Torbay Kindergarten - 19/06/2015

1. Evaluation of Torbay Kindergarten

How well placed is Torbay 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.


Torbay Kindergarten is a long serving kindergarten in the Torbay community on Auckland’s North Shore. It was the first kindergarten established under the umbrella of the Northern Auckland Kindergarten Association (NAKA). The kindergarten is licensed for up to 40 children and provides allday and sessional education and care for children from two years to school age.

The kindergarten operates under the umbrella of the Northern Auckland Kindergarten Association (NAKA). The Association’s aspires to nurture children’s passion for lifelong learning. The Association provides the kindergarten with a framework of policies and procedures to guide practices. A Teaching Services Manager (TSM) regularly visits the kindergarten and offers useful professional support and guidance.

The kindergarten has a positive ERO reporting history. Since the 2012 ERO review, teachers have continued to strengthen the quality of education and care. They have focused on ensuring positive outcomes for children through improved teaching practice, assessment and planning.

Teachers have shared values and beliefs about learning that include a strong emphasis on positive relationships with whānau, and the local community. They aim to support children to become capable, competent and confident self-directed learners.

The Review Findings

Children and their families are welcomed into a safe, caring and fun environment. Respectful and trusting relationships underpin all aspects of kindergarten life. Children and their whānau demonstrate a strong sense of belonging to the kindergarten community.

Children enjoy an inclusive curriculum that provides them with an extensive range of high quality experiences in the kindergarten environment and the local community. They have many opportunities to engage in sustained and complex learning. Children’s social and communication skills are fostered through their interactions with peers, in groups and with adults. They are confident explorers and communicators and are developing life-long learning skills that will support them in other learning contexts.

Children have access to high quality learning resources and thoughtfully prepared environments that motivate and inspire them to actively investigate. Literacy, mathematics and science concepts are skilfully embedded in all curriculum areas.

Teachers demonstrate a commitment to valuing te reo Māori me ōna tikanga to reflect the heritage of Aotearoa New Zealand. They acknowledge this as an ongoing journey of development. Through their self review teachers intend to develop greater confidence in the use of te reo Māori.  

Teachers successfully implement the principles of Te Whāriki, the early childhood curriculum. They use a variety of highly effective strategies that support children to solve problems, negotiate with others, and to think critically. Teachers notice, recognise, and respond to children’s interests and strengths to extend their learning.

The head teacher provides highly effective leadership with the support of an experienced Teaching Service Managers (TSM). Teachers work collaboratively and value each other’s strengths, sharing leadership roles and responsibilities.

Teachers regularly reflect on the quality of teaching and learning in the kindergarten. They have developed a range of highly effective self review processes that are focused on positive outcomes for children. Teachers have access to relevant professional development to keep up to date with current theory and practice in early childhood education.

Teachers stress the importance of working with whānau in partnerships that are based on genuine respect and open communication. They place children at the centre of all decision making. This approach has a positive impact on learning programmes and outcomes for children.

Key Next Steps

Kindergarten leaders and the teaching team agree that a useful next step is to further develop kaupapa Māori concepts to help them support children’s languages, cultures and positive sense of identity.

Management Assurance on Legal Requirements

Before the review, the staff and management of Torbay 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 Torbay Kindergarten will be in four years.

Dale Bailey

Deputy Chief Review Officer Northern

19 June 2015

2. Information about the Early Childhood Service


Torbay, 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

Service roll


Gender composition

Girls 47

Boys 33

Ethnic composition


NZ European/Pākehā











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

April 2015

Date of this report

19 June 2015

Most recent ERO report(s)

These are available at

Education Review

February 2012


Education Review

September 2008


Education Review

July 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.