Puketapu Road, 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 Kindergarten are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whāngai Establishing |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whakaū Embedding Whāngai Establishing |
This is one of 16 kindergartens governed and managed by the Napier Kindergarten Association. The philosophy holds children’s developing self-confidence and skills for life as central. A small number of children enrolled are Māori in an ethnically diverse roll.
Children’s learning and development are grounded in learning-focused partnerships. Teachers intentionally prioritise connection with their community to support children’s experiences and transitions through the kindergarten. The established kindergarten learning priorities are understood by teachers and underpin what is happening for children. Children take responsibility for their own wellbeing, and the learning of themselves and others. This is authentically celebrated by teachers and parents.
All children experience a daily curriculum that intentionally reflects te ao Māori as part of the strong bicultural programme. A culturally responsive curriculum is enacted by teachers and continues to deepen. A calm and purposeful environment supports children to remain engaged in their learning.
Ongoing professional discussion and learning builds teacher capability and is focused on progressing toward equitable outcomes for children. The team engage in ongoing inquiry and reflection to grow their practice. Collaboration for improvement that supports children’s learning is evident. However, there is variability in how teachers are using the learning outcomes from Te Whāriki, the early childhood curriculum, and reflecting the breadth and depth of the curriculum through planning, assessment and evaluation of individual children’s learning.
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 association actions impact on equitable outcomes for children. Understanding and implementation of systems and processes that support maintenance of regulatory requirements are inconsistent.
Taradale 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 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-compliances:
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 Kindergarten |
| Profile Number | 5286 |
| Location | Taradale |
| Service type | Free Kindergarten |
| Number licensed for | 43 children aged over two |
| Percentage of qualified teachers | 100% |
| Service roll | 57 |
| Review team on site | August 2023 |
| Date of this report | 20 December 2023 |
| Most recent ERO report(s) | Education Review, September 2019; Education Review, December 2015 |
Not well placed | Requires further development | Well placed | Very well placed |
Taradale Kindergarten is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Taradale Kindergarten is open for children aged over two from 8.30am until 2.30pm. The kindergarten has a high waiting list and children are all aged over three. Many children share places. At the time of this ERO evaluation there are 65 children attending, including seven Māori children.
The valued outcomes stated in the kindergarten philosophy, Te poutama iti - Together little steps lead to big success, encourage children to develop self confidence and skills for life. Making connections with family/whānau, community and the wider world are expectations expressed in the philosophy.
Taradale 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 teaching team has responded positively to the key next steps identified in the December 2015 ERO report and these 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.
Children benefit from the strong partnerships and relationships evident throughout the kindergarten. A high number of parents are active committee members. Several community members spend time at the kindergarten working alongside teachers to support children's learning. Teachers value the contribution and participation of volunteers, parents and whānau in their children's learning. The knowledge that parents have and share with the teaching team about their children, supports ongoing curriculum development.
Children engage in a wide range of meaningful learning experiences. They are empowered to lead their own learning. Teachers value children's ideas, choices and opinions and encourage exploration to support their developing working theories. Literacy, mathematics, science and physical activity are strong features of the local curriculum. Children are encouraged to problem solve and extend their thinking.
Through the broad curriculum children make strong connections with the local community. A growing strength of the kindergarten is the building of cultural responsiveness to further support Māori children and their whānau to experience success. The teaching team, children and their families are developing their knowledge of the Māori world and the significance of local landmarks. Māori children see that their language, culture and identity are valued.
Warm and caring relationships between children and teachers provide a strong foundation for learning. Assessment captures and documents children's emerging interests and engagement in the life of the kindergarten. Portfolios are regularly accessed by children and whānau are encouraged to contribute and share children's learning experiences. Further strengthening assessment, planning and evaluation is needed to clearly show children's deepening and increasing complexity of learning and reflecting individual children's language, culture and identity.
Inclusive practices support all children to participate fully in all aspects of the programme. Teachers work diligently with local schools and children and their parents, to make transitions in to and out of the kindergarten a positive experience. Children's social development is well promoted.
The teaching team has continued to strengthen internal evaluation. Teachers demonstrate a growing appreciation of how internal evaluation impacts on the effectiveness of actions they take to make changes across all aspects of the kindergarten operation. Education managers should further strengthen internal evaluation practices to support teachers to know how well their actions improve outcomes for children.
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 employee 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.
Teachers at Taradale Kindergarten should continue to strengthen:
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 practices and the impact of these on outcomes for children.
Before the review, the staff and management of Taradale 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
26 September 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 | 5286 | |
| Licence type | Free Kindergarten | |
| Licensed under | Education (Early Childhood Services) Regulations 2008 | |
| Number licensed for | 43 children aged over 2 | |
| Service roll | 65 | |
| Gender composition | Male 34, Female 31 | |
| Ethnic composition | Māori NZ European/Pākehā Other ethnic groups | 7 46 12 |
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 | August 2019 | |
| Date of this report | 26 September 2019 | |
Most recent ERO report(s)
| Education Review | December 2015 |
| Education Review | October 2012 | |
| Education Review | June 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.
Taradale Kindergarten in Napier provides early childhood education and care for up to 43 children aged over two. Morning sessions cater for three year olds and older children attend for six hours. The current roll is 65 children, including 9 Māori.
The kindergarten is part of the Napier Kindergarten Association, which oversees the operation of 16 kindergartens including two based in Wairoa. A board of trustees oversees governance for the association and support for the general manager. Two educational managers are responsible for building teacher capability. The head teacher provides professional leadership to a very experienced and longstanding teaching team. A recently appointed Pou Whakarewa Matauranga supports teachers to develop their knowledge and understanding of te ao Māori. He demonstrates a clear vision for Māori children and their whānau.
Strong relationships and support from parents, families and the wider local community are features of the kindergarten. The positive strengths identified in the October 2012 ERO report continue and progress is evident in embedding sustainability, healthy food choices and self review.
A very well-considered kindergarten environment supports successful learning.
This review was part of a cluster of nine reviews in the Napier Kindergarten Association.
Children follow their interests and make choices from carefully considered curriculum opportunities. Teachers facilitate learning through play in a very well-resourced environment. Sustainability, the natural world and science remain very positive features of the programme. Healthy food and physical activity are strongly promoted.
Children confidently explore and investigate. Teachers decide how best to extend learning through carefully considered teaching strategies. Leadership is encouraged through sharing each child’s expertise and interests. Teachers’ respectful conversations affirm and encourage children’s confidence and thinking.
Profile books are attractive records of children’s learning and experiences. Learning stories show a range of individual interests and group experiences. Teachers use assessment, planning and evaluation to extend complexity in each child’s learning over time.
Teachers continue to make good progress in bicultural practices. Te ao Māori is becoming increasingly reflected in children’s learning and in assessment. Te reo me ngā tikanga Māori are well supported by teachers’ active involvement in association professional learning and use of resources.
Processes for transitioning children into the kindergarten and on to school, are well developed and continue to strengthen through partnerships with local primary schools.
Collaborative teamwork and considered and shared leadership support continuity of high quality teaching practice. Very experienced staff contribute to seamless teaching that uses individual and team strengths and interests. Children are valued as unique individuals whose interests form the focus of teaching. Parent views are increasingly contributing to the development of the curriculum.
Teachers are well supported to participate in relevant professional learning and development. An improved appraisal process enables teachers to set goals, collect evidence and reflect on the impact of their practices. Further developing the focus of the appraisal process should increase its usefulness in building professional capability.
Improved self-review processes lead to new developments in practices such as revisiting the kindergarten philosophy and increasing parents' input. Continuing to broaden the scope of self review, sources of evidence and the role of evaluation in the planned curriculum review should improve its impact on improving outcomes for children.
The association empowers teachers to use the team’s 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. These include self review, assessment, planning, internal evaluation, appraisal and leadership development.
The kindergarten teachers and education managers should:
Before the review, the staff and management of Taradale 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 Taradale 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 | Taradale, Napier | ||
| Ministry of Education profile number | 5286 | ||
| Licence type | Free Kindergarten | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 43 children, aged over 2 | ||
| Service roll | 65 | ||
| Gender composition | Girls 35, Boys 30 | ||
| Ethnic composition | Māori Pākehā Other ethnic groups | 9 53 3 | |
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 | October 2012 | |
| Education Review | June 2009 | ||
| Education Review | February 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.