Shalom Kindergarten - 09/04/2020

1 Evaluation of Shalom Kindergarten

How well placed is Shalom Kindergarten to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Shalom Kindergarten is well placed to promote positive learning outcomes for children.

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


Shalom Kindergarten is a community-based early childhood service located in the suburb of Otumoetai in Tauranga. It is licensed for 50 children and offers full day education and care to children from two years to school age. The service is affiliated to C3 City Church Tauranga and is governed by a trust board. The trust board delegates the day-to-day running of the kindergarten to the manager who provides professional leadership and guidance to the supervisor and supports the teaching team. At the time of this ERO review 48 children were enrolled, including six who identify as Māori.

The kindergarten’s philosophy is committed to providing quality care and education founded on Christian principles, where children, parents and whānau learn together and are valued, loved and encouraged. The kindergarten’s values are based on: 'kindness; resilience; respect; curiosity; team work'.

Since the February 2017 ERO report, there have been many changes in the teaching team. The manager and supervisor are long serving in their roles. The centre has responded to the areas identified in the previous report. An ongoing challenge for the centre is to develop sustainability of centre practices due to the significant changes in personnel.

The Review Findings

The curriculum responds well to the emerging interests and needs of children. Regular observations of children by teachers in everyday activities build a picture of what they know, think and can do. Parents and whānau have opportunities to be involved and contribute their knowledge, skills and aspirations for their children. Te reo Māori is promoted through waiata and simple conversations. There is a need to strengthen the place of language, culture and identify for Māori and other children in the kindergarten’s planning, assessment and physical environment. Special events and visitors to the kindergarten enrich curriculum learning and promote children's engagement. Children with additional learning needs are well supported through personalised planning and inclusive practices.

Teachers use deliberate strategies to enhance learning. Children’s skills for social and emotional competence are fostered through caring and respectful relationships. Intentional teaching promotes oral language development and scientific exploration. The outdoor environment provides many opportunities for children to exercise choice, take risks and solve problems. Leaders and teachers may consider ways to extend this further into the indoor environment. A planned approach for positive transitions into the centre contributes to a sense of belonging for children and their families.

Collaborative leadership is focused on building teacher capability. Professional learning is prioritised to support ongoing improvement. A planned approach to staff induction contributes to a positive team culture and the smooth running of the centre. High levels of respect and a shared commitment to upholding the centre’s special Christian character promotes calm and settled environments for learning.

The philosophy is well embedded in centre practices. It reflects the values and beliefs of parents, whānau, the local community and teachers. The trust supports equitable opportunities for children and their families. Detailed strategic planning provides clear direction to centre programmes and practices. A useful framework for internal evaluation has been implemented and is responsive to identified priorities for improvement. There is a need to strengthen aspects of internal evaluation to further support improved outcomes for children.

Key Next Steps

Strengthening collective knowledge and use of Te Whāriki Early Childhood Curriculum is needed. This should support leaders and teachers to:

  • develop the kindergarten’s local curriculum in consultation with parents, whānau and community

  • implement individualised planning that shows increasing complexity in children’s learning over time and that is well aligned to learning outcomes

  • strengthen culturally responsive practices across the kindergarten.

Management Assurance on Legal Requirements

Before the review, the staff and management of Shalom 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.

ERO identified an area of non-compliance in relation to governance, management and administration.

To meet requirements the service needs to improve its performance in the following area:

  • prominently display at the service for parents and visitors the Education (Early Childhood Services) Regulations 2008 and the Licensing Criteria for Early Childhood Education and Care Centres 2008.
    [Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA 1]

To improve current practice, the early childhood service management should:

  • ensure all emergency drills are carried out and evaluated, including lockdown procedures [HS8]

  • ensure all staff qualifications including first aid certifications are on display for parents and visitors [GMA1].

During the onsite visit the service provided ERO with evidence that showed the compliance and improve practice areas for GMA1 were satisfactorily addressed.

Darcy Te Hau

Acting Director Review and Improvement Services

Central Region - Te Tai Pūtahi Nui

9 April 2020

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

50 children, including up to 0 aged under 2

Service roll


Gender composition

Male 19 Female 29

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

February 2020

Date of this report

9 April 2020

Most recent ERO report(s)

Education Review

February 2017

Education Review

July 2013

Education Review

July 2010

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

The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:

  • Very well placed

  • Well placed

  • Requires further development

  • Not well placed

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.