13 Essex Street, Tamatea, 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 Wharerangi 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. The kindergarten philosophy highlights a calm atmosphere and a key priority of learning through play. Almost a third of children enrolled are Māori.
Children’s learning experiences are well supported by the embedded philosophy and the key priorities of communication and emotional literacy. Oral language is prioritised by teachers, and they are consistently responsive to children’s verbal and nonverbal cues. Some te reo Māori is heard, and elements of tikanga Māori are experienced by children through enacting the values of manaakitanga and whanaungatanga. A calm and unhurried pace positively promotes children’s sense of security and belonging.
Children’s learning and development is positively promoted through teachers working in partnership with children and their families. Information about children’s lives clearly informs decisions about their learning experiences. Children up to age three experience a curriculum that has been adapted to meet their specific needs.
Learning experiences are enhanced through teachers working as an evaluative and collaborative team. Recent, well-considered improvement practices have increased teachers’ understanding of te ao Māori as it relates to Te Whāriki, the early childhood curriculum. Teachers are beginning to use evaluation to understand what worked well, for whom and why. Professional knowledge and leadership are used to design and implement a responsive curriculum.
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.
Wharerangi Kindergarten will include the following actions 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 Wharerangi 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:
Having a written procedure for safety checking all children’s workers, and a record of all safety checks and the results (GMA7A).
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 | Wharerangi Kindergarten |
| Profile Number | 5287 |
| Location | Tamatea, Napier |
| Service type | Free Kindergarten |
| Number licensed for | 41 children over the age of two |
| Percentage of qualified teachers | 100% |
| Service roll | 41 |
| Review team on site | August 2023 |
| Date of this report | 20 December 2023 |
| Most recent ERO report(s) | Education Review, October 2019; Education Review, April 2016 |
Not well placed | Requires further development | Well placed | Very well placed |
Wharerangi Kindergarten is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Wharerangi Kindergarten provides early childhood education and care for up to 41 children aged over two years. The current roll is 41, including five Māori children. All teachers are fully qualified.
The philosophy emphasises 'the value of learning through play within a calm, engaging and colourful community and supported by nurturing and passionate teachers'.
Wharerangi 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.
The key next steps identified in the April 2016 ERO evaluation have been progressed and continue to be areas for the kindergarten to strengthen.
This review was part of a cluster of 16 kindergartens in the Napier Kindergarten Association.
The kindergarten is a member of the Ahuriri Kāhui Ako.
Children largely lead their own learning through a curriculum that is purposefully designed to respond to their interests and strengths. Resources and the environment are organised to invite exploration. Imaginative play and literacy are highly visible in the programme. Children demonstrate confidence and independence and have fun.
A calm, predictable environment promotes children's sense of security. They benefit from positive, sensitive and responsive relationships with teachers. Tuakana teina relationships are evident. Children play well alongside others and support each other in their learning for sustained periods of time.
The bicultural curriculum continues to strengthen. Teachers are actively building their knowledge of te ao Māori and seek ways to integrate this across all aspects of the curriculum. They have identified that furthering their understanding of strategies that promote educational success for Māori children is a next step. ERO's evaluation confirms this.
Children with additional learning needs are supported to engage in learning within an inclusive environment. Teachers actively work with schools and parents to create a positive transition process for these children.
Assessment, planning and evaluation of children's learning, results in a programme that promotes continuity and the kindergarten's philosophy. A collaborative approach to planning draws on the strengths of individual teachers. Parent goals for their children are used to inform learning opportunities. Teachers continue to explore and strengthen assessment, planning and evaluation practices. This ongoing focus should support consistency across the team in identifying relevant learning for each individual and planning of intentional teaching to progress this.
Since the previous ERO evaluation, teachers have developed their knowledge of effective internal evaluation for improvement. They are currently implementing and refining this practice. 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 employee 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.
ERO and leaders agree that teachers should continue to strengthen:
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 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:
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
24 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 | Tamatea, Napier | |
| Ministry of Education profile number | 5287 | |
| Licence type | Free Kindergarten | |
| Licensed under | Education (Early Childhood Services) Regulations 2008 | |
| Number licensed for | 41 children aged over 2 | |
| Service roll | 40 | |
| Gender composition | Female 22, Male 18 | |
| Ethnic composition | Māori NZ European/Pākehā Other ethnic groups | 5 34 1 |
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 | 24 October 2019 | |
Most recent ERO report(s)
| Education Review | April 2016 |
| Education Review | September 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.
Wharerangi Kindergarten provides early childhood care and education for up to 41 children aged over two years. The service is located in the Napier suburb of Tamatea and of the current roll of 40 children, two identify as Māori. Morning sessions cater for the younger children. Older children attend six-hour sessions. Since 2012, there has been a considerable increase in the number of younger children attending.
The kindergarten is part of the Napier Kindergarten Association, which oversees the operations of 16 kindergartens, including two based in Wairoa. A board of trustees govern the association with support of the general manager. Two education managers have responsibility for building teacher capability. The head teacher models a distributive leadership approach. 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.
Positive relationships between parents, whānau, community and staff are evident. Since the September 2012 ERO report, learning partnerships have been further enhanced. There has also been progress in teachers' use of self review.
This review was part of a cluster of seven reviews in the Napier Kindergarten Association.
Children are highly engaged in a curriculum that reflects the kindergarten philosophy. Learning experiences foster creativity, calmness, caring and excitement. Respectful teaching practices contribute to children confidently taking risks and persevering in play. Well-developed relationships with families and children contribute to the strong sense of belonging evident.
Children's interests and engagement informs the programme. Opportunities for them to lead and self-direct their own learning are enacted.
Māori children have opportunities to succeed as Māori. Strengthened relationships with whānau have provided opportunities for their expertise and guidance to enrich teachers' practices and knowledge. All children are increasingly experiencing a curriculum that weaves Māori ways of knowing, doing and being through daily practices. Te ao Māori is genuinely expressed through children's learning narratives. Teachers plan to continue the development in this key area through professional learning programmes.
Children with complex learning needs engage in a programme and an environment that affirms them as individuals. Teachers prepare, plan and respond to learning in ways that are meaningful and purposeful for each child.
Learning partnerships between parents and whānau have strengthened. Shared aspirations for children link home to the centre and inform teaching and learning. Individual children's strengths are highlighted and specific areas to grow and extend are identified. Teachers are currently reviewing planning to see how well deliberate teaching is deepening learning for children. Continuing this review should further strengthen assessment, planning and evaluation.
A planned approach to internal evaluation has enriched teachers' understanding and appreciation of how it contributes to improved outcomes for children. Planned and spontaneous reviews are occurring. The centre is well placed to extend self review to better evaluate the impact of kindergarten initiatives.
Strong collaborative teamwork and shared leadership is well modelled by the head teacher. Staff are open and critically reflective. The teaching team contribute their knowledge to their colleagues in the wider association. Teacher appraisal and professional learning processes continue to develop and support growth in teaching practices. Professional development is specifically targeted to children's and teachers' needs and interests with support and guidance from centre staff and education managers.
The association empowers teachers to use the team's strengths to respond to children and the parent community. Education managers continue to lead the implementation of systems and processes to effectively build teacher capability. These include assessment, planning, self-review and internal evaluation, appraisal and leadership.
Centre managers and ERO agree that next steps are to:
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:
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 Wharerangi Kindergarten will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
20 April 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.
| Location | Napier | ||
| Ministry of Education profile number | 5287 | ||
| Licence type | Free Kindergarten | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 41 children, aged over 2 years | ||
| Service roll | 40 | ||
| Gender composition | Boys 26, Girls 14 | ||
| Ethnic composition | Māori Pākehā Other ethnic groups | 5 33 2 | |
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates | 80% + | ||
| Reported ratios of staff to children | Over 2 | 1:10 | Meets minimum requirements |
| Review team on site | February 2016 | ||
| Date of this report | 20 April 2016 | ||
| Most recent ERO report(s) | Education Review | September 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.