Karamuramu Kindergarten - 20/01/2020

1 Evaluation of Karamuramu Kindergarten

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

Not well placed

Requires further development

Well placed

Very well placed

Tauranga Regional Kindergarten Association systems and processes to guide all kindergarten operations need to be fully implemented. To improve outcomes for children priority should be given to:

  • rigorous, systemic oversight and monitoring to ensure compliance with health and safety requirements.

Karamuramu Kindergarten requires further development to promote positive learning outcomes for children.


Karamuramu Kindergarten is one of 22 kindergartens that operate under the umbrella organisation of Tauranga Regional Kindergarten Association (also known as Inspired Kindergartens). They are a not-for-profit, community-based organisation, governed by an elected board. The kindergarten, located in Murupara township south of Rotorua, is licensed to provide all-day education and care for 45 children, from two years to school age. Tamariki and whānau come from a wide geographical area. The current roll of 49, includes 37 children who identify as Māori. Most tamariki and whānau have links to Ngāti Manawa.

Senior teachers oversee and support the professional work of the kindergarten. This work is supplemented by: a resource teacher Māori who provides professional learning and support for staff; and an early Intervention resource teacher who provides support and professional learning for staff working with diverse learners. The kindergarten's mission and vision is 'to create an environment that empowers this community of learners to realise their potential as imaginative, creative, connected lifelong learners'.

Since the June 2016 ERO evaluation, there have been some changes in leadership and the teaching team. In 2018, a new senior teacher took over the responsibility for this kindergarten. All teachers are fully qualified. The kindergarten has responded to the key areas for development identified in the previous ERO report.

The Review Findings

Children display a strong sense of belonging and connection to the kindergarten. Kaiako view tamariki as competent and confident learners. They experience an environment that fosters their resilience, independence and an awareness of self and others. Kaiako actively promote the social and emotional competence of tamariki, modelling appropriate behaviours.

Relationships between kaiako and whānau are based on genuine attitudes of acceptance, respect, willingness to listen and to share in the learning. There is an individualised and relational approach to supporting children with additional needs and their whānau, including involvement with external agencies. Transitions into the kindergarten and beyond are well considered.

The curriculum is culturally responsive and promotes successful educational outcomes for all children. The pepeha of Ngāti Manawa has been used by kaiako to inform the development of a local curriculum. Kaupapa Māori concepts such as manaakitanga, whanaungatanga and kaitiakitanga are integral to curriculum decisions. Access to open-ended resources within the kindergarten and wider community provide opportunities for creativity, imagination and hands-on authentic learning.

Individual assessment portfolios clearly reflect the language, culture and identity of tamariki and provide a rich record of their engagement in learning. A next step is to strengthen planning for children aligned with the learning outcomes from Te Whāriki. This should support teachers to:

  • more intentionally plan resources and experiences that deepen and extend learning for children over time

  • evaluate how well-planned teaching strategies promote individual learning and value information shared by whānau.

The new leadership has effectively established a positive team culture and collaborative relationships. Clear alignment between key documentation is supporting the achievement of the kindergarten and association's strategic goals. Ongoing in-depth internal evaluation is responsive to identified priorities and leads to improved outcomes for tamariki. Leaders and teachers access professional learning and development to increase their individual and collective knowledge. Leadership has strengthened partnerships with whānau, encouraging their engagement in the learning of their tamariki. With a new team and parent rohe established, it is timely to review the kindergarten's philosophy to ensure it clearly reflects agreed priorities.

Systems, policies and procedures have been established by the umbrella organisation to meet regulations and guide daily operation. Improving oversight and monitoring of these systems and processes to ensure kindergarten's compliance with health and safety regulations needs immediate attention.

Key Next Steps

The organisation and leaders must give priority to:

  • ensuring rigorous systems and processes for oversight and management of compliance are in place so that there is consistent implementation of procedures to meet health and safety requirements.

Teachers need to continue to strengthen assessment, planning and evaluation with focus on:

  • making full use of learning outcomes from Te Whāriki to reflect increased complexity of learning over time.

Management Assurance on Legal Requirements

Before the review, the staff and management of Karamuramu 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.

Actions for compliance

ERO identified areas of non-compliance relating to health and safety. To meet requirements the service needs to improve its performance in the following areas and immediately address these:

  • develop of an emergency policy and procedure that includes lockdowns

  • carry out emergency drills on an at-least three-monthly basis

  • record and evaluate emergency drills carried out

  • display and implement a procedure for monitoring children’s sleep

  • keep a record of each time a child attending the service sleeps, and checks the made by adults during that time

  • provide suitable sleep arrangements

  • implement regular analysis of accidents

  • consistently record parental acknowledgement of accidents

  • record written authority from parents for the administration of medicine

  • record all medicines given to children and evidence of parental acknowledgement.

[Licensing Criteria for Early Childhood Education and Care Centres 2008, HS7, HS8, HS9, HS10, HS12, HS27, HS28]

In addition, the service must:

  • ensure the systematic collection and storage of records related to the transportation of children by van to meet regulations.

[Education (Early Childhood Services) Regulations 2008, Regulation 58]43

Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:

developed an emergency policy and procedure that includes lockdowns

displayed and implemented a procedure for monitoring children’s sleep.

Development Plan Recommendation

ERO recommends the service, in consultation with the Ministry of Education, develop a plan to address the key next steps and actions in this report.

Phil Cowie

Director Review and Improvement Services

Central Region

20 January 2020

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 years

Service roll


Gender composition

Male 26 Female 23

Ethnic composition


NZ European/Pākehā



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

September 2019

Date of this report

20 January 2020

Most recent ERO report(s)

Education Review

June 2016

Supplementary Review

December 2013

Education Review

December 2013

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

The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:

  • Very well placed

  • Well placed

  • Requires further development

  • Not well placed

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.