Sunnynook Kindergarten - 19/02/2018

1 Evaluation of Sunnynook Kindergarten

How well placed is Sunnynook 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.


Sunnynook Kindergarten operates a Kindergarten Day Model that enables children to attend up to six hours daily, similar to school hours. It is licensed for up to 40 children over two years of age. The kindergarten serves a culturally diverse community that includes Māori, Pacific, Indian and Asian families. Many children have English as an additional language.

The head teacher has been in her role for many years. She leads a team of three other qualified teachers, two of whom have been permanent staff since 2008, and the third who is a more recent appointment. A support worker and a teacher aide complete the teaching team.

The kindergarten's philosophy values and respects Te Tiriti o Waitangi. The focus is to weave te ao Māori perspectives throughout the programme, alongside rituals and celebrations meaningful to the culturally diverse community. Children are encouraged to set challenges for themselves, and have fun exploring and learning about the world through play. Establishing and maintaining meaningful relationships with parents and whānau is important to the teaching team.

ERO's 2014 report commented on a friendly and caring learning environment for children. The report discussed strengthening evaluation, bicultural practices, leadership and parent partnerships. There has been further development in all of these areas.

Sunnynook Kindergarten is a member of the Pupuke Kāhui Ako I Community of Learning (COL).

The kindergarten is part of the Auckland Kindergarten Association (AKA), which provides a governance and management framework. Professional support personnel assist teachers with curriculum, management and property matters. Staff are in the process of adapting to changes in AKA operational practices.

This review was part of a cluster of 10 reviews in the Auckland Kindergarten Association.

The Review Findings

Children are viewed as capable and confident individuals. They experience a child-centred programme based on Te Whāriki, the early childhood curriculum. Children enjoy positive relationships with their peers and adults. Teachers' interactions with children are respectful and responsive. Tuakana/teina relationships enable children to support each other in their play. Inclusive practices are modelled by teachers and support all children, in particular those with additional learning needs.

Children participate in a variety of learning experiences in a well-resourced environment. The range of learning activities includes literacy, numeracy, science and physical play. Children settle quickly into their play choices for sustained periods. Teachers promote oral language to support children's developing ability to express their ideas confidently.

Teachers endorse a bicultural teaching programme and include te reo Māori, art and Māori legends. Children's cultures are celebrated well. Children are encouraged to speak their home languages and their parents contribute to the programme.

Teachers know children well and work collaboratively to respond to children’s interests and strengths. Assessment records feature children's learning dispositions and events at the kindergarten. Teachers keep parents well informed about their children's learning journey and events in the centre, using an electronic portal. Parent engagement is increasing through the use of these online assessment records.

A well-documented strategic plan and internal evaluation, guide the kindergarten's ongoing improvement. Internal evaluation, including a regular review of the philosophy, is responsive to and supports kindergarten priorities.

AKA is reviewing its appraisal processes to align with new Education Council requirements. As part of this development leaders should ensure that there is depth and an improvement focus in teachers’ reflection and professional goals.

Key Next Steps

Teachers have identified appropriate next steps that include continuing to:

  • promote opportunities for challenge and creativity in the programme for children

  • develop children's confidence in the use and understanding of te reo and tikanga Māori

  • develop more efficient internal evaluation processes.

Management Assurance on Legal Requirements

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

Julie Foley

Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

19 February 2018

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


Glenfield, Auckland

Ministry of Education profile number


Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children over 2 years of age

Service roll


Gender composition

Boys 34 Girls 24

Ethnic composition

Cook Island Māori


Percentage of qualified teachers


Reported ratios of staff to children

Over 2


Meets minimum requirements

Review team on site

November 2017

Date of this report

19 February 2018

Most recent ERO report(s)

Education Review

September 2014

Education Review

December 2010

Education Review

April 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.