McNaughton Kindergarten - 31/10/2017

1 Evaluation of McNaughton Kindergarten

How well placed is McNaughton 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.


McNaughton Kindergarten is located in a diverse multicultural community. It is licensed to cater for 30 children over the age of two years. Kindergarten hours of operation match the school day. Half of the children are Māori and half have Pacific heritage. Children are mainly around two years of age when they start attending the kindergarten.

A new teaching team, consisting of three registered teachers, has recently been established. A teacher aide and an administrator support the team. Teachers are developing into a cohesive team that is focused on enhancing outcomes for children.

The kindergarten's philosophy emphasises teachers' commitment to having responsive relationships with parents and whānau, encouraging tuakana/teina and collaborative approaches, and offering opportunities for exploration in an inclusive environment.

The 2014 ERO report identified many positive features. Teachers have continued to enhance children's oral language and use a variety of strategies to increase complexity in children's play. Good progress has been made in relation to ERO's recommendations to strengthen partnerships with parents and whānau. These partnerships are now a feature of the service.

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 nine reviews in the Auckland Kindergarten Association.

The Review Findings

Children participate in a programme that is guided by the things they are interested in and the choices they make in play. They play confidently, either independently or in groups, and have many opportunities to collaborate in shared interests. Some children stay engaged in activities for extended periods.

Teachers integrate aspects of te reo me ōna tikanga Māori in programmes. They have reviewed their bicultural practices and are well supported by AKA personnel to continue building their knowledge and confidence and to strengthen these practices.

More than half of the children have English as a second or subsequent language. Teachers value and respect children's home languages and focus on increasing children's English oral language during play. Children's cultures are respected. They have opportunities to take leadership roles in sharing elements of their cultures and languages. The environment reflects the many cultures represented in the kindergarten.

Teachers know the children and their families well. The kindergarten offers many opportunities for parents and whānau to contribute to the programme. Children who need additional learning support are well catered for. Teachers make good use of external agencies to reduce any barriers that may hinder children having a positive learning experience.

Teachers successfully notice and recognise children's interests and their increasing knowledge, skills and dispositions. They use a variety of strategies to deepen the complexity of children's play. Teachers plan well to extend children's interests by identifying further learning possibilities. Teachers could strengthen their planning process by focusing on ways to deepen children's learning and making learning progress over time more explicit in learning stories. Teachers use good strategies to make children's learning visible in displays.

A useful internal evaluation format guides teachers' reviews. Teachers undertake spontaneous and planned reviews that are informed by parent and child perspectives. It could be worthwhile for the team to identify desirable and measurable learning outcomes for children as a result of implementing new initiatives. The team could then evaluate their impact in relation to the desired outcomes.

Kindergarten operations are guided by a comprehensive strategic plan and a shared vision, 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 AKA education specialist and teachers agree that the next steps to continue strengthening programme provision include :

  • planning and assessment practices explicitly identifying and extending children's learning

  • using internal evaluation to continually improve teacher practice and outcomes for children

  • further integration of children's languages and cultures in the programme.

The AKA has useful processes for supporting teachers’ ongoing professional development. This process could be strengthened by ensuring that teachers’ individual goals are measurable and based on the evaluation of teaching practices and their impact children’s learning.

Management Assurance on Legal Requirements

Before the review, the staff and management of McNaughton 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 McNaughton Kindergarten will be in three years.

Graham Randell

Deputy Chief Review Officer Northern

Te Tai Raki - Northern Region

31 October 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


Mangere, Auckland

Ministry of Education profile number


Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children over the age of two years

Service roll


Gender composition

Girls 18 Boys 17

Ethnic composition

Cook Island Māori


Percentage of qualified teachers


Reported ratios of staff to children

Over 2


Meets minimum requirements

Review team on site

August 2017

Date of this report

31 October 2017

Most recent ERO report(s)

Education Review

November 2014

Education Review

August 2011

Education Review

July 2008

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.