92 Pukepoto Road, Kaitaia
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Anne West Kindergarten is licensed for up to 30 children between two and five years of age. It provides sessions for children that are similar to school hours. The kindergarten’s philosophy is founded on respect for Te Tiriti o Waitangi and values te reo me ōna tikanga Māori. Most of the children enrolled in the kindergarten have Māori heritage and many whakapapa to the five iwi of Muriwhenua.
The kindergarten is one of three in the Far North governed by the Kaitaia and District Kindergarten Association. A manager oversees kindergarten operations and reports regularly to a board that is responsible for the strategic direction of the association. A senior teacher was appointed in 2015 to support professional learning and the ongoing improvement of teaching practices. An experienced head teacher leads a team that includes qualified teachers and a part-time administrator.
Positive features identified in ERO’s 2009 and 2013 reports have been sustained. These include warm, respectful relationships and a programme that is responsive to children's interests and celebrates meaningful bicultural experiences. Teachers have considered how to increase complex child-directed learning. The outdoor environment has been enhanced by a natural 'Fallen Forest' that provides children with good opportunities for physical play and challenge.
This review was part of a cluster of three kindergarten reviews in the Kaitaia and District Kindergarten Association.
The kindergarten's philosophy is highly evident in practice. Whanaungatanga and manaakitanga provide a strong foundation for children’s wellbeing and sense of belonging. Children are becoming more knowledgeable about Māori protocol, including karakia and waiata. A pepeha expresses the story of the kindergarten's place in the local area. Te reo me ōna tikanga Māori is an authentic part of the kindergarten’s programme. Tamariki Māori have many opportunities to see and hear their language and culture being valued and respected.
Children's engagement in the programme is supported by a calm and inclusive tone. They develop friendships and capably manage their relationships with teachers and other children. Children learn to negotiate and ask questions and this helps them to direct their own learning. They have rich conversations and share their ideas with others. Flexible routines promote uninterrupted and collaborative learning.
Teachers warmly welcome children and their whānau. They value children's knowledge, listen carefully and provide resources to support children's exploration and learning. Teachers' skilful, intentional conversations with children contribute to the development of their oral language. Teaching practices empower children to investigate and inquire. A focus on environmentally sustainable approaches and providing opportunities for children to assess and manage risk underpin the programme. Teachers are highly effective in supporting children to grow as confident and independent learners.
The programme is based on Te Whāriki, the early childhood curriculum, and reflects the concept of ako. Children and teachers share information and ideas, learn alongside each other and work together to determine the curriculum. Teachers value the information that whānau share about children's home and community experiences.
There are high quality and extensive systems for assessing, planning for, and evaluating children’s learning. Children's progress over time is analysed well and celebrated in attractively presented kupenga (individual learning records) that parents can access online. A mihi haerenga (leaving story) provides very useful information about children's interests and strengths as they transition to school.
The head teacher promotes high expectations and there is a culture of professionalism in all aspects of kindergarten operations. Regular professional learning and development helps teachers to extend their skills and knowledge. The appraisal system is well used by teachers to help them reflect on progress towards their individual goals. A clear vision for future improvement is supported by long-term and annual goals and well documented internal evaluation. Teachers value the support provided by the senior teacher to improve programmes and practices.
Management policies and processes are well established. The association’s strategic plan focuses on making decisions to improve learning outcomes for children, which include investing in upgrading property and environments. The board is using the New Zealand School Trustees Association's tool, Hautū: Māori Cultural Responsiveness Self Review tool for Boards of Trustees to review how well the association is meeting its commitment to Te Tiriti o Waitangi.
To build on existing high quality practices teachers agree they could:
The board and manager agree to:
Before the review, the staff and management of Anne West 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:
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.
ERO identified an area of non-compliance. The board and manager should ensure the practices and procedures for police vetting meet the requirements of the Vulnerable Children's Act.
Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA7A.
The next ERO review of Anne West Kindergarten will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
5 December 2016
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.
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Location |
Kaitaia |
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Ministry of Education profile number |
5001 |
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Licence type |
Free Kindergarten |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
30 children, over 2 years of age |
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Service roll |
38 |
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Gender composition |
Girls 20 Boys 18 |
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Ethnic composition |
Māori Pākehā other |
26 8 4 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
October 2016 |
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Date of this report |
5 December 2016 |
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Most recent ERO report(s)
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Education Review |
February 2013 |
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Education Review |
February 2010 |
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Education Review |
October 2006 |
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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.
Anne West Kindergarten teachers are well placed to promote positive outcomes for children. The new teaching team is in a good position to sustain, refine and build on current good practices.
Anne West is one of three kindergartens in the far north governed by the board of the Kaitaia and Districts Kindergarten Association. A manager oversees kindergarten operations, including financial management and employment matters, and reports regularly to the board. Professional Practice Managers (PPMs) from the Northland Kindergarten Association are contracted to support teachers’ professional learning and development and to promote high quality programmes for children.
The kindergarten has a rich history and well established connections with its community. It provides six-hour days for children, who are over the age of three when they enrol. More than half the children enrolled are Māori and most have whakapapa links with northern iwi. Teachers place a high priority on bicultural practice and on developing strong relationships with children and their whānau. Their growing knowledge about tikanga and kaupapa Māori informs many centre practices. Teachers have a strong commitment to providing well for children with diverse learning needs.
Since ERO’s 2009 review, the kindergarten has had several staff changes and long periods of temporary or relieving teachers. A permanent teaching team has now been established and an experienced teacher has been appointed to the head teacher role. The three qualified teachers are supported by a part-time administrator.
Improvements since ERO’s 2009 report have included provision of better access to a new covered deck area and, recently, a new ramp and entry. Further building renovations that will include a whānau room and increased staff workspace are expected to be completed by February 2013. Teachers plan to extend the spacious outdoor area to develop an ‘edible forest’.
This review was conducted as part of a cluster approach to reviews in three early childhood education services within the Kaitaia and Districts Kindergarten Association umbrella organisation.
Teachers have established accepting, caring relationships with children and their families and a welcoming, inclusive environment where whānau are comfortable to spend time with their children. Whanaungatanga is a positive feature of the kindergarten. There are many opportunities for whānau to be involved in and contribute to the programme. Children’s individual kupenga (portfolios) provide whānau with good information about their children’s progress and their developing dispositions for learning.
Teachers’ very good knowledge about the children, their whānau, and the community, helps them to tailor programmes to suit the children. They engage children in conversations that promote the development of their thinking and oral language skills. Children have good opportunities to develop literacy and numeracy skills.
Children generally get along well together, play cooperatively and develop their own play ideas. They confidently take leadership roles and participate in small group discussions. Teachers are skilled listeners and actively promote children’s sense of themselves as capable, independent learners.
The good quality bicultural practices identified in ERO’s 2009 report have been sustained. Te reo me ngā tikanga Māori are a natural part of conversations, the environment and day-to-day kindergarten practices. Whānau often join children and teachers for group times. Māori children share their knowledge, and are supported to feel pride in their heritage. Teachers promote tuakana/teina relationships, manaakitanga and aroha. They have recently established connections with a kaumātua and kuia to help them deepen the bicultural nature of the programme, incorporate local knowledge about the land, and provide further support for whānau.
Teachers have a strong, underpinning philosophy based on the principles of Te Whāriki, the New Zealand early childhood curriculum. They continually reflect on their work and consider ways to refine their practices. They have begun to establish processes for formal, documented self review. Through their visits and regular communications, PPMs promote professional reflection and self review. The manager and board of trustees receive regular reports and are well informed about kindergarten developments and challenges. They are committed to supporting teachers in their work with children and their whānau.
To support the development of more complex child-directed learning, teachers could consider how to better:
The manager of the Kaitaia and Districts Kindergarten Association has also identified the need to strengthen self review at their governance and management levels. Further steps to improve their support for kindergarten teachers could include:
To improve current reporting practices, the Association should ensure that information about the allocation and use of Ministry of Education equity funding is shared with the kindergarten community.
Before the review, the staff and management of Anne West 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.
ERO is likely to carry out the next review in three years.
Dale Bailey
National Manager Review Services Northern Region
25 February 2013
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Location |
Kaitaia |
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Ministry of Education profile number |
5001 |
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Licence type |
All Day Free Kindergarten |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
40 children, including up to 0 aged under 2 years |
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Service roll |
48 |
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Gender composition |
Boys 28 Girls 20 |
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Ethnic composition |
Māori NZ European/Pākehā Cook Island Māori Chinese Samoan other |
23 15 3 2 2 3 |
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Percentage of qualified teachers |
80% |
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Reported ratios of staff to children |
Under 2 |
No children under 2 years |
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Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
November 2012 |
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Date of this report |
25 February 2013 |
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Most recent ERO report(s) |
Education Review Education Review Education Review |
December 2009 October 2006 May 2004 |
The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.
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:
Within these areas ERO considers the effectiveness of self review and partnerships with parents and whānau.
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.