Titirangi Kindergarten - 21/04/2017

1 Evaluation of Titirangi Kindergarten

How well placed is Titirangi 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.


Titirangi Kindergarten provides early childhood education and care for children between the ages of two and five years of age. The service offers morning sessions for 40 children, and up to 30 children stay for afternoon sessions. A transition group is intended to help the next 10 children have a smooth entry into school. The roll is predominantly Pākehā, with small numbers of Māori and other ethnicities.

The 2014 ERO report identified areas for improvement that included strategic planning, self review, teacher appraisal, and planning to extend learning for individual children, particularly for four year old boys. With the association support, teachers have responded well to ERO's suggested next steps.

The kindergarten is part of the Auckland Kindergarten Association (AKA), which provides a governance and management framework and support personnel, in a range of different roles.

This review was part of a cluster of 9 reviews in the Auckland Kindergarten Association.

The Review Findings

Teachers' promotion of whanaungatanga and manaakitanga, enables children to settle quickly into the kindergarten. Children make friends and engage meaningfully in interactions with adults and each other. They are active learners who are confident, capable, and independent.

Meaningful and connected relationships are valued and fostered through respect and care. Children are supported to become socially competent and add depth to their own learning by exploring resources and learning opportunities provided. Parents, whānau and specialists work collaboratively with teachers to support children with additional learning needs. Parents confidently participate in learning programmes. Children, whānau and the wider community are highly valued by teachers.

The curriculum is responsive to children's strengths, interests and their learning dispositions. Learning story assessment is individualised and children can revisit their learning in portfolios. Teachers provide an integrated curriculum, incorporating literacy, maths numeracy and science in the programme.

Teachers have a strong focus on natural science and environmental sustainability. The learning environment strongly reflects a commitment to recycling, and healthy eating. Children gain an understanding of sustainable environments by helping to grow, nurture, harvest and cook garden produce. Teachers provide a peaceful environment for children to explore.

There is a strong celebration of children's cultural identities. Teachers affirm and support the retention and use of children's home languages. Teachers are in the process of strengthening bicultural practices in the kindergarten. They are currently participating in the AKA whakamanawa training programme and plan to continue learning more about Māori and Pacific cultures.

The head teacher is strategic in her leadership approach. She is well supported by the AKA to strengthen her leadership skills. She is building teachers' capability in their collaborative teaching and leadership roles. Teachers are encouraged to lead their own professional learning through research and are becoming more reflective about their teaching practices. They are inclusive, work well together, and are keen to learn from one another's differences and strengths.

Kindergarten operations are guided by a comprehensive strategic plan and a shared vision, linked to the AKA’s strategic goals. A Quality Improvement Process (QIP) also aligns with AKA and kindergarten strategic plans. It enables the AKA and teachers to monitor quality and promote ongoing improvement. The AKA continues to review its management and leadership structure. It has begun a process of internal evaluation to establish how effectively the four pillars of its strategic plan are resulting in more positive outcomes for children, their families, and the organisation.

Key Next Steps

Teachers and AKA personnel agree that next steps for kindergarten development include:

  • increasing opportunities for children to lead their own learning

  • ensuring that resources are readily available for children to express themselves creatively and imaginatively

  • strengthening bicultural practices.

Management Assurance on Legal Requirements

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

Graham Randell

Deputy Chief Review Officer Northern

21 April 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 


Titirangi, Auckland

Ministry of Education profile number


Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, including up to 0 aged under 2

Service roll


Gender composition

Boys 37, Girls 24

Ethnic composition




Other ethnicities





Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates


Reported ratios of staff to children

Under 2



Over 2


Meets minimum requirements

Review team on site

February 2017

Date of this report

21 April 2017

Most recent ERO report(s)


Education Review

May 2014

Education Review

September 2010

Education Review

September 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.