80 Webb Street, Wellington CBD, Wellington
View on mapAkarangi | 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 (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Moriah (Private) Kindergarten Inc are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whakaū Embedding |
Ngā Akatoro Domains |
ERO’s judgement |
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He Whāriki Motuhake The learner and their learning |
Whakawhanake Sustaining |
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Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakaū Embedding |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whakaū Embedding |
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Kaihautū Leaders foster collaboration and improvement |
Whakawhanake Sustaining |
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Te Whakaruruhau Stewardship through effective governance and management |
Whakaū Embedding |
Moriah (Private) Kindergarten Inc is a long-established not-for-profit early childhood special character centre which caters for children from the Jewish and wider community. A committee made up of parents governs the centre with the support of the principal, who has oversight of teaching and learning. All teachers are long-term employees.
Leaders and kaiako build collaborative, responsive, and respectful relationships with tamariki, parents and whānau. They value parent and whānau perspectives and aspirations for their children’s learning and wellbeing. Transitions into and out of the kindergarten are individualised for each child and their family. This promotes children’s sense of belonging and confidence as learners.
Leaders and kaiako work effectively in learning-focused partnerships with children, parents and whānau. Their respectful practice supports emotional wellbeing and cultural connectedness within the play-based programme. Te reo and aspects of tikanga Māori are meaningfully integrated into the programme so that children can learn about and respect the dual heritage of Aotearoa.
Learning priorities have been developed in partnership with parents and whānau. These are inclusive of the learning outcomes from Te Whāriki, the early childhood curriculum, the Jewish values and ‘enviroschool’ principles. These are highly evident in assessment, planning and evaluation processes and underpin the learning programme. Kaiako are intentional in how they use the learning outcomes through assessment documentation. Greater emphasis on identifying progress against the valued outcomes to inform next learning steps more reliably is required.
Leaders and Kaiako practice and understanding of internal evaluation as a process for improvement is developing. Teachers are provided with opportunities to develop their knowledge, skills and confidence to engage in internal evaluation. The framework used to guide the process results in improved outcomes for children. However, the process is not always followed, resulting in a rush to change practice.
Effective leadership:
The kindergarten is thoughtfully governed by the parent committee. Strategic planning actions are focused on outcomes for children.
Moriah (Private) Kindergarten Inc will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Moriah (Private) Kindergarten Inc 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:
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:
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 (Southern)
Southern Region | Te Tai Tini
21 June 2021
| Early Childhood Service Name | Moriah (Private) Kindergarten Inc |
| Profile Number | 60206 |
| Location | Wellington |
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Service type |
Education and care service |
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Number licensed for |
25 children over the age of 2 |
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Percentage of qualified teachers |
80%+ |
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Service roll |
16 |
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Ethnic composition |
NZ European/Pākehā 8, Israeli 4, Other ethnic groups 4. |
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Review team on site |
May 2021 |
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Date of this report |
21 June 2021 |
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Most recent ERO report(s) |
Education Review, February 2018; Education Review, October 2014. |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Moriah (Private) Kindergarten Inc is a long-established centre located in Te Aro, Wellington. The centre operates as a non-profit parent cooperative and caters for up to 25 children, aged over two years, from the Jewish and wider community.
A management committee of parents governs the centre with the support of the principal, who also has oversight of teaching and learning. All teachers are qualified and registered. Most have been employed at the centre for a number of years.
Since the October 2014 ERO report, the committee and leaders have reviewed and updated written guidelines. Teachers have focused on improving the quality and consistency of their positive guidance practices. At the beginning of 2017, the centre became part of the Enviroschools programme.
The 2014 ERO report identified strategic planning as requiring further development. This area continues to need strengthening.
Teaching and learning practices reflect the philosophy and promote positive outcomes. Warm, reciprocal interactions between teachers and children contribute to a settled learning environment. Children are happy, active and engaged. They see themselves as competent learners, persevering confidently in learning of their own choosing for extended periods of time. Their strong sense of belonging and wellbeing is evident.
Teachers use a range of effective strategies to invite children‘s interests, extend their ideas and support their play. Positive guidance is used well to support social competence.
Teachers have identified the valued learning outcomes that are underpinned by Moriah values, care for the environment and Te Whāriki, the early childhood curriculum. All elements are very evident in practice.
The curriculum includes a balance of child-led and engaging teacher-initiated experiences. Core learning areas are well integrated in play-based ways. The importance of caring for the environment, yourself, and others is consistently modelled by teachers and well understood by children. Teaching practice is consistent across the centre.
A comprehensive approach to planning for learning, based on individual children‘s needs and interests, is in place. An online programme and other written documents are used well to record their learning and special moments with families. Parents spoken to by ERO report high levels of satisfaction with the increased levels of communication they are receiving about their children and the programme. To further strengthen their approach teachers should consider:
making visible in learning records, their strategies to progress children‘s learning
reviewing how they evaluate the programme
continuing to seek ways children can revisit and reflect on their learning.
Progress has been made in strengthening the bicultural perspective in the programme. Teachers have increased their knowledge of, and strive to integrate, te reo me ngā tikanga Māori into their everyday interactions with children. The principal has identified that the next steps for the team is to further consider the Ministry of Education resource, Tātaiako: Cultural Competencies for Teachers of Māori Learners and seek supportive connections in the local community.
Children's transitions from the centre to school are well considered and made in collaboration with parents and whānau. A comprehensive written report about each child's learning is provided as part of the process. Relationships with local schools continue to be developed.
The teaching team is well led by the long-serving principal. Professional leadership provided supports a collaborative, improvement-focused culture. Teachers' growth is well supported through the appraisal process, professional reading, and a range of developmental opportunities. Teachers' and leaders' understanding and use of internal evaluation needs further depth to better support decisions about change and improvement.
Aspects of governance are well developed. The parent committee is very supportive of the principal and teachers. Current policies promote consistency of practice and operation. The development of comprehensive guidelines to support a clearer understanding of governance and management roles and responsibilities should be considered.
Long term planning requires strengthening. Identifying strategic priorities, and defining desired outcomes linked to goals is required. This will provide a basis for internal evaluation and enable the principal to report on progress towards meeting the desired outcomes.
ERO and leaders agree that to further strengthen practice the team should continue to develop:
planning for children's learning
the bi-cultural programme
understanding and use of internal evaluation.
Before the review, the staff and management of Moriah (Private) Kindergarten Inc 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:
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.
The next ERO review of Moriah (Private) Kindergarten Inc will be in three years.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
28 February 2018
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.
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Location |
Wellington |
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Ministry of Education profile number |
60206 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
25 children, aged over 2 |
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Service roll |
25 |
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Gender composition |
Girls 14, Boys 11 |
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Ethnic composition |
Māori |
1 |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
1:7 |
Better than minimum requirements |
|
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Review team on site |
November 2017 |
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Date of this report |
28 February 2018 |
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Most recent ERO report(s) |
Education Review |
October 2014 |
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|
Education Review |
May 2011 |
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Education Review |
February 2008 |
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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:
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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.