Marlborough Kindergarten - 05/04/2013

1 Evaluation of the Service

How well placed is the service to promote positive outcomes for children?

Marlborough Kindergarten is well placed to continue to promote positive outcomes for children.


Marlborough Kindergarten, in Glenfield, provides good quality education and care for up to forty-five children per session. Older children are able to attend five mornings a week. Younger children attend three afternoons a week. The kindergarten caters for children from the local community who represent a variety of cultures.

The kindergarten operates as part of the Auckland Kindergarten Association (AKA). The Association provides policy, procedural and operating guidelines. It also provides teachers with regular, topical professional development and on-going support from professional services managers.

The kindergarten’s philosophy, based on Te Whāriki, the New Zealand early childhood curriculum, stresses the importance of relationships between teachers and children and their families.

Marlborough Kindergarten has a positive reporting history from ERO.

This review was conducted as part of a cluster approach to reviews in six early childhood education services within the Auckland Kindergarten Association umbrella organisation.

Review Findings

Children are settled and busy. They are self motivated to take part in the programme. Recent changes to the routines of the day now allow children uninterrupted time to develop their play. Children confidently ask for materials and resources they need for their games.

Teachers support children to be creative, and this encouragement for creativity is now a strength of the programme. They place value on children’s artwork and provide a wide range of appropriate opportunities for developing children’s creative expression.

Children demonstrate concentration and attention to detail in their work and a show good emerging literacy and numeracy knowledge. A number of children have English as an additional language. Children support each other’s language development through the games and conversations they generate. Teachers extend children’s understanding of English by including vocabulary as children play.

Teachers are trialling new planning and assessment practices. It would be useful for teachers to review the effectiveness of their new ways of working. This would extend current self review that has recently focused on creating an attractive environment to promote children’s learning.

Teachers use te reo Māori effectively in the programme to build children’s awareness of the bicultural heritage of New Zealand. Information about children’s cultural backgrounds and festivals important for their families are displayed for viewing. As a next step, teachers could further use the experiences, strengths and prior knowledge that individual children bring to the learning programmes.

Teachers’ own selection of professional development and inclusion in focus groups has added to the professional rigour of the kindergarten. They have an appropriately strong focus on children learning through play in an attractive environment. Sustainability has been a project for some time and the kindergarten is now embarking on the Enviroschools kindergarten programme.

Teachers provide opportunities for parents to contribute to programmes and to take part in some decision-making in kindergarten. A whānau group raises funds to provide additional high quality resources for children. AKA professional support for the kindergarten has also been significant in establishing information and communication technologies.

To further improve education and care for children, ERO and kindergarten personnel agree that priorities for development and review include teachers continuing to develop:

  • relationships with families and the use of parents’ aspirations for their children to support programme planning
  • portfolios to recognise individual children’s interests, making stronger links between stories included in these portfolios to show children’s development over time
  • deeper teacher understanding about culturally responsive practices to encourage greater involvement in the kindergarten from the diverse community
  • a teaching and learning philosophy that will further support the teaching team.

2 Legal Requirements

Management Assurance on Legal Requirements

Before the review, the staff and management of Marlborough 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.

3 Next Review

When is ERO likely to review the early childhood service again?

ERO is likely to carry out the next review in three years.

Dale Bailey

National Manager Review Services Northern Region

5 April 2013

Information about the Early Childhood Service


Glenfield, Auckland

Ministry of Education profile number


Licence type

Sessional Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

45 children, including up to 0 aged under 2 years

Service roll


Gender composition

Girls 44

Boys 42

Ethnic composition

NZ European/Pākehā





Egyptian/Arab States


other Asian









Percentage of qualified teachers


Reported ratios of staff to children

Under 2

No children under 2 years


Over 2


Meets minimum requirements

Review team on site

February 2013

Date of this report

5 April 2013

Most recent ERO report(s)

Education Review Education Review Education Review

November 2009

June 2006

June 2003

General Information about Early Childhood Reviews

About ERO Reviews

The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.

Review focus

ERO's education reviews in early childhood services focus on the factors that contribute to positive learning outcomes for children. ERO evaluates how well placed the service is to make and sustain improvements for the benefit of all children at the service. To reach these findings ERO considers:

  • 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 self review and partnerships with parents and whānau.

Review Coverage

ERO reviews do not cover every aspect of service performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.