on supporting children's learning and fostering tuakana teina relationships has resulted in children having higher levels of confidence as they have become more independent.

After some changes in leadership, the new head teacher has led the teaching team very well. She has prioritised team building and shared leadership responsibilities among teachers. Internal evaluation is becoming more embedded through regular, planned and strategic evaluation of kindergarten practices and procedures.

AKA systems for monitoring and promoting improvement in kindergarten operations are well established. Kindergarten operations are guided by a comprehensive strategic plan and a shared vision, linked to the AKA strategic goals. The Association continues to review and refine its policies and procedures, including those for teacher appraisal and the endorsement of teachers’ practising certificates.

New AKA roles have been established to provide more targeted support for head teachers in their leadership and management roles. A Quality Improvement Process (QIP) is aligned with AKA and kindergarten strategic plans, is informed by ongoing internal evaluation, monitors quality and promotes continual improvement in kindergartens. AKA support and guidance are responsive to each kindergarten’s individual context.

Key Next Steps

The teaching team agrees that to enhance existing good practices, they should:

  • evaluate how effectively the programme promotes children’s cultural identity and home languages

  • continue to build their partnerships with parents.

Management Assurance on Legal Requirements

Before the review, the staff and management of Glen Eden West 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 Glen Eden West Kindergarten will be in three years.

Graham Randell

Deputy Chief Review Officer Northern

15 March 2017 

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 


Glen Eden, Auckland

Ministry of Education profile number


Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, over 2 years of age

Service roll


Gender composition

Girls 27 Boys 20

Ethnic composition





Cook Islands Māori












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 2016

Date of this report

15 March 2017

Most recent ERO report(s)


Education Review

August 2013

Education Review

April 2010

Education Review

February 2006

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.