Havelock North Kindergarten - 14/04/2015

1 Evaluation of Havelock North Kindergarten

How well placed is Havelock North 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.


Havelock North Kindergarten is a privately owned service situated in Havelock North. The centre offers all-day sessions for up to 45 children aged over two years. The service has been in operation for 15 months.

The centre’s philosophy of ‘integrating learning and play to develop a sense of responsibility and perseverance in children’ is evident in the curriculum and the way teachers and parents work together to benefit each child.

The centre manager leads a team of seven staff, including two who are in training. They work collaboratively to provide a service that is responsive to children’s needs.

The centre’s strategic and annual plans identify important areas to guide the future development of the programme, policies and procedures.

This is the service’s first ERO report.

The Review Findings

Children keenly engage with each other and adults on arrival. They are comfortable in the familiar and inclusive environment. Children have conversations with teachers that make links between their experiences at the centre and home. Staff work hard to encourage and support families and whānau to be partners in their children’s learning. The ‘Te Ara Tuatahi’ form, (beginning the journey), encourages families and whānau to contribute information about children’s experiences at home and aspirations for their child’s learning.

Children move confidently and freely in an environment that is nurturing and stimulating. They choose from well maintained and plentiful resources. Children’s relationships with teachers are mutually respectful and caring.

Teachers use observations of children’s play to plan programmes that are supportive of their developing interests. Increasing the focus on individual children’s learning should better support identification and planning of next learning steps for each child.

The curriculum provides many opportunities for children to explore and have fun with their peers. Children lead their own learning for extended periods of time, making decisions about experiences they want to be involved in. Teachers model and support children’s social development. Bicultural perspectives are evident throughout the centre in language, protocols and music. It continues to be a developing aspect of the curriculum.

Carefully presented portfolios record children’s participation in learning. Some show evidence of teachers revisiting and extending children’s learning. ERO agrees with managers that the emphasis on children’s individual learning and progress needs to continue in these books.

Transitions into, within and beyond the centre are thoughtfully managed, based on the needs of each child, their families and whānau. A review of transitions in 2014 triggered a closer review of how effectively children are moving on to school.

The current appraisal system is being reviewed in 2015. Teachers use specific criteria to think about how well they are teaching. Positive feedback focuses on teachers’ strengths. External professional support is accessed based on individual and team needs. Teachers share this learning with each other. There is good guidance and support in place for provisionally registered teachers.

The management team works collaboratively and supports staff in their practice and leadership roles. The centre’s strategic plan has a clear focus on outcomes for children and their families. Ongoing review is effectively used to identify how well these are achieved.

There is a suitable framework and processes are in place to enable and support self review. Continuing to use this approach to increase staff understanding of evaluation for improvement is an area that management have identified. ERO's evaluation findings agree with this.

Key Next Steps

Teachers should consider providing more opportunities for children to make independent choices about play, to develop their sense of themselves as learners.

Include in teachers’ appraisal, suggestions to develop and strengthen their practice.

Management Assurance on Legal Requirements

Before the review, the staff and management of Havelock North 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.

ERO identified an area of non-compliance.

The service provider should ensure that the centre manager is appraised annually.[Licensing Criteria for Early Childhood and Care Centre 2008, GMA7]

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Havelock North Kindergarten will be in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

14 April 2015

2 Information about the Early Childhood Service


Havelock North

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

45 children, aged over 2

Service roll


Gender composition

Boys 35

Girls 23

Ethnic composition




Other ethnic groups





Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates


Reported ratios of staff to children

Under 2



Over 2


Better than minimum requirements

Review team on site

February 2015

Date of this report

14 April 2015

Most recent ERO report(s)

No previous ERO reports


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.