Silverstream Kindergarten - 29/05/2017

1 Evaluation of Silverstream Kindergarten

How well placed is Silverstream 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.


Silverstream Kindergarten is in Upper Hutt. It opens Monday to Friday from 8:30am until 2:30pm. Daily sessional places are available for children aged two to five years.

Silverstream 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. This is the first review for this kindergarten since the merger.

Since the previous ERO review, there have been some changes in the teaching team.

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 Wellington 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. Its introduction within this and other ex-Rimutaka Kindergartens occurred during 2015 with each kindergarten adapting it to respond to their community.

The October 2013 ERO report for Silverstream Kindergarten identified a number of areas for review and development. These included: assessment and evaluation of children's learning; self review; and supporting success for Māori and Pacific children. Valuable progress is evident in these areas.

This review was part of a cluster of nine reviews in the He Whānau Manaaki o Tararua Free Kindergarten Association Incorporated. 

The Review Findings

Clear curriculum expectations for children's learning are evident. Children confidently lead their own learning. They show skills of negotiation and compromise. They share their knowledge and support each other in play.

Teachers are continuing to strengthen assessment and evaluation of children's learning. They have successfully addressed this area for development identified in the previous ERO report. They notice, recognise and respond to children's interests and ideas. Strategies to share good practice and promote consistency across the teaching team are continuing to develop.

Recent organisational and operational changes have had an impact on kindergarten practices. Teachers have identified that the philosophy is in need of urgent review to better reflect their valued outcomes for children and the aspirations of the current kindergarten community. ERO's evaluation affirms this development.

Te ao Māori is evident in kindergarten routines and in conversations. Some teachers are skilled in te reo Māori and are having a positive impact on the practice of their colleagues. Supporting Māori children's learning has been a strategic focus since the previous ERO review and considerable progress is evident. A next step is to continue to strengthen partnerships with whānau Māori to support their leadership of tikanga Māori in the kindergarten.

The needs of children requiring additional learning support are well met. Teachers work collegially with whānau and external agencies to facilitate their play and learning alongside their peers.

There is an ongoing focus on improving teachers' response to Pacific learners. This has led to positive changes in the environment and in teachers' knowledge of Pacific communities.

Children and whānau are warmly welcomed into the kindergarten in a positive, unhurried manner. A useful range of strategies supports older children and families as they prepare for their move to school. An individualised approach is evident.

The senior teacher provides termly written feedback on agreed development priorities and the quality of teaching and learning. An annual internal evaluation supports strengthening of these termly reports. There is a deliberate focus on outcomes for children and teacher/leader performance.

A strengthened appraisal model is being implemented across the kindergartens. This includes focused goals that build teacher and leader capability, and clearer links with the Practising Teacher Criteria. Teachers at Silverstream Kindergarten are continuing to strengthen their appraisal practices.

Emergent leadership is encouraged and supported. It is contributing to enhanced teacher practice and positive relationships across the teaching team.

Self review is continuing to develop. Strengthening the evaluative lens and introducing best practice indicators is having an impact on improving outcomes for children. Teachers and leaders are continuing to embed effective use of internal evaluation across all areas of kindergarten operations.

Key Next Steps

The senior teacher, senior head teacher, staff and ERO agree on the following key next steps, to:

  • review the kindergarten philosophy

  • further develop approaches to support Māori children's learning

  • continue to embed effective use of internal evaluation.

Management Assurance on Legal Requirements

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

Patricia Davey

Deputy Chief Review Officer Central (Acting)

29 May 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


Upper Hutt

Ministry of Education profile number


Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

60 children, aged over 2

Service roll


Gender composition

Girls 43, Boys 32

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


Meets minimum requirements

Review team on site

April 2017

Date of this report

29 May 2017

Most recent ERO report(s)


Education Review

October 2013

Education Review

April 2010

Education Review

January 2007

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.