Makino Kindergarten - 31/10/2019

1 Evaluation of Makino Kindergarten

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

Not well placed

Requires further development

Well placed

Very well placed

Makino Kindergarten is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.


Makino Kindergarten is in Feilding. Opening hours are Monday to Friday from 8.30am until 2.30pm. Full day places are available to children from three to six years old. At the time of this review, there were 51 children enrolled and 11 identify as Māori.

The kindergarten philosophy is 'Tamariki - the heart of Makino te whare Kōhungahunga'. It emphasises relationship and recognises parents and whānau as valued contributors in supporting their children's learning.

The kindergarten is administered by the Ruahine Kindergarten Association The governing board is responsible for setting the overall strategic direction for the organisation. The day-to-day running of the association is the role of the chief executive who is responsible to the board. An operations manager supports the service’s compliance and policy development. Two senior teachers provide educational leadership across the teaching teams.

The October 2016 ERO report identified that assessment and planning for learning and the use of internal evaluation required further development. Both areas have been strengthened.

This review was part of a cluster of twelve kindergartens and one early learning service in the Ruahine Kindergarten Association.

The Review Findings

The kindergarten's philosophy is clearly evident in practice. Well-considered spaces in the kindergarten empower children to create, challenge and problem solve. Children demonstrate their confidence and competence as learners and show a strong sense of belonging to their kindergarten whānau.

Respectful relationships between children and teachers are evident. Teachers are responsive to children's interests and needs. They work collaboratively to provide support that fosters sustained play. Children invite teachers into their play. Teachers use opportunities to meaningfully extend children's thinking and integrate mathematical and literacy concepts.

Teachers are proactive in seeking appropriate advice to achieve positive learning outcomes for children with diverse needs. They provide inclusive learning environments. Strategic use of funding provides opportunities of enrichment and support for children and their families.

Children have opportunities to make connections to people, places, and things in their world. Teachers collaboratively build knowledge and understanding of te ao Māori perspectives across the curriculum. Te ao Māori is strongly reflected in their environment, rituals, and children's learning journals. Kaupapa Māori concepts of manaakitanga, whanaungatanga and kaitiakitanga are integral to the curriculum. Teachers have identified that continuing to build on their knowledge should support stronger learning partnerships with whānau Māori.

Teachers engage in meaningful relationships with whānau. Close relationships with whānau promote a sense of belonging. Opportunities are provided for whānau to contribute to children's learning.

Well-considered transitions into the kindergarten respond to children's needs and promote a sense of belonging. Well established partnerships with local schools support transition for children and families.

Teachers know children well. Assessment and planning builds a picture of children as successful learners. Assessment supports continuity in learning and shows progress across the curriculum.

Senior teachers work collaboratively to build teacher and leadership capability. There is a strong commitment to growing staff knowledge and skills through ongoing professional learning, research opportunities and the sharing of good practice.

Teachers express greater confidence and understanding of the purpose of internal evaluation. It has led to positive changes and developments within the curriculum. Emergent evaluations are responsive to parent and whānau voice.

Association leaders have a well-considered approach to progressing strategic objectives. Robust systems and processes are in place for monitoring, reporting and evaluating the quality of operations. Information is used to inform decision making and to improve the quality of teaching and learning.

Key Next Steps

At kindergarten level, priorities are to continue to:

  • build practices and processes within internal evaluation that should support teachers to continue to promote the curriculum to meet the philosophy's intended outcomes

  • respond to each child's individual learning pathway, supported by further monitoring of systems to promote teacher consistency.

At the governance level, the Ruahine Kindergarten Association have identified that their priorities are to continue to:

  • strengthen and build their knowledge and understanding of tikanga Māori and seek engagement with local iwi, with kaumatua support.

Management Assurance on Legal Requirements

Before the review, the staff and management of Makino 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.

To improve compliance practice:

  • the association agree that is timely to revise and strengthen procedures in relation to the supervision of children’s eating.

Since the onsite phase of ERO's evaluation, the association has revised and strengthened procedures in relation to medication forms.

Phil Cowie

Director Review and Improvement Services Central

Central Region

31 October 2019

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


Service roll


Gender composition

Female 28, Male 23

Ethnic composition

NZ European/Pākehā
Other ethnic groups


Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates


Reported ratios of staff to children


Meets minimum requirements

Review team on site

August 2019

Date of this report

31 October 2019

Most recent ERO report(s)

Education Review

October 2016

Education Review

February 2013

Education Review

May 2009

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.