Osier Road, Greenmeadows, Napier
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 Greenmeadows Kindergarten are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whakaū Embedding |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whakaū Embedding Whāngai Establishing |
This is one of 16 kindergartens governed and managed by the Napier Kindergarten Association. A small number of children enrolled are Māori. The culturally diverse roll includes children of Pacific heritages. The kindergarten is part of the Enviroschools programme. The kindergarten’s key next step from the 2019 ERO report has been achieved.
A literacy-rich environment successfully fosters children’s exploration and engagement in a range of experiences. Attentive teachers extend children’s interests and encourage them to revisit familiar pūrākau and stories. Te reo Māori is meaningfully woven throughout the curriculum, enhancing language skills. Children confidently communicate their needs to each other and use problem-solving skills, with encouragement, as they involve teachers and peers in their play.
Teachers foster and maintain connections to home languages and cultures. These are regularly celebrated with children and highly visible in the environment and assessment. Māori whānau are well supported to contribute to their children’s learning. Mana whenua are acknowledged through the kindergarten pepeha. Trusting and respectful relationships nurture a sense of belonging.
Effective internal evaluation processes promote ongoing improvement. Policies, practices and the philosophy are regularly reviewed, independent of association requirements. Teachers regularly participate in a range of professional learning opportunities to strengthen support of children with diverse needs. They identify what is working well, what more needs to be done, and adapt practice to promote equitable learning outcomes for all children.
The association works collaboratively to promote children’s equity of access to an inclusive education. This supports delivery of a consistent curriculum across all kindergartens. Robust monitoring, review and evaluation at association level are not yet evident. Information on improvements in individual kindergartens is not used by those in governance and management roles to identify how association actions impact on equitable outcomes for children. Understanding and implementation of systems and processes that support maintenance of regulatory requirements are inconsistent.
Greenmeadows Kindergarten has included the following action in its Quality Improvement Planning:
The Napier Kindergarten Association will include the following in its Quality Improvement Planning:
Before the review, the staff and management of Greenmeadows 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.
During the review, the association provided ERO with evidence that shows it has addressed the following non-compliances:
Since the onsite visit, the service and the association have provided ERO with evidence that shows it has addressed the following non-compliances:
Patricia Davey
Director of Early Childhood Education (ECE)
20 December 2023
| Early Childhood Service Name | Greenmeadows Kindergarten |
| Profile Number | 5278 |
| Location | Greenmeadows, Napier |
| Service type | Free Kindergarten |
| Number licensed for | 45 children aged over two |
| Percentage of qualified teachers | 100% |
| Service roll | 54 |
| Review team on site | August 2023 |
| Date of this report | 20 December 2023 |
| Most recent ERO report(s) | Education Review, October 2019; Education Review, December 2015 |
Not well placed | Requires further development | Well placed | Very well placed |
Greenmeadows Kindergarten is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Greenmeadows Kindergarten is situated in the Napier suburb of Greenmeadows. It provides early childhood education and care for up to 45 children aged over two. At the time of this ERO evaluation there are 48 children enrolled and 13 are Māori.
The intended outcomes for children are encompassed in the kindergarten philosophy - He taonga te atawhai, te manaaki, te whakawhanaungatanga. Ko ā tātou tamariki mokopuna ngā rangatira mō āpōpō - we are a nurturing and welcoming community of learners who foster partnerships. We value children as leaders of their own learning.
The kindergarten has attained green/gold status within the Enviroschools programme.
Greenmeadows Kindergarten is one of 16 kindergartens operating under the governance and management of the Napier Kindergarten Association (the association). The governing board is responsible for setting the overall strategic direction for the organisation. The day-to-day operation of the association is the role of the general manager. Two education managers provide teaching and learning support for teachers. The board employs a Pou Whakarewa Mātauranga (professional practice advisor Māori) to work alongside all association personnel to continue to strengthen cultural responsiveness.
Teachers have focused on addressing the key next steps identified in the December 2015 ERO evaluation and have strengthened assessment, planning and evaluation.
This review was part of a cluster of 16 kindergarten reviews in the Napier Kindergarten Association.
Children are actively involved in leading their own learning. They access a wide range of meaningful experiences. They play independently, cooperatively and demonstrate responsibility. Children are comfortable with routines and they are well supported by teachers to extend their learning within the environment. Creativity, literacy and numeracy feature strongly in the curriculum which incorporates a focus on te Ao Māori. These are integrated into meaningful contexts that promote children's learning.
Children experience a curriculum that builds on their needs, strengths and interests. Since the previous ERO evaluation teachers have developed and embedded an effective planning framework. As a result of extensive research and evaluation, teachers have implemented a visual planning and assessment system. Through gathering multiple voices, teachers developed a curriculum statement that encompasses the philosophy and expressed priorities for children's learning.
Authentic learning partnerships are fostered. Parents and whānau aspirations for their children are valued and acknowledged. These are integral in assessment and planning processes. Ownership of learning by children and their families is evident. Teachers value the knowledge that whānau bring to their children's learning. Parents and whānau are confident to contribute to and lead aspects of the programme.
Warm and caring relationships between children and teachers provide a strong foundation for learning. Inclusive practices support all children to participate fully in all aspects of the programme. Teachers work diligently to make children's transitions into and out of the kindergarten a positive experience. Teachers skilfully support children's social development and positive interactions.
Children's learning is enhanced through teachers working collaboratively. Teachers' strengths are valued and maximised to grow knowledge, understanding and teaching practice. They have developed a supportive and respectful culture that is underpinned by shared values, beliefs and mutual trust. Teachers are receptive to the participation of children and their whānau in decision making. This strong team approach contributes to strengthening practices and positive learning outcomes for children.
Successfully implemented strategies promote success for Māori children. Teachers support children to have a strong sense of who they are culturally. Kaupapa Māori concepts such as manaakitanga, wairuatanga, whanaungatanga and kaitiakitanga are integral to curriculum decisions. Teachers follow whānau Māori aspirations that maintain children's connections to their cultural identity.
The teaching team continues to develop internal evaluation as a tool to critically reflect on practice. Continuing to strengthen internal evaluation practices should further support teachers to know how well their actions improve learning outcomes for children. Education managers should continue to grow their own knowledge and practice of effective internal evaluation to better support this process.
The governing board is future-focused and has developed a clear strategic direction to meet the diverse needs of its communities. Board members value diversity of viewpoints and gather community and staff voice to inform decision-making. Regular reporting by the education managers is useful in identifying how strategic teaching and learning goals are being addressed.
The board places importance on developing teachers' capabilities. Targeted and deliberate building of cultural responsiveness supports Māori children and their whānau to experience success. An association-wide appraisal process is in place to support teacher practice in promoting positive learning outcomes for children. Further strengthening of the appraisal process, including targeted observations, should support teachers to determine how well they are progressing and actively encourage them to improve their effectiveness.
Teachers at Greenmeadows Kindergarten should continue to strengthen internal evaluation practices that support them to know how well their actions improve learning outcomes for children.
Education managers should continue to promote sustained improvement and innovation through strengthening:
Education managers should strengthen their understanding and use of internal evaluation to systematically evaluate their practices and the impact of these on outcomes for children.
Before the review, the staff and management of Greenmeadows 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.
Phil Cowie
Director Review and Improvement Services Central
Central Region
9 October 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 | Napier | |
| Ministry of Education profile number | 5278 | |
| Licence type | Free Kindergarten | |
| Licensed under | Education (Early Childhood Services) Regulations 2008 | |
| Number licensed for | 45 children aged over 2 | |
| Service roll | 48 | |
| Gender composition | Female 29, Male 29 | |
| Ethnic composition | Māori NZ European/Pākehā Other ethnic groups | 13 23 12 |
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 | September 2019 | |
| Date of this report | 9 October 2019 | |
Most recent ERO report(s)
| Education Review | December 2015 |
| Education Review | October 2012 | |
| Education Review | May 2009 | |
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.
| Not well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Greenmeadows Kindergarten in Napier is situated close to local schools and services. Up to 45 children can attend the centre at any one time.
The kindergarten is part of the Napier Kindergarten Association (NKA), which oversees the operation of 16 kindergartens including two based in Wairoa. A board of trustees oversees governance for the association and support for the general manager. Two education managers are responsible for building teacher capability. The head teacher provides professional leadership to the wellestablished and experienced teaching team. A recently appointed Pou Whakarewa Mātauranga supports teachers to develop their knowledge and understanding of te ao Māori. He demonstrates a clear vision for Māori children and their whānau.
A significant feature of the kindergarten is its focus on sustainability and sustainable practices. In the Enviroschools programme, it has reached the highest level of the Green/Gold achievement. The teachers and local community, are embracing this initiative and together are actively involved in meeting the expectations of the programme.
The areas of strength identified in the October 2012 ERO report continue to be evident. Progress has been made in Enviroschools, bicultural practices and self-review practice.
This review was part of a cluster of nine kindergarten reviews in the Napier Kindergarten Association.
Children experience a curriculum that strongly reflects the kindergarten philosophy. They lead their own learning, making choices and decisions about their play. Children show a positive sense of belonging and are actively involved in looking after others and the environment. Their wellbeing is fostered by caring and respectful kaiako. A range of effective practices is used to foster learning and development.
Learning spaces and purposeful resourcing invites and stimulates children’s creativity, curiosity, discovery, and challenge. Children with additional learning needs are well supported in the inclusive programme. Diversity is celebrated. The calm and settled tone promotes children’s engagement in sustained and cooperative play.
Assessment and planning make visible the curriculum emphases of Enviroschools, te ao Māori, literacy and numeracy. Children’s portfolios record their participation and involvement in a wide range of experiences and activities. Entries also effectively outline children’s interests over time and reflect their identities as successful learners.
Teachers continue to increase their capability and confidence in te reo me ngā tikanga Māori. Their knowledge of purakau, waiata and pakiwaitara extends children’s thinking and fosters new understanding. Whakawhānaungatanga is central to the look, feel, and values which are at the heart of teaching and learning.
Teachers value and draw on the expertise of parents, whānau, and the community. Wellestablished relationships with local schools assist children and families as they move on to school
Teachers are encouraged and well supported by the head teacher to take on leadership roles. Their strengths are used to contribute to the programme and build each other’s practice. The team works in a collaborative and cohesive way.
Teachers have made good gains in growing their understanding and use of self review. This is helping to guide decisions about improvement. There is a strong culture of reflective practice. Further developing some aspects of review and evaluation is a next step.
The association empowers teachers to use the team’s strengths to respond to children and the parent community. Education managers should continue to lead the implementation of systems and processes to effectively build teacher capability. These include review, assessment, planning, internal evaluation, appraisal and leadership.
The kindergarten teachers and education managers should continue to:
Before the review, the staff and management of Greenmeadows 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.
The next ERO review of Greenmeadows Kindergarten will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
23 December 2015
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 | Napier | ||
| Ministry of Education profile number | 5278 | ||
| Licence type | Free Kindergarten | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 45 children, aged over 2 | ||
| Service roll | 54 | ||
| Gender composition | Girls 31, Boys 23 | ||
| Ethnic composition | Māori Pākehā Asian Other ethnic groups | 18 27 5 4 | |
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates | 80% | ||
| Over 2 | 1:10 | Meets minimum requirements | |
| Review team on site | October 2015 | ||
| Date of this report | 23 December 2015 | ||
| Most recent ERO report(s) | Education Review | October 2012 | |
| Education Review | May 2009 | ||
| Education Review | March 2006 |
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.