Matairangi Kindergarten - 30/08/2019

1 Evaluation of Matairangi Kindergarten

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

Not well placed

Requires further development

Well placed

Very well placed

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

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


Matairangi Kindergarten, located in Hataitai, provides whānau-based all-day education and care for up to 24 children, including seven aged under two years. Sessions run daily through the week from 8.30am to 2.30pm. The current roll is 36 children, aged from approximately 16 months to three and a half years. The centre serves a culturally diverse community.

The kindergarten's philosophy is based on the values of manaakitanga, whanaungatanga, wairuatanga, tino rangitiratanga. These are "modelled, lived and reinforced by tamariki, whānau and kaiako".

Since the June 2015 ERO review there have been some staff changes including the appointment of a new head teacher. All teachers are fully qualified.

Matairangi Kindergarten is operated by He Whānau Manaaki o Tararua Kindergarten Association (the association). A team of senior teachers oversee and support the professional practice of the teaching team. The association governs 102 kindergartens which includes three Pacific kindergartens and a Pacific home-based service with two networks.

The previous ERO report identified areas requiring further development, including: assessment of children's learning; and understanding internal evaluation. Good progress has been made.

The association has made progress in improving the quality and monitoring of processes to support individual kindergartens, and the appraisal system.

This review was one of nine in the He Whānau Manaaki o Tararua Kindergarten Association.

The Review Findings

Children play freely in a thoughtfully designed, well-resourced environment. Opportunities to initiate, choose and extend activities enable them to learn. Teachers work alongside children, allowing them the space and time to engage in exploration, investigation and problem solving. They respond sensitively to each child's cues, changing needs and preferences.

The holistic learning programme is responsive to children's interests and follows the natural rhythm of the day. Literacy and mathematics are woven skilfully into the activities.

Children with additional learning needs are identified and effectively supported. Leaders and teachers work alongside families and whānau to access external agencies when required.

Te ao Māori perspectives effectively underpin and enrich all aspects of the curriculum. Local stories and places of significance to Māori are celebrated through waiata, visual imagery and korero. Teachers use te reo Māori in rich, meaningful conversations with children. Tikanga Māori is highly valued and well understood by teachers and children.

The diversity of cultures within the kindergarten is valued and celebrated. Each child’s culture, language and identity is authentically acknowledged in their learning stories. Meaningful learning partnerships with whānau promote each child’s sense of belonging.

An effective planning for learning framework guides teacher practice and is based on children’s emerging interests. Teachers recognise what is important for learning. They use Te Whāriki, the early childhood curriculum to identify and link valued outcomes to meaningful learning experiences.

Assessment practice show teachers valuing children's cultural backgrounds and developing purposeful goals for their learning.

Teachers have developed a range of effective ways to work and communicate with parents and whānau. An online assessment tool enables whānau to share their aspirations and be informed about children’s learning and achievements. Engaging with whānau Māori to find out what educational success means for them and their tamariki is a priority for the teaching team.

Internal evaluation is well understood by leaders and teachers. They are currently embedding a useful framework that guides an improvement focused process and effectively informs decision making.

A well-considered appraisal process has recently been enhanced to grow and develop teacher practice. Teachers are expected to inquire into the effectiveness of their teaching. Purposeful appraisal goals focus on improving aspects of leadership and practice to support children’s learning and wellbeing.

The senior teaching team are reflective and highly improvement focused. They successfully foster collective sense of responsibility to implement the vision, values and mission of the association. Systems and processes have been well developed to guide teacher’s capability and positively impact on children’s learning.

Senior leaders work effectively together, with a shared commitment to meeting strategic goals and objectives for the benefit of children, whānau and community. Well-considered resource allocation supports and enhances children’s learning and wellbeing.

Key Next Steps

The key next steps for the teaching team are to continue to embed the new internal evaluation framework.

ERO and senior leaders agree that the association's next step is to:

  • continue to follow the strategic direction set through Tūmanako, Te Tiriti o Waitangi based Strategic Priority Framework.

Management Assurance on Legal Requirements

Before the review, the staff and management of Matairangi 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.

Dr Lesley Patterson

Director Review and Improvement Services Te Tai Tini

Southern Region

30 August 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

24 children, including up to 7 aged under 2

Service roll


Gender composition

Boys 20, Girls 16

Ethnic composition

NZ European/Pākehā
Other ethnic groups


Percentage of qualified teachers


Reported ratios of staff to children

Under 2


Meets minimum requirements

Over 2


Meets minimum requirements

Review team on site

June 2019

Date of this report

30 August 2019

Most recent ERO report(s)

Education Review

July 2016

Education Review

July 2012

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.