Tairangi Kindergarten - 09/06/2015

1 Evaluation of Tairangi Kindergarten

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

Not well placed

Requires further development

Well placed

Very well placed

With targeted association support, Tairangi Kindergarten is well placed to promote positive learning outcomes for children.

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


Tairangi Kindergarten is an all day service located at the front of Tairangi School in Waitangirua. It offers education and care for children aged from two years to school age. Children attending come from a range of cultural backgrounds and most are Māori and Samoan.

Tairangi 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. The transition to the new association is expected to be a three-year process.

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.

All teachers are qualified and registered at Tairangi Kindergarten. Since the 2012 ERO review, there have been changes to teaching and leadership positions. At the time of this review, there was an acting head teacher.

The philosophy focuses on establishing positive relationships, where children and teachers work well together, and look after each other in a welcoming environment.

The April 2012 ERO report for Tairangi Kindergarten identified that at centre level, assessment, planning, interactions, and gathering and responding to parent aspirations needed further development. Areas where the Wellington Kindergarten Association needed to strengthen its support for teachers were also identified at the time. Improvement continues to be needed in some of these areas that the association has plans to address. These feature as key next steps in this report. The alignment of individual kindergarten’s annual plans with the association’s strategic priorities has now been addressed.

This review was part of a cluster of 12 kindergarten reviews in He Whānau Manaaki Kindergartens.

The Review Findings

In 2012, the 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. Tairangi Kindergarten’s curriculum requires further development to meet the association's expectations for high quality learning.

Children have some opportunities to hear and speak Samoan with each other and their teachers. Information is also shared with aiga in Samoan, including entries in children’s profile books. Teachers are aware that these records of learning need improvement. ERO’s external evaluation affirms this as a key next step. Teachers need to more clearly identify children’s learning and their next steps, and provide clearer links between prior and current learning.

Recent developments to planning processes make some learning more evident for families. They are offering ideas and ways for further supporting this learning. Teachers value these contributions. Planning needs to improve so that teachers more clearly:

  • show how children’s assessment information is used to plan for individuals and groups of children
  • describe the teaching practices they will use to extend children’s learning
  • show the impact of the planned programme on children’s learning.

Teachers are at the early stages of inquiring into aspects of their practice. These review processes require strengthening. Further development of review and evaluation is required to guide improvement for teaching and learning. Next steps are to:

  • strengthen the use of evidenced-based indicators of effective practice
  • gather more evidence and deepen the analysis of this information
  • have more in-depth evaluation of outcomes of children's learning.

The senior teacher provides termly written reports that outline agreed development priorities and progress in relation to the quality of teaching and learning. The association has recently implemented new reports that should more deliberately focus on outcomes for children, teacher and leader performance. ERO's evaluation affirms this development.

The head teacher and teachers need targeted support to more effectively respond to all learners.

Relationships between children and staff are positive and affirming. Children show a good sense of belonging. Families are welcome. ERO observed teachers using some effective practices to engage children in the programme. Children enjoy the company of others. Many were involved in their play for extended time.

Established links with local schools helps to promote experiences that assist children and their families as they move on to school.

The 2012 ERO report identified that the association needed to improve the appraisal processes. This continues to require development. A recently revised appraisal model, yet to be implemented, includes: more focused goals that build teacher and leader capability; more regular and targeted feedback and feed forward about teaching practice; and clearer links with the Registered Teacher Criteria.

Children have some opportunities to learn about Aotearoa New Zealand’s dual cultural heritage. Teachers, the association and leaders acknowledge that they need to build their capability to be responsive to Māori children’s culture, language, and identity. This development should include establishing relationships with mana whenua and making use of Ministry of Education resources such as, Ka Hikitia- Accelerating Success 2013 - 2017 and Tātaiako: Cultural Competencies for Teachers of Māori Learners.

Key Next Steps

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

  • develop understanding of self review
  • improve aspects of assessment and programme planning
  • extend the bicultural curriculum for all learners
  • promote further ways for Māori to achieve success as Māori.

The senior management team of He Whānau Manaaki o Tararua should continue to further improve processes for growing and developing the practice of teachers, head teachers and the senior teacher. This should include:

  • improvements to the quality and monitoring of processes to support individual kindergartens and regular implementation of a robust appraisal system.

Progress against an action plan, that addresses the key next steps and actions for compliance, will be monitored by ERO.

Management Assurance on Legal Requirements

Before the review, the staff and management of Tairangi 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.

Actions for compliance

ERO identified areas of non-compliance relating to governance and management and the provision of a suitable early childhood education for children. To meet requirements the provider must ensure that:

  • the service is effectively governed and managed in accordance with good management practices, including review practices[Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA6]

  • the practices of adults providing education and care demonstrate an understanding of children’s development and knowledge of relevant theories and practice in early childhood education.[Licensing Criteria for Early Childhood Education and Care Service 2008, C4]

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Tairangi Kindergarten will be in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

9 June 2015

2 Information about the Early Childhood Service



Ministry of Education profile number


Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, aged over 2 years

Service roll


Gender composition

Girls 14,

Boys 17

Ethnic composition


NZ European/Pākehā


Cook Island Māori

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

March 2015

Date of this report

9 June 2015

Most recent ERO report(s)

Education Review

April 2012


Education Review

June 2008


Education Review

June 2005

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.