Pikopiko Clyde Quay Kindergarten - 17/06/2015

1. Evaluation of Pikopiko Clyde Quay Kindergarten

How well placed is Pikopiko Clyde Quay 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.


Pikopiko Clyde Quay 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 transition to the new association is expected to be a three-year process.

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 February 2012 ERO report for Pikopiko Clyde Quay Kindergarten identified that planning and assessment together with self review needed further development. Areas where the association needed to strengthen its support for teachers were also identified. Improvement continues to be needed in some of these areas that the association has plans to address. These feature as key next steps in this report. The alignment of individual kindergartens' annual plans with the association’s strategic priorities has now been addressed.

Since the previous ERO review, there has been a complete change in staff at the centre. Changes have been made to the outdoor area and the centre underwent earthquake strengthening in 2013.

All teachers at Pikopiko Clyde Quay Kindergarten are qualified. Rā Nui sessions, mostly for children over four years of age are held on Mondays, Tuesdays and Thursdays. Rā Iti sessions, for younger children, operate on Wednesdays and Fridays. In addition, a playgroup gives prospective children and their parents an introduction to the kindergarten during Rā Iti sessions.

This review was part of a cluster of 16 reviews in the He Whānau Manaaki o Tararua kindergartens.

The Review Findings

Aspects of the philosophy are highly evident in practice. Teachers focus on providing a welcoming environment for all, establishing strong relationships and being mindful of children’s mana and holistic learning.

Staff have used Te Manawa to guide successful implementation of the curriculum for this kindergarten. Teachers provide a child-centred curriculum that supports the learning needs of children from their diverse kindergarten community. They have close ties with children and their families. Good relationships with the neighbouring school support parents and children to prepare for progression to school.

Cultural celebrations and family expertise are well used to provide rich experiences for children. A range of oral language activities supports the development of English as a second language for non-English speaking children. A next step is to consider how to capture the language development of these children in learning stories.

Teachers successfully respond to individual and group interests in their planning. Recent planning developments include capturing children’s emerging interests and shared learning and making this visible for parents and whānau. Assessment portfolios provide a record of children’s participation and involvement in kindergarten experiences and activities. Teachers are working to strengthen the consistency in recording and evaluating children’s learning. ERO’s evaluation affirms this ongoing work.

Self review is becoming established and has contributed to positive change and improved outcomes for learners. Teachers should continue to strengthen their knowledge and understanding of self review and embed recently developed practices.

Leadership at Pikopiko Clyde Quay Kindergarten is supportive and collaborative. Teachers are reflective and work well together. Frequent opportunities for leadership support their professional growth. Management of change is well considered. A newly established team works well together.

The senior teacher provides termly written reports that outline agreed development priorities and progress in relation to the quality of teaching and learning. The association has recently implemented new reports that should more deliberately focus on outcomes for children, teacher and leader performance. ERO's evaluation affirms this development.

Current appraisal processes are at the very early stage of implementation. The 2012 ERO report identified that the association needed to improve the appraisal processes. This continues to require development. A recently revised appraisal model, yet to be implemented, includes: more focused goals that build teacher and leader capability; more regular and targeted feedback and feed forward about teaching practice; and clearer links with the Registered Teacher Criteria.

Children at Pikopiko Clyde Quay Kindergarten have frequent opportunities to learn about Aotearoa New Zealand’s dual cultural heritage. Association leaders acknowledge that they need to build teachers’ capability to be responsive to Māori children’s culture, language and identity. This development should include establishing relationships with mana whenua and making use of Ministry of Education resources such as, Ka Hikitia - Accelerating Success 2013-2017 and Tātaiako: Cultural Competencies for Teachers of Māori Learners.

Key Next Steps

The senior teacher, head teacher, staff and ERO agree that the key next steps for Pikopiko Clyde Quay Kindergarten are to continue to strengthen:

  • assessment and evaluation through capturing children's learning over time
  • knowledge and understanding of self review, and embed developing practices.

The senior management team of He Whānau Manaaki o Tararua should continue to further improve processes for growing and developing the practice of teachers, head teachers and senior teachers. These should include:

  • improvements to the quality and monitoring of individual kindergartens and regular implementation of a robust appraisal system
  • building teachers’ capability to be more responsive to Māori children’s culture, language and identity.

Management Assurance on Legal Requirements

Before the review, the staff and management of Pikopiko Clyde Quay 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 Pikopiko Clyde Quay Kindergarten will be in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

17 June 2015

2. Information about the Early Childhood Service


Wellington City

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 25,

Girls 23

Ethnic composition


NZ European/Pākehā


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

April 2015

Date of this report

17 June 2015

Most recent ERO report(s)

These are available at www.ero.govt.nz

Education Review

February 2012


Education Review

April 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.