Motueka Rudolf Steiner Kindergarten - 27/01/2015

1 Evaluation of Motueka Rudolf Steiner Kindergarten

How well placed is Motueka Rudolf Steiner Kindergarten to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Motueka Rudolf Steiner Kindergarten is well placed to promote positive outcomes for children.

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


Motueka Rudolf Steiner Kindergarten is an established early childhood education centre providing for children aged from three to six years of age. It has operated as part of a charitable trust that oversees the governance and management of Steiner education in the district for 30 years. The trust promotes close links between the kindergarten, the Motueka Rudolf Steiner School and the playgroup.

Staff, parents and the community work together to promote positive outcomes for children and families that closely align to the Rudolf Steiner philosophy.

The teachers and administrator have made good progress since the November 2011 ERO review. They have developed a systematic process to guide self review, and introduced children’s journey books that show a record of children’s participation in a wide range of learning experiences.

The Review Findings

The philosophy of the kindergarten is strongly reflected in the practices and the environment. Teachers foster a community of learners through respectful and positive relationships. Children and families are warmly welcomed. Teachers take the time to get to know children and families well. Partnerships between parents and teachers are actively promoted. Experiences between home and the kindergarten are shared and used well to support children’s learning.

Children benefit from the peaceful and natural environment. The programme is child centred and based on the Rudolf Steiner philosophy and Te Whāriki, the New Zealand Early Childhood Curriculum. Children respond well to the rhythms and routines of the day that are successfully integrated. They make very good use of a range of different resources to support their creativity and imagination. Literacy and mathematics are woven throughout teaching and learning interactions and experiences. Teachers place an increasing emphasis on developing bicultural perspectives within the curriculum.

Teachers provide long periods of uninterrupted time for children to express their ideas and extend their thinking and problem solving. They are responsive to children’s interests and ideas. Teachers effectively model language and support children’s oral language development.

ERO observed nurturing, caring and warm interactions between teachers and children. Children’s social skills were well supported. Teachers modelled care and respect. They actively encouraged children to take responsibility for themselves, and to care for others and the environment. Children played cooperatively and enjoyed their friendships.

The teachers and the administrator work effectively together and share the leadership of the kindergarten. They recognise and make good use of individual strengths and skills. Well-organised management systems support the successful operation of the kindergarten.

Key Next Steps

The trust members, staff and ERO agree that the next steps for the kindergarten to further improve outcomes for children are to:

strengthen self review to promote deeper levels of inquiry and evaluation

  • continue to extend on the teachers’ understanding and use of tikanga and te reo Māori
  • further develop and align appraisal processes to include the registered teacher criteria.

Management Assurance on Legal Requirements

Before the review, the staff and management of Motueka Rudolf Steiner 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 Motueka Rudolf Steiner Kindergarten will be in three years.

Graham Randell

Deputy Chief Review Officer Southern

27 January 2015

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

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, two years of age and over

Service roll


Gender composition

Girls 24; Boys 7

Ethnic composition









Percentage of qualified teachers 0-49% 50-79% 80%

Based on funding rates


Reported ratios of staff to children

Over 2


Better than minimum requirements

Review team on site

November 2014

Date of this report

27 January 2015

Most recent ERO reports 

Education Review

November 2011


Education Review

September 2006


Education Review

October 2002

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.