Rewanui Private Kindergarten - 10/02/2017

1 Evaluation of Rewanui Private Kindergarten

How well placed is Rewanui Private 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.


Rewanui Private Kindergarten is one of two early learning services owned by the Game Group LTD in Palmerston North. The kindergarten operates from a converted house and has been open for approximately 30 years. It offers full and half day sessions five days a week for up to 30 children aged from two years. Twenty children are currently enrolled.

A manager oversees the Game Group LTD and a team leader is responsible for the day-to-day operation of Rewanui Private Kindergarten.

ERO's November 2014 external evaluation identified that the service required further development, particularly with the curriculum provided for children. Since then staff have undertaken considerable professional learning and development to improve centre practices and develop teaching capability. A development plan was established and staff have worked through the areas identified as requiring improvement.

The Review Findings

Significant progress has been made to ensure that children engage in a curriculum based on their observed interests. Assessment, planning and evaluation is visible and deliberate. Teachers can clearly show children's learning journeys. They make clear links to Te Whāriki, the early childhood curriculum. Staff work collaboratively to provide children with a wide range of learning experiences. Teachers continue to develop and grow their knowledge to ensure that children have positive experiences. This development is ongoing.

The environment provides challenge for children. Staff know children well and provide resources and experiences to support their growing curiosity. Literacy and numeracy learning are woven through the curriculum. Children's learning is enhanced and extended through meaningful and interesting contexts. Teachers and children make good use of the two distinct outdoor areas. Children are included in decision making about resources and the changing environment. Their engagement in the programme is high. 

Parent and whānau aspirations are actively sought. They increasingly comment on what their children are learning through the online assessment tool used by the service. Parents access a wide range of information about the curriculum and how planning and assessment impacts on their children. They are partners in their children's learning

Children's sense of belonging is nurtured. Cultural values are affirmed. Teachers foster children's friendships and engagement in the group. This enhances their transitions into the service and when moving to school. A focus of recent review for the service has been manaakitanga. The outcomes for children and their families are evident through children's confidence and the building of strong relationships within the centre.

Through self review the teaching team has built on current practice and identified ongoing areas for improvement. Teachers are highly reflective through self review. They have identified that the service's philosophy is due for review. This should enable staff to further identify curriculum priorities and how the philosophy is enacted for children. It would be timely to build leaders' and teachers' evaluation capability to enable staff to move from reviewing what they do to evaluating how effectively their practices improve outcomes for children.

The appraisal process has been strengthened. Procedures have been developed collaboratively with all staff. There is a clear process for gathering evidence and ongoing reflection by staff about their practice, linked to the Practising Teacher Criteria. Regular review and discussion between the appraiser and teacher occurs with purposeful feedback. To strengthen the process the manager should make clear in the procedure, how observations will occur and how teachers will receive feedback from these.

Key Next Steps

Staff have identified that the philosophy needs to be reviewed. Consideration should be given to evaluating how well it reflects current practice. 

Management Assurance on Legal Requirements

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

Joyce Gebbie

Deputy Chief Review Officer Central

10 February 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


Palmerston North

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children over two years old

Service roll


Gender composition

Girls 13, Boys 11

Ethnic composition




Other ethnic groups





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

December 2016

Date of this report

10 February 2017

Most recent ERO report(s)


Education Review

November 2014

Education Review

September 2011

Education Review

June 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.