4 Manu Crescent, Vogeltown, New Plymouth
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Manu Crescent Private Kindergarten are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whakaū Embedding |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whakaū Embedding Whakaū Embedding |
Manu Crescent Private Kindergarten is independently owned and operated. It provides sessional care and education over five days. The philosophy prioritises te ao Māori values, holistic learning, development and wellbeing. A centre manager leads a team of three qualified staff. Almost a quarter of enrolled children identify as Māori.
Children’s learning and development is enhanced through intentional teaching and provision of a broad range of experiences. Assessment practices reflect individual learning. They reveal a responsive, holistic and strengths-based curriculum. Parent, whānau and children’s contribution is sought, however this is not well reflected in documentation. Children lead their own learning, demonstrating ownership, independence and decision making.
Warm, respectful relationships and interactions between teachers, children and whānau positively promote children’s learning and wellbeing. Teachers use a range of strategies to effectively build communication and social competence. Practices actively include and support children with additional learning needs.
Māori children increasingly see and hear their culture reflected through the curriculum. Te ao Māori is experienced through waiata, pūrākau (stories), literature, pepeha and localised curriculum. All children grow understanding of manaakitanga and whanaungatanga through the service’s philosophy being put into action. Leaders are working towards strengthening the visibility of Māori children’s cultural links to their own iwi.
Established systems and processes effectively guide leaders and teachers’ management of the service. The philosophy, strategic direction and annual plan inform decision making and promote the service’s priorities for children’s learning. A collaborative team approach is supported through relevant professional learning. Internal evaluation is embedded and results in actions for improvement. This information is beginning to show how the service is responding to inequitable outcomes for children.
Manu Crescent Private Kindergarten will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Manu Crescent Private Kindergarten completed an ERO 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.
Patricia Davey
Director of Early Childhood Education (ECE)
5 March 2024
| Early Childhood Service Name | Manu Crescent Private Kindergarten |
| Profile Number | 50526 |
| Location | Vogeltown, New Plymouth |
| Service type | Education and care service |
| Number licensed for | 20 children aged over 2 |
| Percentage of qualified teachers | 100% |
| Service roll | 36 |
| Review team on site | November 2023 |
| Date of this report | 5 March 2024 |
| Most recent ERO report(s) | Akanuku | Assurance Review, September 2022; Education Review, July 2019 |
ERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
Regulatory standards | ERO’s judgement |
| Curriculum | Meeting |
| Premises and facilities | Meeting |
| Health and safety | Meeting |
| Governance, management and administration | Meeting |
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed non‑compliances and is now taking reasonable steps to meet regulatory standards.
Manu Crescent Private Kindergarten’s teaching team includes the owner and two teachers. A small number of children on the roll identify as Māori and the ethnically diverse roll includes a number of South African children. A change of ownership in 2021 prompted this Akanuku | Assurance review.
The curriculum is inclusive and responsive to children as confident and competent learners. Their preferences are respected, and they are involved in decisions about their learning experiences. Children’s developing social competence is supported and teachers engage in meaningful, positive interactions to enhance learning and nurture reciprocal relationships. The curriculum acknowledges and reflects the unique place of Māori as tangata whenua.
A language-rich environment supports children’s learning, and there are opportunities for them to extend their learning both indoors and outdoors, individually and in groups. The quantity and variety of equipment is appropriate for the learning and abilities of the children attending.
Next steps include:
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliances:
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
29 September 2022
| Early Childhood Service Name | Manu Crescent Private Kindergarten |
| Profile Number | 50526 |
| Location | Vogeltown, New Plymouth |
| Service type | Education and care service |
| Number licensed for | 20 children aged over 2 |
| Percentage of qualified teachers | 100% |
| Service roll | 37 |
| Review team on site | August 2022 |
| Date of this report | 29 September 2022 |
| Most recent ERO report(s) | Education Review, July 2019; Education Review, July 2016 |
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the [Licensing Criteria for Education and Care Services 2008.]
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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:
As part of an Akanuku | Assurance Review ERO assesses whether the regulatory standards are being met. In particular, ERO looks at a service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
| Not well placed | Requires further development | Well placed | Very well placed |
Manu Crescent Private Kindergarten is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Manu Crescent Private Kindergarten is a small privately owned kindergarten, providing sessional care and education for five days a week. The service is licensed for up to twenty children aged over two years.
The centre philosophy highlights wellbeing, culture, children's sense of safety and confidence as integral to their holistic development as empowered learners. Sustainable practices are woven through the curriculum, with local placed-based experiences connecting children to natural environments in the local community.
All teachers are qualified and have current teaching certificates.
The July 2016 ERO report identified areas of practice requiring further development. These included: promotion of te reo me ngā tikanga Māori and internal evaluation. Progress is evident.
Children positively engage in the well-resourced indoor and outdoor environments. The principles and strands of Te Whāriki (2017), the early childhood curriculum, underpin the centre's programme. Literacy, creativity, sustainability, music and active movement support children's developing language, knowledge and understanding. Parents and whānau actively support the centre's local outdoors community programme to promote children's imaginative play, opportunities for challenge and respect for Papatūanuku.
Planning for learning is informed by children's interests, preferences, needs and parent aspirations. It includes assessment of individual children and groups' learning, with observations as the basis for assessment. Portfolios provide attractively presented records of children's learning journeys. Leaders should continue to strengthen ways of tracking and monitoring children's progress over time towards achieving their goals.
Te reo me ngā tikanga Māori are woven into the programme. Children experience waiata, karakia, pepeha, te ao Māori resources, values and cultural events. The centre identifies the need to further strengthen te reo Māori and te ao Māori knowledge and understandings through links to local history. ERO's evaluation confirms this direction.
Teachers, children, parents and whānau demonstrate whanaungatanga and respectful relationships. A warm inclusive atmosphere upholds children's wellbeing and learning. Children's culture, language and identity are supported.
Children with diverse learning needs are well supported in an inclusive learning environment.
Transition processes for children moving into and through the centre and on to school, are well-considered.
Appraisal supports teachers to grow their knowledge and skills. Inquiry is integrated through the appraisal process. Teachers are reflective. The service identifies emergent leadership to support sustainability as a next step. ERO's evaluation confirms this.
Review for accountability and improvement is understood and informs ongoing decision-making. Internal evaluation informs and guides centre development. Centre leaders should continue to build knowledge and understanding of effective internal evaluation to further guide improvement.
ERO and leaders agree that leaders and teachers should continue to:
Before the review, the staff and management of Manu Crescent Private 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.
Phillip Cowie
Director Review and Improvement Services Central
Central Region
4 July 2019
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.
| Location | New Plymouth | |
| Ministry of Education profile number | 50526 | |
| Licence type | Education & Care Service | |
| Licensed under | Education (Early Childhood Services) Regulations 2008 | |
| Number licensed for | 20 children | |
| Service roll | 30 | |
| Gender composition | Male 16, Female 14 | |
| Ethnic composition | Māori NZ European/Pākehā Other ethnic groups | 2 25 3 |
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates | 80% + | |
| Reported ratios of staff to children | 1:10 | Meets minimum requirements |
| Review team on site | May 2019 | |
| Date of this report | 4 July 2019 | |
Most recent ERO report(s)
| Education Review | July 2016 |
| Education Review | August 2013 | |
| Education Review | March 2010 | |
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 will depend on how well the service promotes 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.