Massey Kindergarten - 20/09/2017

1 Evaluation of Massey Kindergarten

How well placed is Massey Kindergarten 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.


Massey Kindergarten is licensed to provide care and education for 40 children aged over two years. Children enrolled attend full day sessions similar to school hours and reflect the cultural diversity of the Massey community. Māori children make up 23 percent of the roll and 15 percent are from other diverse cultural backgrounds.

The head teacher leads a team of three other qualified teachers, two of whom have been recently appointed. A teacher aide and a support teacher, who is in training, complete the teaching staff.

The kindergarten's philosophy is underpinned by respectful relationships, which are seen as key to children's learning success. Teachers are committed to working with Te Whāriki, the early childhood curriculum, and deliver a programme that is inclusive for all families. They work to uphold the principles of Te Tiriti o Waitangi and respect family and whānau as partners in the programme.

The 2014 ERO report acknowledged a high performing team providing a wide curriculum that allowed children to grow as capable and confident learners. Self review was well established and there was good commitment to ongoing bicultural development. Areas agreed for ongoing development were the transition to school process, strategies to support children's verbal communication, and the acknowledgement of all cultures represented in the kindergarten. There has been a very positive response to these areas for development.

The kindergarten is part of the Auckland Kindergarten Association (AKA), which provides a governance and management framework. Professional support personnel assist teachers with curriculum, management and property matters.

This review was part of a cluster of 11 reviews in the Auckland Kindergarten Association.

The Review Findings

Children quickly settle to explore the well resourced environment and experiences provided by teachers. They are encouraged to make their own decisions and develop independence. Some children are able to sustain their play for long periods.

Children's developing social competence is nurtured by teachers who value and model respect and kindness towards others. Warm, reciprocal relationships are evident between teachers and children.

Teachers skilfully promote and support the development of children's oral language skills. They are responsive to the needs of individual children, recognising that their learning and development is at different stages. Children's home languages and cultures are respected and celebrated.

The bicultural nature of Aotearoa New Zealand is evident in the environment and in teachers' use of te reo Māori when working with children and whānau. Teachers appropriately continue to review the effectiveness of their bicultural programme through ongoing internal evaluation projects.

Parents who spoke with ERO expressed appreciation for the teaching team. They felt very welcome in the kindergarten environment, often choosing to stay for extended periods after their children had settled. They enjoyed the regular communication from teachers including updates to children's learning through Storypark, an online programme.

Children's portfolios of learning contain a mix of group and individual learning stories. A good explanation is included for parents about Te Whāriki. By linking children's learning and programme planning more visibly to the curriculum, this information could have more value for parents. Programme planning is based on teachers' observations of children's interests.

Where possible, learning stories are linked to parents' aspirations for their children's learning. Teachers value whānau expertise and contributions. They are invited to contribute to the programme, to children's portfolios, and through Storypark.

Kindergarten operations are guided by a comprehensive strategic plan and a shared vision which are linked to the AKA’s strategic goals. A Quality Improvement Process (QIP) also aligns with AKA and kindergarten strategic plans. It enables the AKA and teachers to monitor quality and promote ongoing improvement. The AKA continues to review its management and leadership structure. It has begun a process of internal evaluation to establish how effectively the four pillars of its strategic plan are resulting in more positive outcomes for children, their families, and the organisation.

Key Next Steps

The teaching team agrees that, to enhance their current good quality provision for children, they should:

  • continue to refine programme planning and the documentation of children's learning to show continuity and developing complexity over time

  • strengthen evaluation of the programme through a focus on children's learning and the effectiveness of teaching practice

  • through the kindergarten's business plan, focus on developing measurable strategic goals that are clearly measurable, and align teacher appraisal to these goals.

Management Assurance on Legal Requirements

Before the review, the staff and management of Massey 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Massey Kindergarten will be in three years.

Violet Tu’uga Stevenson

Deputy Chief Review Officer Northern (Acting)

20 September 2017

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


Massey, Auckland

Ministry of Education profile number


Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children over two years of age

Service roll


Gender composition

Boys 31, Girls 22

Ethnic composition











Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates


Over 2


Meets minimum requirements

Review team on site

July 2017

Date of this report

20 September 2017

Most recent ERO report(s)

Education Review

August 2013

Education Review

April 2010

Education Review

November 2006

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.