Kinderhaven Preschool Henderson Valley - 07/08/2015

1 Evaluation of Kinderhaven Preschool Henderson Valley

How well placed is Kinderhaven Preschool Henderson Valley 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.


Kinderhaven Preschool Henderson Valley is located in an industrial area in West Auckland. The preschool offers good quality education for children between two and five years of age. It holds a full day licence and provides mainly primary school-hour-sessions for families in the community.

Kinderhaven Preschool Henderson Valley is one of three privately owned preschools. The owners maintain regular contact with the centre to monitor the quality of its operations. The preschool supervisor is supported by a collaborative team of mostly full-time teachers. The majority of staff are qualified and registered early childhood teachers.

The centre’s philosophy expresses a respect for the children’s individual languages and cultures, and a commitment to further developing bicultural practices in the preschool programme. It places priority on encouraging children to lead their own learning, and on teachers supporting one another through collaborative teaching approaches.

The first ERO report on the preschool in 2012 recommended that the owners and staff develop a more structured strategic plan and continue to improve learning opportunities for children. Centre owners and staff have responded positively to the findings and suggestions for improvement outlined in this report.

The Review Findings

Children are engaged in the programme and are respectful of one another. They problem-solve independently, and use the learning environment and resources creatively. Teachers recognise when to offer children support and when to encourage children to persist in meeting their own goals during their play. Older children help younger children to transition into the programme and help teach them how to manage their own routines. Children with special learning needs are well supported. Individual education plans are developed collaboratively with external support agencies, parents and teachers.

The varied ethnic backgrounds of children attending are also reflected in the ethnic profile of staff. Teachers have meaningful interactions with children in their home languages. Staff are provided with good opportunities for ongoing professional learning about early childhood education through attending training workshops and early childhood conferences. This training helps them to provide appropriate support for children.

Planning and assessment is based on the Notice, Recognise and Respond model. Children’s interests are identified, their learning is assessed, and relevant experiences are provided to extend their knowledge. The well planned use of the learning environment also supports children’s learning through exploration and discovery.

Teachers are committed to growing children’s complexity in thinking by encouraging dispositions such as curiosity and perseverance. Children are developing research skills and are learning how to find information related to their interests. Providing access to hard copies of their portfolios would enable children to revisit past experiences. Teachers could also consider how digital technologies can be better used to extend children’s learning.

Teachers help children manage their own behaviour, develop social skills and make firm friendships. Good support is provided to assist many of the children become competent speakers of the English language. Parents appreciate that this enables their children to participate well in the programme and better prepare themselves for their life-long learning journey in New Zealand.

The preschool has developed good systems to support the effective management and operation of the centre. The centre’s strategic goals are well linked to annual plans which are being implemented. Self-review processes are well understood by teachers and are being used to make improvements to the use of the learning environment and to teaching and learning practices.

Key Next Steps

ERO, the owner and supervisor agreed that further improvements to existing positive outcomes for children in the preschool could be achieved by continuing to:

  • add more complexity to children’s learning by promoting online research
  • gather parents' aspirations for their children and using these ideas in strategic planning and in the programme
  • develop leadership skills within the teaching team
  • develop teachers’ confidence to use te reo Māori.

It could also be useful to ensure the daily provision of a designated person responsible to oversee centre management. The use of an external appraiser/mentor to support the supervisor in her leadership role could be a further valuable initiative for the preschool.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kinderhaven Preschool Henderson Valley 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.

Many systems are in place to promote the safety and wellbeing of children. Staff keep up to date with compliance requirements. Teachers manage and monitor children’s safety and wellbeing very well. However much of this is done informally. A system should now be introduced to formally monitor that centre practices consistently meet health and safety requirements for children.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Kinderhaven Preschool Henderson Valley will be in three years.

Graham Randell Deputy Chief Review Officer Northern (Acting)

7 August 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


Henderson, Auckland

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, including up to 0 aged under 2

Service roll


Gender composition

Boys 17 Girls 12

Ethnic composition







South African

Cook Island


other Pacific











Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates


Reported ratios of staff to children

Over 2


Better than minimum requirements

Review team on site

June 2015

Date of this report

7 August 2015

Most recent ERO report(s)

Education Review

September 2012

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.