Miramar Central Kindergarten - 08/07/2016

1 Evaluation of Miramar Central Kindergarten

How well placed is Miramar Central 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.


Miramar Central Kindergarten is located in Miramar, Wellington. It provides education and care for up to 40 children aged from two to five years.

Since the January 2012 ERO review, kindergarten hours have changed to meet the needs of the diverse community. The service operates five days a week for six hours a day. Whānau grouping has been introduced so that siblings can attend together in a mixed aged setting. There have been ongoing property developments to enhance the learning environment. A group of parents actively help with fundraising to support these projects.

Miramar Central Kindergarten is one of 85 kindergartens and three home-based education and care networks governed and managed by He Whānau Manaaki o Tararua Free Kindergarten Association Incorporated (the association). This is a new kindergarten association created from joining the Rimutaka and Wellington Kindergarten Associations in 2014.

The board and managers provide governance for the organisation. Senior teachers have delegated kindergartens. Their role is to provide regular support and a range of professional learning and development opportunities for teachers.

In 2012, the association developed a framework to guide the implementation of its curriculum, Te Manawa. This document outlines criteria for curriculum delivery, including expectations for assessment and planning for children’s learning.

The previous ERO report for Miramar Central Kindergarten identified several areas where teachers needed to improve practice. The teaching team and association continues to address these areas, incorporating them into current and future planning. Areas where the association could strengthen its support for teachers were also identified, and positive progress has occurred. The alignment of individual kindergartens’ annual plans with the association’s strategic priorities has now been appropriately addressed.

All teachers are qualified and registered, and most have been at the kindergarten for several years.

This review was part of a cluster of 10 reviews in the He Whānau Manaaki o Tararua kindergartens.

The Review Findings

Children benefit from the child led, play based curriculum that encourages them to make choices, follow their interests and take on leadership roles. Flexible routines support self-management and sustained involvement in activities. There are high levels of collaborative play and tuakana teina relationships. A sense of belonging is evident.

Teachers are highly responsive to children's wellbeing. They use a good range of teaching strategies in their interactions, including encouraging problem solving and social skills. A sense of fun is evident.

There are many examples of the values and beliefs of the kindergarten philosophy evident in children's experiences.

Te reo me ngā tikanga Māori are promoted through kindergarten practices and routines. Teachers continue to work with key documents and access association support to build their cultural competence to respond to Māori and Pacific learners. ERO affirms this direction.

Children's profile books increasingly show their progression in learning and teachers' responsiveness to families' goals, and cultural identity. The senior teacher provides useful feedback and guidance to assist teachers in further developing these records.

Recent developments in planning processes include community learning projects. These make visible to families the group programme focus and ways they can contribute. Teachers' planned review of their curriculum framework, Te Manawa, should be useful in further extending and deepening these systems.

Processes and practices for supporting children with additional needs and fostering their learning progress have been strengthened. Teachers have a strong focus on building positive relationships with families that assists children to experience educational success.

Transition into the kindergarten is managed sensitively, respectfully and with care. These are flexible and responsive to meet individual's needs. Kindergarten teachers' relationships with staff at local schools support families when their children move to school.

Distributed leadership within the kindergarten is emerging. The head teacher should continue to encourage teachers to share their strengths and to lead aspects of the programme. Plans to support head teacher curriculum leadership are in place.

The process for documenting internal evaluation is now in place. Teachers understanding of the purpose and use of review is growing. Continuing to deepen and embed internal evaluation is an agreed key next step in guiding improvements to teaching and learning.

Regular, purposeful support from the senior teacher is assisting teachers to improve their practice. The senior teacher provides termly written feedback that outlines agreed development priorities and progress in relation to the quality of teaching and learning. She completes an annual internal evaluation that supports strengthening of these termly reports. There is a deliberate focus on outcomes for children and teacher/leader performance.

The previous report identified that the association needed to improve the appraisal processes. Managers undertook an internal review of the appraisal system. The revised model is being implemented across the kindergartens. The process includes focused goals that build teacher and leader capability and clearer links with the Practising Teacher Criteria. Staff at Miramar Central Kindergarten are in the early stages of implementing the revised appraisal process. Accelerating the process is a priority so that teachers continue to be well supported to grow their professional practice.

Key Next Steps

The senior teacher, staff and ERO agree on the following key next steps for Miramar Central Kindergarten, to continue:

  • to further develop and embed internal evaluation practices

  • the implementation of the revised appraisal process

  • to build curriculum leadership capability.

The association should continue to support the development of formal critique of teaching practice and strengthening responsiveness to Māori children.

Management Assurance on Legal Requirements

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

Joyce Gebbie

Deputy Chief Review Officer Central

8 July 2016

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

40 children, aged over 2

Service roll


Gender composition

Boys 35, Girls 32

Ethnic composition




Cook Island Māori



Other ethnic groups








Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates


Reported ratios of staff to children

Over 2


Meets minimum requirements

Review team on site

May 2016

Date of this report

8 July 2016

Most recent ERO report(s)


Education Review

January 2012

Education Review

June 2008

Education Review

September 2005

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.