Matapihi Kindergarten

Education institution number:
30355
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
55
Telephone:
Address:

390 Te Mata Road, Raglan

View on map

Matapihi Kindergarten

1 ERO’s Judgements 

Akarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.  

ERO’s judgements for ​Matapihi Kindergarten​ are as follows: 

Outcome Indicators 

(What the service knows about outcomes for learners) 

Whakaū Embedding​ 

Ngā Akatoro Domains 

 
Learning Conditions 
Organisational Conditions 

​​Whakaū Embedding​ 

Whakaū Embedding​ 

2 Context of the Service 

Matapihi Kindergarten is a privately owned rural service. The bush program, Uru Taiao, supports children to learn about nature. The service’s co-owners lead the teaching team. Of the children enrolled, a third have ethnically diverse backgrounds, and a quarter are Māori.  

3 Summary of Findings 

Children learn through a responsive curriculum that successfully enhances their learning and development. Teaching practices intentionally extend children’s thinking, foundational literacy skills and social competencies. 

The curriculum, including the service’s bush program, fosters independence, perseverance, confidence, and self-help skills. It gives children opportunities to take risks and challenge themselves physically within a safe and familiar environment. Children’s holistic development is enriched, and their emotional wellbeing nurtured. 

Children, whānau and their teachers positively benefit from learning-focused partnerships. Whānau share their aspirations and contribute to the services’ priorities for learning. Portuguese, Spanish and New Zealand sign language are included in the daily curriculum. As a result, children and their whānau demonstrate a strong sense of belonging. Some aspects of Te Tiriti based practices are evident, and teachers acknowledge that te reo Māori and tikanga Māori are ongoing areas for growth.  

Learning assessments reflect children’s interests and progress over time. A robustly documented planning system, that aligns with the services priorities for learning, has not yet been embedded.  

Children and their families benefit from mostly sound organisational conditions. The consideration given to small group sizes and improved teacher-to-child ratios enhance children’s learning. Relational trust and consistent staff enable teachers and leaders to collaborate and improve their practice. A process for ongoing internal evaluation has been implemented. However, this is not yet intentionally monitored with documented outcomes and impacts for children over time to support progress toward equitable outcomes for all children. 

4 Improvement actions 

Matapihi Kindergarten​ will include the following actions in its Quality Improvement Planning: 

  • Align the service’s priorities for learning with the valued learning outcomes in Te Whāriki, the early childhood curriculum, to inform curriculum design, planning, assessment, and evaluation of children’s learning. 
  • Strengthen intentional teaching practices to reflect te reo Māori and tikanga Māori more effectively. 
  • Further increase the monitoring and evaluation of the impacts and outcomes for children over time in the documented evaluation process. 

5 Management Assurance on Legal Requirements 

Before the review, the staff and management of ​Matapihi Kindergarten​ completed an ERO 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; safety checking; teacher registration; ratios) 
  • relevant evacuation procedures and practices. 

All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements. 

6 Action for Compliance  

Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliance: 

  • All children’s workers who have access to children are safety checked in accordance with the requirements of the Children’s Act 2014 (GMA7A). 

​Patricia Davey 
Director of Early Childhood Education (ECE) 

​15 December 2023​ 

 7 About the Early Childhood Service  

Early Childhood Service NameMatapihi Kindergarten
Profile Number30355
LocationRaglan
Service type  Education and care service​ 
Number licensed for  40 children aged over 2 
Percentage of qualified teachers  ​100%​ 
Service roll 60 
Review team on site October 2023 
Date of this report ​15 December 2023​ 
Most recent ERO report(s) Akanuku | Assurance Review​, ​September 2022​; ​Education Review​, ​December 2017​ 

Matapihi Kindergarten

ERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.

ERO’s Judgement

Regulatory standards

ERO’s judgement

CurriculumMeeting
Premises and facilitiesMeeting
Health and safetyMeeting
Governance, management, and administrationMeeting

Since the onsite visit, the service has provided ERO with evidence that shows it has addressed non‑compliances and is now taking reasonable steps to meet regulatory standards.

Background

Matapihi Kindergarten is a privately owned rural service. The owners manage and lead a teaching team of six qualified teachers. The service provides education and care for children from a range of ethnic groups including a small number of Māori learners. The Treaty of Waitangi principles of whanaungatanga, kaitiakitanga, wanangatanga and akotanga are woven into the kindergarten's philosophy.

Summary of Review Findings

The service curriculum is inclusive, and responsive to children as confident and competent learners. Children’s preferences are respected, and they are involved in decisions about their learning. Teachers engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships. The design and layout of the premises support the provision of different types of indoor and outdoor experiences. The curriculum is informed by assessment, planning, and evaluation. It is language rich and acknowledges and reflects the unique place of Māori as tangata whenua. Regular opportunities are provided for parents to be involved in decision-making concerning their child’s learning.

Actions for Compliance

Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliances:

  • developing a procedure for the hygienic laundering of linen used by the children or adults (HS2)
  • ensuring the written emergency plan includes evacuation procedures and communication plan for the service’s premises, which apply in a variety of emergency situations (HS7)
  • consideration of hazards must include but is not limited to all areas as per the licensing criteria list (HS12)
  • all children’s workers who have access to children are safety checked in accordance with the Children’s Act 2014 (GMA7A).

Next ERO Review

The next ERO review is likely to be an Akarangi | Quality Evaluation.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

15 September 2022 

Information About the Service

Early Childhood Service NameMatapihi Kindergarten
Profile Number30355
LocationWaikato
Service typeEducation and care service
Number licensed for40 children aged over 2.
Percentage of qualified teachers100%
Service roll61
Review team on siteAugust 2022
Date of this report15 September 2022
Most recent ERO report(s)Education Review, December 2017; Education Review, August 2013

General Information about Assurance Reviews

All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.

Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.

ERO undertakes an Akanuku | Assurance Review process in any centre-based service:

  • having its first ERO review – including if it is part of a governing organisation
  • previously identified as ‘not well placed’ or ‘requiring further development’
  • that has moved from a provisional to a full licence
  • that have been re-licenced due to a change of ownership
  • where an Akanuku | Assurance Review process is determined to be appropriate.

Management Assurance on Legal Requirements

All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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.

As part of an Akanuku | Assurance Review ERO assesses whether the regulatory standards are being met. In particular, ERO looks at a 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; safety checking; teacher certification; ratios)
  • relevant evacuation procedures and practices.

As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:

  • discussions with those involved in the service
  • consideration of relevant documentation, including the implementation of health and safety systems
  • observations of the environment/premises, curriculum implementation and teaching practice.

Matapihi Kindergarten - 05/12/2017

1 Evaluation of Matapihi Kindergarten

How well placed is Matapihi 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.

Background

Matapihi Kindergarten is situated near Raglan, on eight acres of land encompassing bush, kahikatea stands, a paddock, a stream, and a small lake. It is licensed for 30 children aged from two years to school age. The kindergarten offers full-day education and care. All staff are qualified and registered teachers. At the time of this ERO review there were 54 children on the roll, and seven identify as Māori.

Since the 2014 ERO review, the owners and most teachers have remained in their positions. Teachers have engaged in professional development to more effectively implement a culturally responsive curriculum that is aligned to assessment and evaluation processes.

Matapihi Kindergarten's philosophy aims to provide high-quality education and care by ensuring all staff have a good understanding of the different ways children learn and make sense of their world. The Treaty of Waitangi principles of whanaungatanga, kaitiakitanga, wanangatanga and akotanga are woven into the kindergarten's philosophy.

The Review Findings

A strength of the kindergarten is the mutually trusting relationships between families, teachers and children. These are based on a collaborative approach to decision making, which is focused on children's learning and development. Parent and whānau participation is highly valued and guides teacher practice. The outdoor and indoor learning areas continue to reflect the aspirations of parents and whānau. The cultural backgrounds of children are embraced and this promotes children feeling a strong sense of belonging.

Te reo and tikanga Māori are naturally integrated into the daily programme. This is contributing to a bicultural curriculum that enacts the concepts of whanaungatanga, manaakitanga and kaitiakitanga. Children benefit from tuakana teina learning relationships and the frequent use of waiata and karakia.

Uru Taiao is an outstanding feature of the kindergartens curriculum. This programme provides children with many opportunities to engage with the natural world. The environment encourages curiosity, critical thinking and active investigation. Children have extensive, opportunities to be creative, use their imagination and to make sense of the natural, social and physical worlds. They enjoy experiences that supports risk-taking and challenge.

A literacy-rich learning programme promotes oral language through storytelling and exploration. Early reading and writing skills are woven into the curriculum in meaningful ways. Literacy practices encourage children to observe, listen and play with language. In addition, children experience many opportunities to extend their knowledge and understandings in mathematics through a programme that supports exploration, investigation and collaboration.

Teachers have shared values for providing high-quality education and care, which is strongly enacted in practice. They are effective and skilled practitioners.

Leaders and teachers are focused on improving the quality of education and care through on-going systematic internal review practices. These reviews include the gathering and analysis of useful information from a range of sources to make evidence based decisions about ways to improve outcomes for all children.

Key Next Steps

The kindergarten needs to strengthen the strategic plan, so that it clearly aligns with the centre philosophy, the outcomes of internal evaluation and teacher appraisal.

Management Assurance on Legal Requirements

Before the review, the staff and management of Matapihi 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 Matapihi Kindergarten will be in four years.

Lynda Pura-Watson

Deputy Chief Review Officer

Te Tai Miringa - Waikato / Bay of Plenty Region

5 December 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

Location

Raglan, Waikato

Ministry of Education profile number

30355

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 0 aged under 2

Service roll

54

Gender composition

Boys 30

Girls 24

Ethnic composition

Māori
Pākehā
Other

7
39
8

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Over 2

1:7

Better than minimum requirements

Review team on site

October 2017

Date of this report

5 December 2017

Most recent ERO report(s)

 

Education Review

2013

Education Review

2010

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.

Matapihi Kindergarten - 26/08/2013

1 Evaluation of Matapihi Kindergarten

How well placed is Matapihi 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.

Background

Matapihi Kindergarten is located at Te Mata about five kilometres from Whāingaroa/Raglan. The kindergarten is a privately owned and operated service providing education and care for up to 30 children from two years to school age. It provides an all day service and is open from 8am to 4pm Monday to Friday. At the time of this ERO review, the roll was 42 children and 11 identify as Māori and whākapapa to a number of iwi.

The kindergarten management group has set high expectations for the delivery of education and care and they support teachers’ professional learning and practice. The kindergarten has a positive ERO reporting history and the teaching team has remained consistent. Management and teachers continue to provide children and their families with high-quality teaching and learning experiences.

Matapihi Kindergarten is located in the countryside on eight acres of land which is covered in native bush and a stand of kahikatea. Te Taiao (the natural world) is the primary focus and Te Ao Māori values and beliefs interweave throughout the centre programme.

The Matapihi Kindergarten philosophy for learning encompasses Te Taiao and connects children to Papatuanuku (Mother Nature). The enacting of this philosophy assists children to develop a deeper understanding of Te Ao Māori. Teachers view themselves as partners and facilitators in the learning process. They aim to develop children’s emotional, physical, spiritual, social, intellectual and cultural wellbeing.

Since the last ERO review, management and teachers have further strengthened kindergarten self-review practices. This has included involvement in action research about best practice in early childhood education. The implementation of Uru Taiao, three days a week where children spend the day learning and playing in the natural environment, is a significant development. There has been national and international interest in this initiative. This interest has led to the provision of professional development within the early childhood education sector and includes regular observations of the programme in action. Developing children’s social competencies within the Uru Taiao programme has been the major focus of professional learning.

The Review Findings

Matapihi Kindergarten is very well placed to promote positive learning outcomes for children. Centre managers provide a high standard of professional leadership and insight. They have worked collaboratively with teachers to establish a community of learners with shared values about early childhood education and care. The centre’s philosophy, the principles of Te Whāriki, the early childhood curriculum, and whanaungatanga (embrace, support and caring) are strongly embedded in centre systems, practices, teaching and learning.

Teachers provide a high-quality holistic education that promotes positive and trusting relationships with people and the natural living word. This is demonstrated through teachers’ interactions with children and the relationships that evolve as a result of successfully supporting the concept of manaakitanga (nurture) and aroha (compassion and respect). Children’s sense of wellbeing and belonging is nurtured and fostered by teachers, who know them and their families well. Parents are kept well informed about their child’s learning through high-quality communication processes and individual child portfolios.

Teachers are strong advocates for children and contribute a high level of expertise and skills to their roles. Children benefit from teachers ability to skilfully tune into their interests, strengths and engage in learning conversations that affirm their contributions and extend their thinking.

Children experience a high-quality curriculum that encourages them to problem solve, think critically and to be socially competent. Particular strengths of the kindergarten programme provide opportunities for children to:

  • develop their social and communication skills
  • experience an integrated programme that supports their developing understanding of literacy, mathematical and science concepts
  • be involved in self-directed sustained and complex learning, individually and in groups
  • learn in authentic and meaningful contexts that are responsive to the knowledge, interest, skills and dispositions of the learning community
  • be creative and use their imagination
  • develop the language and tikanga of te ao Māori, which are interwoven into daily practices
  • affirm their own cultural identity and enhance their appreciation and understanding of New Zealand’s bicultural heritage.

Children are developing essential life-long learning dispositions such as resilience, perseverance, empathy and respect for others. These attributes and attitudes contribute to children's life-long learning experiences.

Another outstanding feature of the kindergarten curriculum is the implementation of the Uru Taiao programme where children can actively explore, investigate and make sense of the natural living world around them. This includes learning in the native bush and forest on the centre property. This learning supports children to develop curiosity about the world around them, to be adventurous, take informed risks, learn to respect the views and opinions of others and be comfortable with routines and change. A centre parent describes Uru Taiao as 'a classroom that has no walls, very few rules and infinite possibilities'.

Rich experiences are supporting children to grow up as competent and confident learners and communicators healthy in mind, body and spirit, and secure in their sense of belonging and in the knowledge that they make a valued contribution.

Key Next Steps

ERO affirms the centre’s current direction which is based on highly effective self-review. ERO is confident that management and teachers have the capacity to continue to achieve ongoing improvement and continue to provide increasingly positive outcomes for children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Matapihi 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 Matapihi Kindergarten will be in four years.

Graham Randell

National Manager Review Services Northern Region (Acting)

26 August 2013

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

Location

Te Mata, Waikato

Ministry of Education profile number

30355

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 0 aged under 2

Service roll

42

Gender composition

Girls 28 Boys 14

Ethnic composition

Māori

NZ European/Pākehā

Cook Island

Other European

11

28

1

2

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Over 2

1:7

Better than minimum requirements

Review team on site

July 2013

Date of this report

26 August 2013

Most recent ERO report(s)

 

Education Review

May 2010

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.