Greenmeadows Kindergarten - 23/12/2015

1 Evaluation of Greenmeadows Kindergarten

How well placed is Greenmeadows 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.


Greenmeadows Kindergarten in Napier is situated close to local schools and services. Up to 45 children can attend the centre at any one time.

The kindergarten is part of the Napier Kindergarten Association (NKA), which oversees the operation of 16 kindergartens including two based in Wairoa. A board of trustees oversees governance for the association and support for the general manager. Two education managers are responsible for building teacher capability. The head teacher provides professional leadership to the wellestablished and experienced teaching team. A recently appointed Pou Whakarewa Mātauranga supports teachers to develop their knowledge and understanding of te ao Māori. He demonstrates a clear vision for Māori children and their whānau.

A significant feature of the kindergarten is its focus on sustainability and sustainable practices. In the Enviroschools programme, it has reached the highest level of the Green/Gold achievement. The teachers and local community, are embracing this initiative and together are actively involved in meeting the expectations of the programme.

The areas of strength identified in the October 2012 ERO report continue to be evident. Progress has been made in Enviroschools, bicultural practices and self-review practice.

This review was part of a cluster of nine kindergarten reviews in the Napier Kindergarten Association.

The Review Findings

Children experience a curriculum that strongly reflects the kindergarten philosophy. They lead their own learning, making choices and decisions about their play. Children show a positive sense of belonging and are actively involved in looking after others and the environment. Their wellbeing is fostered by caring and respectful kaiako. A range of effective practices is used to foster learning and development.

Learning spaces and purposeful resourcing invites and stimulates children’s creativity, curiosity, discovery, and challenge. Children with additional learning needs are well supported in the inclusive programme. Diversity is celebrated. The calm and settled tone promotes children’s engagement in sustained and cooperative play.

Assessment and planning make visible the curriculum emphases of Enviroschools, te ao Māori, literacy and numeracy. Children’s portfolios record their participation and involvement in a wide range of experiences and activities. Entries also effectively outline children’s interests over time and reflect their identities as successful learners.

Teachers continue to increase their capability and confidence in te reo me ngā tikanga Māori. Their knowledge of purakau, waiata and pakiwaitara extends children’s thinking and fosters new understanding. Whakawhānaungatanga is central to the look, feel, and values which are at the heart of teaching and learning.

Teachers value and draw on the expertise of parents, whānau, and the community. Wellestablished relationships with local schools assist children and families as they move on to school

Teachers are encouraged and well supported by the head teacher to take on leadership roles. Their strengths are used to contribute to the programme and build each other’s practice. The team works in a collaborative and cohesive way.

Teachers have made good gains in growing their understanding and use of self review. This is helping to guide decisions about improvement. There is a strong culture of reflective practice. Further developing some aspects of review and evaluation is a next step.

The association empowers teachers to use the team’s strengths to respond to children and the parent community. Education managers should continue to lead the implementation of systems and processes to effectively build teacher capability. These include review, assessment, planning, internal evaluation, appraisal and leadership.

Key Next Steps

The kindergarten teachers and education managers should continue to:

  • further extend the scope and impact of self review, and develop some aspects of assessment, planning and evaluation
  • improve appraisal goal setting, evidence, observations, feedback and next steps.

Management Assurance on Legal Requirements

Before the review, the staff and management of Greenmeadows 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 Greenmeadows Kindergarten will be in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

23 December 2015

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



Ministry of Education profile number


Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

45 children, aged over 2

Service roll


Gender composition

Girls 31, Boys 23

Ethnic composition




Other ethnic groups





Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates



Over 2


Meets minimum requirements

Review team on site

October 2015

Date of this report

23 December 2015

Most recent ERO report(s)

Education Review

October 2012


Education Review

May 2009


Education Review

March 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.