Irishtown Road, Kuaotunu, Whitianga
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Kuaotunu Kindergarten are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whāngai Establishing |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whāngai Establishing Whakatō Emerging |
Kuaotunu Kindergarten is a community-based, not-for-profit service governed by Kuaotunu Kindergarten Charitable Trust, established in 2008. The philosophy is based on the principles of Steiner Education, which values a curriculum that supports children’s self-directed play. A small number of children enrolled in the service are Māori or have Pacific heritages. The service enrolls children over the age of three years.
Children demonstrate a strong sense of belonging within a calm and unhurried learning environment. Daily routines support children to be able to easily predict what will happen in the daily curriculum. Children are well supported to become confident learners.
Relationships with mana whenua are beginning to support teachers to understand aspects of te ao Māori and how it relates to children’s learning. During play-based activities, children experience aspects of tikanga Māori and basic te reo Māori. Regular forest and beach programmes support children’s sense of community and connections with Papatūānuku. Māori children benefit from their whānau sharing their culture as part of the curriculum.
Positive partnerships with families support the learning and wellbeing of all children. There are some opportunities for families to share their aspirations for their children’s learning. Teachers make use of this information to inform assessment and planning processes. These partnerships, and the provision of meaningful curriculum experiences, enhance outcomes for children with additional needs. Support from external agencies is sought to promote these children’s active participation in the curriculum.
Planning for individual children is evident and reflects the valued learning outcomes in Te Whāriki, the early childhood curriculum. Teachers are working to identify intentional teaching strategies that inform the planning for children’s learning. Children’s home contexts are reflected in assessment information. A priority is to build teachers’ collective capability to document the curriculum provided for children.
There have been some personnel changes within the trust over the past three years, and members are developing their shared understanding of how the service operates. They are actively involved in service operations and decision-making. Staffing changes are hindering leadership development, team collaboration and improved teacher capability. An internal evaluation process has been established.
Kuaotunu Kindergarten will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Kuaotunu Kindergarten completed an ERO 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:
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Patricia Davey
Director of Early Childhood Education (ECE)
18 December 2023
| Early Childhood Service Name | Kuaotunu Kindergarten |
| Profile Number | 34100 |
| Location | Kuaotunu, Whitianga |
| Service type | Education and care service |
| Number licensed for | 20 children over 2 years of age |
| Percentage of qualified teachers | 80-99% |
| Service roll | 16 |
| Review team on site | October 2023 |
| Date of this report | 18 December 2023 |
| Most recent ERO report(s) | Education Review, August 2018; Education Review, December 2014 |
Not well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Kuaotunu Kindergarten is an education and care service located in the small seaside village of Kuaotunu near Whitianga. It caters for children aged from two years to school age and is licensed for 21 children. The current roll of 22 includes a small number of Māori children. The centre operates a full-day service and is open from 8.00am to 3.00pm, five days a week.
The centre philosophy is based on Rudolf Steiner education which emphasises an holistic approach based on the natural world's rhythms. The child is seen as a complex interweaving of physical, emotional, intellectual, spiritual and social aspects. This philosophy operates alongside Te Whāriki, early childhood curriculum. The centre’s vision is to enable young people to go into the world with a sense of their own self, able to find direction and purpose in their lives and to contribute to society as world citizens.
The kindergarten operates under a charitable trust. A new head teacher and teacher have recently been appointed and follow a long-serving team. The previous head teacher continues to have involvement as a trustee and mentor to the centre.
In response to the previous ERO report, the centre has clarified the roles of the head teacher and trustees. Aspects of assessment remain a focus for ongoing development.
The daily rhythms that guide the curriculum are highly visible and promote children’s belonging, wellbeing and sense of self. Children's oral language development is strongly supported by an emphasis on drama, storytelling and open-ended, natural resources. The uncluttered, home-like indoor environment encourages self-directed imaginative play, thinking and creativity. Foundation literacy and mathematics concepts are well integrated. Children benefit from a growing understanding of themselves as kaitiaki of their local environment through gardening, cooking and nurturing Papatuanuku. Learning portfolios, which are regularly updated by teachers, record children's involvement in centre activities. Planning, assessment and evaluation need to have a greater focus on individual children's learning.
Strong reciprocal relationships with parents, whānau and the local community enrich the centre environment and the curriculum. Māori children's success as Māori is promoted through the singing of Māori songs, karakia for kai and the incorporation of Māori concepts such as whanaungatanga and kaitiakitanga. Leaders and teachers need to continue to deepen and enrich the local curriculum, in particular, children's knowledge and understanding of the local iwi and places of significance.
Teachers' relationships with children are respectful and nurturing. A wide range of effective positive guidance strategies helps children to develop their social skills. Children lead the pace and direction of their learning. Risk taking and challenge are actively facilitated in a well-designed, natural outdoor environment. Ako, whereby the teacher is sometimes the learner and the learner is sometimes the teacher, is visible. Children also learn through imitating the teachers as they carry out the routines of the day. Children play and learn in a calm, unhurried environment. Children with additional needs are supported to fully participate at their own pace.
The centre leader works collaboratively and uses the expertise of her team members to improve centre practice. There is a strong commitment to the Steiner philosophy, and to the vision and goals of the centre. A shared understanding amongst staff is promoted through effective role modelling. Leaders use a clear and well-constructed framework for self review. However, self review needs to be carried out with more rigour.
Trust members work actively and effectively as guardians of the kindergarten and stewards of the centre’s ongoing sustainability. Strategic goals focus on ongoing improvement. Policies and procedures provide a sound framework for centre operations. Trustees actively support and resource professional learning and development for teachers. The centre continues to effectively provide a Steiner-based education to its local community.
Leaders and teachers now need to:
Before the review, the staff and management of Kuaotunu 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:
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
ERO identified non-compliance in relation to police vetting.
In order to address this, the centre must:
1. ensure all employees and contractors are police vetted as required.
[s319D Education Act 1989]
To improve current practice, the centre should:
2. ensure the performance management system for teachers meets all the requirements of the Education Council of New Zealand
[Part 31 Education Act 1989]
The next ERO review of Kuaotunu Kindergarten will be in three years.
Adrienne Fowler
Director Review and Improvement Services
Te Tai Miringa - Waikato / Bay of Plenty Region
30 August 2018
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.
| Location | Whitianga | ||
| Ministry of Education profile number | 34100 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 21 children, including up to 0 aged under 2 | ||
| Service roll | 20 | ||
| Gender composition | Girls 10 Boys 10 | ||
| Ethnic composition | Māori Pākehā Other ethnic groups | 3 13 4 | |
| Percentage of qualified teachers | 80% + | ||
| Reported ratios of staff to children | Over 2 | 1:6 | Better than minimum requirements |
| Review team on site | July 2018 | ||
| Date of this report | 30 August 2018 | ||
Most recent ERO report(s)
| Education Review | December 2014 | |
| Education Review | September 2011 | ||
| Education Review | September 2008 | ||
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:
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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.
| Not well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Kuaotunu Kindergarten is a small early childhood education service for children from two years to school age. The carefully designed facility overlooks the beach and bush, and provides an environment that fosters children’s imaginative and creative engagement, and extended exploration. The kindergarten serves a wide area, including, Whangapoua, Te Rerenga, Matarangi, Opito, Otama and Whitianga and is licensed for up to 20 children. At the time of this review, all 18 children enrolled were New Zealand European/Pākehā. Of these, 14 were boys.
The kindergarten operates under a Charitable Trust. Since ERO’s 2011 review trustees have overseen the development and subsequent closure of an additional Rudolf Steiner kindergarten in Whitianga. This venture has involved significant input and increased workloads for trustees and the head teacher from this kindergarten.
The centre philosophy is based on Rudolf Steiner education and provides a holistic approach to children's physical, emotional, intellectual and social learning in an unhurried environment where children work at their own pace. This philosophy operates alongside Te Whāriki, the early childhood curriculum. The centre’s vision is for young people to go into the world with a sense of their own self, able to find direction and purpose in their lives and contribute to society as world citizens.
The head teacher and her team are long serving. They have established and maintained mutually respectful partnerships with families, the local community and iwi. This continuity of relationships creates an enduring sense of belonging that affirms children’s identity.
ERO’s previous review in 2011 identified many areas of strength that contributed to the quality of education provided. The agreed priority for development and review was strengthening teaching practices that notice, recognise, and respond to children's play, and build on this learning overtime. Teachers have subsequently reviewed their approach to, and documentation of, programme planning, assessment and evaluation.
Children benefit from and enjoy the well resourced and thoughtfully presented environment and programme that fosters their creativity, imagination, social skills and confidence. Daily and weekly routines include regular art, craft, baking, bush and beach time. These provide familiarity and build on children's natural rhythms. An important aspect of the well-planned programme is the celebration of seasonal festivals.
Teachers have high levels of understanding about the curriculum and naturally integrate rich oral and visual language and mathematical concepts into the programme. They use many authentic contexts and hands-on, meaningful activities to build children’s learning. Children lead their own play, and have ready access to many natural resources and materials that invite creative and imaginative use.
Children are developing an awareness of New Zealand’s bicultural heritage through teachers’ confident and appropriate use of te reo and tikanga Māori. Other cultural identities and languages are integrated, respected and affirmed.
Teachers work in partnership with parents to create individual development plans that take account of parent aspirations and children’s interests and strengths. Individual assessment folders are attractively presented and highly valued by children and their families. Teachers’ knowledge of children and their families is further enhanced through home visits.
A highly evident feature of observed practice is the Rudolf Steiner principle that ‘teachers should be worthy of imitation at all times’. Teachers work collaboratively and with deep respect for the abilities and skills each brings to the team. This approach creates a positive and caring, home-like environment and culture for children, their families and staff.
Systematic self review is informed from a wide range of information and views, and has improvement as its consistent focus. A recent priority for review has been the implication for teaching practice and the programme to best cater for the high proportion of boys currently enrolled. This review has resulted in deep teacher reflection about their practice and changes to the programme.
Trustees bring highly relevant professional skills and knowledge to kindergarten governance. They have clear and comprehensive planning processes that ensure operational efficiency and sustainability of the kindergarten service. There is a high degree of trust and confidence between trust members and staff. Trustees are highly supportive of the implementation of parent partnerships including education evenings and participation in the life of the kindergarten.
ERO, trustees and staff agree that the following are important next steps for the kindergarten.
Clarification of the role and responsibilities of the head teacher as professional leader of the kindergarten.
Further strengthen documentation of learning to make progress more explicit for children, their parents and teachers.
Before the review, the staff and management of Kuaotunu 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:
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
The next ERO review of Kuaotunu Kindergarten will be in three years.
Dale Bailey
National Manager Review Services Northern Region
18 December 2014
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.
| Location | Kuaotunu, near Whitianga | ||
| Ministry of Education profile number | 34100 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 20 children, including up to 0 aged under 2 | ||
| Service roll | 18 | ||
| Gender composition | Boys 14 Girls 4 | ||
| Ethnic composition | NZ European/Pākehā | 18 | |
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates | 50-79% | ||
| Reported ratios of staff to children | Over 2 | 1:6 | Better than minimum requirements |
| Review team on site | November 2014 | ||
| Date of this report | 18 December 2014 | ||
Most recent ERO report(s)
| Education Review | September 2011 | |
| Education Review | September 2008 | ||
| Education Review | October 2005 |
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:
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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.