Wharerangi Kindergarten - 27/09/2012

1 Evaluation of the Service

How well placed is the service to promote positive outcomes for children?

Wharerangi Kindergarten is well placed to promote positive outcomes for children.


Wharerangi Kindergarten is governed and managed by the Napier Kindergarten Association. The kindergarten is situated in Tamatea. It offers four, six hour sessions and one half day session a week for children aged from three to five years of age. The kindergarten has a positive reporting history with ERO.

The kindergarten’s philosophy is evident in teaching practices and the learning programme. Teachers have a strong focus on developing early literacy skills. Transitions to school are supported by close links with schools in the community.

This review was conducted as part of a cluster approach to reviews in fifteen early childhood education services within the Napier Kindergarten Association umbrella organisation.

The Review Findings

Children experience positive, respectful and caring relationships with their teachers and each other. Teachers know the children well and are responsive to their needs. Children's emotional and physical wellbeing is nurtured. Parents, whānau and children are warmly welcomed and encouraged to participate.

Children lead their own learning, making choices and following their interests. They engage in stimulating activities that provide opportunities for sustained creative play. Children work collaboratively and delight in the fun that their collective play generates. Emerging interests in literacy are nurtured and reflected in wall displays, learning stories and art work.

The child-centred curriculum is responsive to children’s strengths, needs and interests. Visually attractive learning journals record children’s learning over time. Children independently access these books and enjoy sharing them with each other. A daily diary of events at kindergarten keeps parents well informed.

  • While parent’s aspirations are valued and actively sought by teachers, practice for recording these is not consistent across the team. Teachers agree that developing such consistency is timely.

Children with special needs are supported and monitored. Teachers implement inclusive practices and strategies to ensure that children are able to participate fully.

Teachers are reflective and work collaboratively as a team. They are committed to the ongoing development of the programme to ensure positive outcomes for children. A wide range of Association based professional learning opportunities is available. Teachers are increasing their knowledge of te reo me ngā tikanga Māori by attending professional development through a local iwi initiative.

A documented plan for review of the centres policies and procedures exists. However, review of the curriculum is mostly spontaneous.

  • It is timely to adopt a more planned approach to reviews to better inform decision making and planning.

2 Legal Requirements

Management Assurance on Legal Requirements

Before the review, the staff and management of Wharerangi 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.

3 Next Review

When is ERO likely to review the early childhood service again?

ERO is likely to carry out the next review in three years.

Joyce Gebbie

National Manager Review Services Central Region (Acting)

27 September 2012

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

41 children aged over 2

Service roll


Gender composition

Male 28,

Female 25

Ethnic composition

NZ European/Pākehā


Other ethnic groups




Review team on site

August 2012

Date of this report

27 September 2012

Most recent ERO report(s)

Education Review

Education Review

Accountability Review

May 2009

March 2006

January 2002

General Information about Early Childhood Reviews

About ERO Reviews

The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.

Review focus

ERO's education reviews in early childhood services focus on the factors that contribute to positive learning outcomes for children. ERO evaluates how well placed the service is to make and sustain improvements for the benefit of all children at the service. To reach these findings ERO considers:

  • 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 self review and partnerships with parents and whānau.

Review Coverage

ERO reviews do not cover every aspect of service performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.