Mary Richmond Kindergarten - 05/10/2012

1. Evaluation of the Service

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

Mary Richmond Kindergarten is well placed to promote positive outcomes for children.


Mary Richmond Kindergarten is located in the Napier suburb of Maraenui. The kindergarten offers a school day session for four year olds and a morning session for children two to three years of age. The roll is predominately Māori.

The kindergarten philosophy supports and encourages children to be lifelong learners. Children’s sense of belonging and ownership is effectively nurtured through warm and welcoming relationships.

The redevelopment of the outdoor area reflects a commitment to creating a more sustainable kindergarten environment. Mary Richmond’s involvement in the Enviro-Schools programme has increased children’s knowledge of these practices. Three pou have been placed in the garden to acknowledge the continuing journey of bicultural development for staff.

This review was conducted as part of a cluster approach to reviews in 15 early childhood education services within the Napier Kindergarten Association umbrella organisation.

The Review Findings

Children are actively engaged in a range of learning activities that respond to their interests, needs and strengths. They confidently involve themselves in play to extend their own learning. Play is meaningful and children work well independently and collaboratively. Teachers regularly acknowledge children’s effort and success.

Teachers value diversity and they are committed to inclusive practices that are culturally responsive. Children with special needs are well supported. Teachers ensure children participate fully in all aspects of the programme alongside their peers.

Routines are consistently implemented, giving children a sense of security. Provision of a safe physical environment is a priority, while offering challenges that invite children to explore and become fully involved in a wide variety of activities.

The curriculum is child-centred and responsive to their strengths, needs, interests and cultural backgrounds. The principles of Te Whāriki and The Habits of Mind are woven into the programme planning and children’s learning stories. Teachers are collegial and reflective. Their individual strengths and knowledge are valued and used to promote positive outcomes for children. Te reo me ngā tikanga Māori are reflected in the daily programme.

Children's learning is regularly documented. Teachers recognise and record the progression of each child’s learning over time. Children are encouraged to take their profiles home to share with whānau and families.

Teachers use a range of strategies and practices to encourage parents to voice their views and become involved in their child’s learning. Teachers value and acknowledge the support from 'The Friends of the Kindergarten' group. There is a strong commitment to increasing family participation and continuing to foster parents involvement in their child’s learning.

Self review is regular and planned with opportunities for staff, parents and children to be involved. It informs decision making, planning and resourcing to improve learning outcomes for children. Teacher self review appropriately identifies that they will continue to strengthen:

  • the involvement of parents, whānau, aiga and the community in the learning programme
  • bicultural development and knowledge of te reo me ngā tikanga Māori
  • self review to show the impact of practices for children.

2. Legal Requirements

Management Assurance on Legal Requirements

Before the review, the staff and management of Mary Richmond 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.

Joyce Gebbie

National Manager Review Services Central Region (Acting)

5 October 2012

Information about the Early Childhood Service



Ministry of Education profile number


Licence type


Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

43 children aged over 2 years

Service roll


Gender composition

Female 24, Male 17

Ethnic composition


NZ European/Pākehā

Other ethnic groups




Review team on site

August 2012

Date of this report

5 October 2012

Most recent ERO report(s)

Education Review

Education Review

Accountability Review

May 2009

February 2006

March 2002