Lister Crescent, Maraenui, 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 Mary Richmond Kindergarten are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whāngai Establishing |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whakaū Embedding Whāngai Establishing |
Mary Richmond Kindergarten is one of 16 kindergartens governed and managed by the Napier Kindergarten Association. Belonging, respect and tuakana-teina (older-younger child) are values and guiding principles for learning. Most children enrolled are Māori. There have been some staff changes since the previous ERO review.
Children’s sense of belonging is nurtured within an environment that enacts whakawhanaungatanga (relationships) effortlessly. Respectful practices that include fostering tuakana-teina relationships, are naturally integrated throughout routines. Kaiako are attuned to the needs of children and their whānau. Trusting partnerships have been developed.
Kaiako work alongside children, parents and whānau to support children’s growing social competence and emotional wellbeing. Kaiako prioritise the development of oral language. A range of communication methods, including some te reo Māori and Makaton, are modelled. Children with additional learning needs are well supported.
Whānau pepeha is used meaningfully for children to make connections with each other and teachers. Each child is acknowledged for who they are and what they bring to the kindergarten. There are equitable opportunities to learn.
Te Whāriki, the early childhood curriculum, guides assessment and planning for children. Curriculum design and delivery is influenced by children’s interests and whānau goals. Understanding and documentation of the valued learning outcomes within the curriculum is variable. Further work to identify localised priorities for learning is needed. Kaiako are committed to practices that promote success for 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 their actions impact on equitable outcomes for children. Understanding and implementation of systems and processes that support maintenance of regulatory requirements are inconsistent.
Mary Richmond Kindergarten will include 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 Mary Richmond 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 | Mary Richmond Kindergarten |
| Profile Number | 5280 |
| Location | Maraenui, Napier |
| Service type | Free Kindergarten |
| Number licensed for | 43 children aged over two |
| Percentage of qualified teachers | 100% |
| Service roll | 27 |
| Review team on site | July 2023 |
| Date of this report | 20 December 2023 |
| Most recent ERO report(s) | Education Review, November 2019; Education Review, December 2015 |
Not well placed | Requires further development | Well placed | Very well placed |
Mary Richmond Kindergarten is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Mary Richmond Kindergarten is licensed to provide education and care for up to 43 children aged over two years. It is in the Napier suburb of Maraenui and at the time of this external evaluation has a roll of 32 children. A significant number of children are two years old and 30 are Māori. The kindergarten has several children from wider whānau groupings attending. Older children remain for the all-day session, with approximately 12 younger children leaving after lunch each day.
The kindergarten is a silver member of the Enviroschools programme.
The kindergarten philosophy states: 'Belonging, respect and tuakana teina are values and guiding principles of the Mary Richmond Kindergarten community. These are the foundations that will support and foster our children's passion for learning. We empower children's cultural identity and heritage. Kotahitanga - we are all united'.
Mary Richmond 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.
Since the December 2015 ERO evaluation, teachers have continued to strengthen those areas identified for ongoing development.
This review was part of a cluster of 16 kindergartens in the Napier Kindergarten Association.
Children's sense of themselves as successful learners is enhanced through effective teaching practices. Teachers work positively alongside children building their knowledge and independence. They work confidently with parents and whānau to engage them in their children's learning. Teachers recognise and extend on prior knowledge that children bring to their learning. There is a clear sense of respect evident where children, parents and whānau are comfortable in the environment.
Children engage in a wide range of appropriate leadership opportunities. They demonstrate familiarity with the concept of being experts. They take care of each other in a way that recognises and respects each other's contribution. Tuakana teina relationships build on strengthening leadership and compassion. Children's strong sense of belonging and wellbeing are features of the kindergarten.
Māori children and their whānau see that they and their culture are valued. Practices are respectful. Te ao Māori is reflected throughout the environment and resources. Teachers continue to strengthen the bi-cultural curriculum and Te Tiriti-based practices. This should further enhance children's connection to their culture, language and identity.
Planning contributes to a curriculum that responds to children, community strengths and interests. Daily planning as a collaborative teaching team provides continuity of learning for children. Assessment for learning is clearly identified and shows progression of children's learning over time. Learning stories are rich records about what children do and how they learn. Parents work alongside teachers to develop aspirations for their children. They access their children's information through the profile books and online.
Teachers proactively support children with additional learning needs. They work alongside whānau to provide positive experiences for children. External agencies support whānau and teachers so that relevant learning strategies extend children's learning.
Teachers should continue to develop their knowledge and use of effective internal evaluation for ongoing improvement focused on positive learning outcomes for children. Education managers should continue to grow their own knowledge and practice of 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 assist teachers to determine how well they are progressing and actively encourage them to improve their effectiveness.
Teachers at Mary Richmond Kindergarten should continue to develop and strengthen effective internal evaluation for ongoing improvement.
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 Mary Richmond 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.
To improve current practice, teachers should strengthen, as expected in Napier Kindergarten Association procedures:
Phil Cowie
Director Review and Improvement Services Central
Central Region
18 November 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 | 5280 | |
| Licence type | Free Kindergarten | |
| Licensed under | Education (Early Childhood Services) Regulations 2008 | |
| Number licensed for | 43 children aged over 2 | |
| Service roll | 32 | |
| Gender composition | Female 17, Male 15 | |
| Ethnic composition | Māori Other ethnic groups | 30 2 |
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 | 18 November 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.
Mary Richmond Kindergarten is licensed to provide early childhood care and education for up to 43 children aged over two years. The service is located in the Napier suburb of Maraenui and has a role of 38 children, of whom 28 are Māori. Morning sessions cater for younger children, those older may also attend in the afternoon. Since 2012, there has been a substantial increase in the number of younger children attending.
The kindergarten is part of the Napier Kindergarten Association, 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. A recently appointed Pou Whakarewa Matauranga supports teachers to develop their knowledge and understanding of te ao Māori. He demonstrates a clear vision for Māori children and their whānau.
There has been growth in parent, whānau and community input and presence. Culture, language and identity has been further celebrated through the input of Enviroschools programme.
Since the October 2012 ERO report, positive features have been sustained. Progress is evident in teachers’ responses to the recommended next steps.
This review was part of a cluster of 9 reviews in the Napier Kindergarten Association.
Positive relationships are a strength of the kindergarten. Children confidently participate in learning. Their cooperative play and choices are well supported. The centre philosophy highlights Kotahitanga. This principle of oneness is enacted through practices that promote belonging, respect and tuakana teina, and reflect parent and whānau aspirations for their children. Manaakitanga and high levels of care for children are evident.
The curriculum continues to develop with Enviroschools becoming more embedded. The recently introduced Mindfulness programme empowers children to communicate and self-manage. This programme contributes to increased whānau engagement in their children’s learning.
Te ao Māori is central to the environment. The development of the Whare Manu provides a focus for children and whānau to connect the Māori natural world. Children embrace and value the space. Teachers have strengthened their te reo me ngā tikanga Māori and actively continue their development in this area. Māori ways of knowing, doing and being are enacted.
Children’s profile books are attractively presented and include individual and group narratives. Links to Te Whāriki the early childhood curriculum are included. Children are portrayed as confident and competent learners through stories. There has been recent progress in strengthening the learning links in profiles. Teachers continue to improve how they record children’s learning over time.
The head teacher provides reflective professional leadership focused on improving outcomes for children. A distributed leadership model, which draws on team members’ strengths and interests is evident. The experienced team accesses relevant and useful learning and development. Continuing to improve the appraisal process to support growth in teaching practices is a next step.
Teachers’ approach to self review has improved and better informs kindergarten developments. It includes children’s and parents' input. An ongoing review of transitions to school should provide more seamless processes for children and their families. The planned curriculum review should provide a useful opportunity to deeply explore how effectively the needs and interests of all children are responded to.
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 self 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 Mary Richmond 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 Mary Richmond 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 | 5280 | ||
| Licence type | Free Kindergarten | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 43 children, aged over 2 | ||
| Service roll | 38 | ||
| Gender composition | Boys 22, Girls 16 | ||
| Ethnic composition | Māori Pākehā Samoan | 28 8 2 | |
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates | 80% | ||
| Reported ratios of staff to children | Under 2 | N/A | |
| Over 2 | 1:10 | Meets minimum requirements | |
| Review team on site | November 2015 | ||
| Date of this report | 23 December 2015 | ||
| Most recent ERO report(s) | Education Review | October 2012 | |
| Education Review | May 2009 | ||
| Education Review | February 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:
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.
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.