11 Cooke Place, Taradale, Napier
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 are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Taradale East Kindergarten are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whakaū Embedding |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whakaū Embedding Whāngai Establishing |
Previously known as Riversdale Kindergarten, this is one of 16 kindergartens governed and managed by the Napier Kindergarten Association. The priorities for learning include supporting children’s growing social and emotional competence. Almost a quarter of children enrolled are Māori among an ethnically diverse roll. The kindergarten is part of the Enviroschools programme.
Children’s learning and development are well supported through a rich play-based curriculum. The calm and unhurried environment is reflective of te ao Māori, with all children experiencing aspects of tikanga Māori and te reo Māori. The use of oral language, arts, literacy and science concepts are well embedded into teaching practice. Children’s role as part of a learning community is prioritised.
Assessment and planning reflect children as individuals, with their identity and learning over time evident. Teachers draw on their professional knowledge, children’s dispositions, and relationships with parents to respond meaningfully to children’s interests. Reflection of individual cultures and languages is growing in consistency. Children’s learning is meaningfully extended by intentional teaching practice.
Evaluation for improvement is understood by the teaching team, and clear outcomes for groups of children are evidenced. Priorities for children’s learning are newly established. Teachers are now unpacking these priorities to understand how they can be used to inform ongoing improvement and progress towards equitable outcomes for children.
The association works collaboratively to promote children’s equity of access to an inclusive education. This supports delivery of a consistent curriculum across all kindergartens. Robust monitoring, review and evaluation at association level are not yet evident. Information on improvements in individual kindergartens is not used by those in governance and management roles to identify how their actions impact on equitable outcomes for children. Understanding and implementation of systems and processes that support maintenance of regulatory requirements are inconsistent.
Taradale East Kindergarten will include the following actions in its Quality Improvement Planning:
The Napier Kindergarten Association will include the following in its Quality Improvement Planning:
Before the review, the staff and management of Taradale East Kindergarten completed an ERO 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.
During the review, the association provided ERO with evidence that shows it has addressed the following non-compliance:
Since the onsite visit, the service and the association have provided ERO with evidence that shows it has addressed the following non-compliances:
Patricia Davey
Director of Early Childhood Education (ECE)
20 December 2023
| Early Childhood Service Name | Taradale East Kindergarten |
| Profile Number | 5284 |
| Location | Taradale, Napier |
| Service type | Free Kindergarten |
| Number licensed for | 40 children aged over two |
| Percentage of qualified teachers | 100% |
| Service roll | 42 |
| Review team on site | August 2023 |
| Date of this report | 20 December 2023 |
| Most recent ERO report(s) | Education Review, December 2019; Education Review, December 2015 |
Not well placed | Requires further development | Well placed | Very well placed |
Riversdale Kindergarten is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Riversdale Kindergarten is in the suburb of Taradale, Napier. The service provides early childhood education and care for up to 40 children aged over two years. The current roll is 40, including five Māori children. Children and families reflect a diverse range of cultures.
Since the December 2015 ERO evaluation, a new head teacher has been appointed and there have been changes to the teaching team. A parent committee supports the kindergarten, including with fundraising. Redevelopment to grounds reflects the kindergarten's involvement in the Enviroschools initiative.
The philosophy emphasises: 'children as active participants and lifelong learners; sensitivity to the diverse needs of the community; and valuing meaningful and restful relationships'.
Riversdale Kindergarten is one of 16 kindergartens operating under the governance and management of the Napier Kindergarten Association (the association). The governing board is responsible for setting the overall strategic direction for the organisation. The day-to-day operation of the association is the role of the general manager. Two education managers provide teaching and learning support for teachers. The board employs a Pou Whakarewa Mātauranga (Professional Practice Advisor Māori) to work alongside all association personnel to continue to strengthen cultural responsiveness.
The key next steps identified in the previous ERO evaluation continue to be areas for the kindergarten to strengthen.
This review was part of a cluster of 16 kindergarten reviews in the Napier Kindergarten Association.
Teachers work collaboratively to provide a welcoming, inclusive learning environment for all children and parents. Teachers and whānau recently reviewed the kindergarten philosophy and identified shared values and beliefs that are evident in practice. They continue to focus on seeking ways to invite families to share the aspirations they have for their child. Staff identify that a next step is to further encourage and offer opportunities for families to share cultural information that celebrates the diversity of the community.
Children enthusiastically engage in a range of child-initiated learning. Literacy, mathematics, creativity and aspects of science are integrated into activities in meaningful play-based ways. At times children revisit their previous activities and learning captured in their assessment portfolios. Teachers should continue to strengthen assessment for learning by refining how they notice and record emerging ideas and passions of individual learners.
The outdoor environment is thoughtfully organised, offers physical challenge and supports imaginative play. Inviting gardens extend on the sustainability and natural science learning that are a positive feature of the kindergarten.
Teachers continue to work with the association's Pou Whakarewa Mātauranga to further grow their knowledge of te ao Māori. Te reo me ngā tikanga Māori are promoted through the context of play and routine times.
Children's transition into the kindergarten is well managed. Teachers have a useful range of strategies to build and maintain relationships with local schools. Regular visits by new entrant teachers helps to build children’s confidence as they move on to school.
Teachers demonstrate a developing knowledge of the purpose and use of internal evaluation to improve outcomes for children. Planned evaluation results in changes to teaching and learning. Including the use of indicators of high quality practice should assist teachers to evaluate the impact of these changes on children's outcomes. Education managers should continue to grow their own knowledge and practice of internal evaluation to better support this process.
The governing board is future-focused and has developed a clear strategic direction to meet the diverse needs of its communities. Board members value diversity of viewpoints and gather community and staff voice to inform decision-making. Regular reporting by the education managers is useful in identifying how strategic teaching and learning goals are being addressed.
The board places importance on developing teachers' capabilities. Targeted and deliberate building of cultural responsiveness supports Māori children and their whānau to experience success. An association-wide appraisal process is in place to support teacher practice in promoting positive learning outcomes for children. Further strengthening of the appraisal process, including targeted observations, should support teachers to determine how well they are progressing and actively encourage them to improve their effectiveness.
The key next steps for Riversdale Kindergarten are to continue to:
Education managers should continue to promote sustained improvement and innovation through strengthening:
Education managers should strengthen their understanding and use of internal evaluation to systematically evaluate their practice and the impact of theses on outcomes for children.
Before the review, the staff and management of Riversdale 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:
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.
Phil Cowie
Director Review and Improvement Services Central
Central Region
13 December 2019
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.
| Location | Napier | |
| Ministry of Education profile number | 5284 | |
| Licence type | Free Kindergarten | |
| Licensed under | Education (Early Childhood Services) Regulations 2008 | |
| Number licensed for | 40 children, aged over 2 | |
| Service roll | 40 | |
| Gender composition | Male 22, Female 18 | |
| Ethnic composition | Māori NZ European/Pākehā Other ethnic groups | 5 27 8 |
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates | 80% + | |
| Reported ratios of staff to children | 1:10 | Meets minimum requirements |
| Review team on site | September 2019 | |
| Date of this report | 13 December 2019 | |
Most recent ERO report(s)
| Education Review | December 2015 |
| Education Review | August 2012 | |
| Education Review | May 2009 | |
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.
The overall judgement that ERO makes will depend on how well the service promotes 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.
Not well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Riversdale Kindergarten, in Napier, provides early education and care for up to 40 children aged over two. The kindergarten operates on an all day licence from 8.30 am until 2.30 pm. The current roll of 44 children includes a number from diverse cultures.
The kindergarten is part of the Napier Kindergarten Association, which oversees the operations of 16 kindergartens including two based in Wairoa. A board of trustees oversees governance for the association with support for the general manager. The two education managers have responsibility for building teacher capability. A recently appointed Pou Whakarewa Matauranga supports teachers to develop their knowledge and understanding of te ao Māori.
After a period of staffing instability, the current relieving head teacher is providing professional leadership to the team. Areas of strength identified in the October 2012 ERO report continue to be evident.
An attractive and well-maintained environment provides opportunities for children to engage in a good range of physical activities and to become environmentally aware.
This review was part of a cluster of nine reviews in the Napier Kindergarten Association.
Children learn in an environment where they are valued and affirmed for who they are and what they bring to their learning. A sense of belonging is promoted through strong, respectful relationships with families and whānau.
Children lead their own learning. They engage in cooperative play for sustained periods of time. Access to a good range of resources and activities promotes their curiosity and discovery. There
is an increased focus on integrating natural and open-ended resources. This is supporting the development of early literacy and mathematics understanding. Routines are responsive to children’s needs and promote their independence and social skills.
Profiles are an attractive record of children’s learning and involvement in a wide range of activities. They reflect the culture, language and identify of children and their families.
Recent development of assessment and planning practices has improved teachers’ focus on children’s learning. There is now a shared understanding of the purpose of, and clear expectations for learning. The more visible approach has increased parent and whānau contributions to the programme, and involvement in their children’s learning. Teachers have identified the need to continue to strengthen the process to show how they are identifying and responding to individual children's learning and adding depth and complexity through their teaching response.
Te ao Māori is reflected in the environment and routines. Teachers are growing in confidence with their use of te reo Māori. They have acknowledged the need to continue to strengthen bicultural practices.
Children’s sense of belonging is nurtured through well-planned and responsive transitions into kindergarten and to school.
Teachers work in partnership with parents of children requiring additional support. They seek advice and guidance from outside agencies.
The relieving head teacher has worked effectively to foster a culture that values the contributions that teachers make to improve and promote positive outcomes for children.
Teachers are well supported to participate in relevant professional learning and development. Recent refinements to the appraisal process should assist in building their practice. These are at the early stages of implementation.
Teachers have strengthened their knowledge and understanding of self review and how evaluation is used to improve teaching and learning. Good use is made of evidence and research to support the process. This is an area that requires further development.
The association empowers the kindergarten to use the team strengths to respond to children and the parent community. Education managers should continue to lead the implementation of systems and processes to effectively build teacher capability. This includes self review, assessment, planning, internal evaluation, appraisal and leadership development.
The kindergarten teachers and education managers should continue to:
Before the review, the staff and management of Riversdale 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:
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.
The next ERO review of Riversdale Kindergarten will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
17 December 2015
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.
| Location | Napier | ||
| Ministry of Education profile number | 5284 | ||
| Licence type | Free Kindergarten | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 40 children aged over 2 | ||
| Service roll | 46 | ||
| Gender composition | Boys 24, Girls 22 | ||
| Ethnic composition | Māori Pākehā Pacific Other ethnic groups | 1 33 1 11 | |
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates | 80% + | ||
| Reported ratios of staff to children | Over 2 | 1:10 | Meets minimum requirements |
| Review team on site | October 2015 | ||
| Date of this report | 17 December 2015 | ||
| Most recent ERO report(s) | Education Review | August 2012 | |
| Education Review | May 2009 | ||
| Education Review | March 2006 | ||
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.
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.