Te Kainganui Early Education Centre - 26/09/2018

1 Evaluation of Te Kainganui Early Education Centre

How well placed is Te Kainganui Early Education Centre 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.


Te Kainganui Early Education Centre is a long established, community-based service located in Mt Cook, Wellington. It provides all-day education and care for 24 children, including five up to the age of two. Of the 30 children currently enrolled, 11 are Māori and four are of Pacific heritage.

The recently revised philosophy promotes children as capable, knowledgeable and culturally connected learners. It emphasises the importance of a sense of place, connection to the environment, respectful relationships and self-directed play in facilitating children's learning.

The centre is governed by an elected parent committee. All families are encouraged to participate in decision-making and contribute to the operation of the centre. Day-to-day management is the responsibility of the senior teacher and assistant head teacher. Both leaders were appointed in November 2017.

Since the September 2015 ERO report there has been significant recent review and development of policies and processes for the ongoing operation of the centre. This work continues.

The previous ERO report identified several areas for development including: opportunities for children to revisit their learning; evidence of how teachers progress children's learning; and building teachers' understanding of strategies for working with infants and toddlers. All of these have been progressed.

The Review Findings

The centre philosophy is clearly evident in practice. Children access a wide range of resources that build on their interests. Literacy is well integrated throughout the programme. Excursions within the community support children's exploration of, and connections to, the local environment.

Children lead their own learning through sustained periods of play. Teachers work responsively alongside them to discuss their learning and prompt thinking. They have a focus on developing children's social competence and oral language. Children are confident, respectful and articulate.

Children with additional learning needs are well supported to achieve positive learning outcomes. Staff are proactive and work alongside parents and external agencies to put strategies in place to progress learning.

The recently completed review of provision for infants and toddlers has resulted in consistent, respectful teaching practice that promotes their sense of belonging. Transitions into the centre are carefully considered to maintain a sense of security. Tuakana teina connections are encouraged within the mixed-aged session to foster respectful relationships between children.

Further strengthening the established bicultural curriculum is a current focus. Children engage with te ao Māori through activities, excursions and routines. Te reo Māori is used meaningfully by many teachers. Leaders and teachers are beginning to deepen their understanding of strategies that promote educational success for Māori children.

Leaders acknowledge that strengthening strategies to promote Pacific children's success is an area for further development.

Relationships with parents and families are very strong. They have many opportunities to contribute to the development of the centre. Recently identified steps should progress learning-centred partnerships where children's cultures, languages and identities and parents' aspirations underpin programme planning and strategic direction.

Assessment of children's learning is regularly shared with parents. Online portfolios share interests and show how learning progresses over time. Paper portfolios allow children to revisit their stories and see themselves as capable learners. Establishing intentional planning is a key next step, to define the teacher's role in progressing each child's learning.

The governance committee is dedicated to the ongoing operation of the centre and its vision. Leaders have created a collaborative team culture that is focused on consistency and improvement. Self review regularly identifies areas for development and results in steps towards high quality teacher practice. Staff should now refine their use of evaluation so that they know how effective these changes are in improving outcomes for children.

Teachers are well supported to develop their practice. They are provided with good quality feedback and opportunities for professional learning targeted to their needs and centre priorities. The appraisal process is currently being revised to align to Education Council expectations. Documenting this process is a key next step.

Key Next Steps

ERO and leaders agree that the key next steps are to:

  • complete the intended reviews of policies and procedures and embed them in practice

  • develop intentional planning for individual children

  • strengthen internal evaluation.

Management Assurance on Legal Requirements

Before the review, the staff and management of Te Kainganui Early Education Centre 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.

In order to improve current practice the service provider should ensure that:

  • policies and procedures for appointments, police vetting, managing complaints and staff appraisal are reviewed and strengthened to meet all legislative and regulatory requirements.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Te Kainganui Early Education Centre will be in three years.

Alan Wynyard

Director Review and Improvement Services

Te Tai Pokapū - Central Region

26 September 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



Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

24 children, including up to 5 aged under 2

Service roll


Gender composition

Girls 19, Boys 11

Ethnic composition

Other ethnic groups


Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates


Reported ratios of staff to children

Under 2


Better than minimum requirements

Over 2


Better than minimum requirements

Review team on site

August 2018

Date of this report

26 September 2018

Most recent ERO report(s)

Education Review

September 2015

Education Review

October 2012

Education Review

April 2009

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.