Allen Berry Avenue, Pirimai, 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 Pirimai 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 philosophy prioritises respectful and nurturing relationships. One fifth of children are Māori and a small number have Pacific heritages. Progress has been made in response to the key next steps identified in the 2019 ERO report.
Children’s sense of belonging is fostered in a well-resourced environment. A range of meaningful opportunities enhances children’s developing independence and ability to make decisions about their learning. Their voices are valued, and they actively contribute to developing a local curriculum. Effective transition processes support children and families to settle into the service. Children with additional learning needs are supported to engage in learning alongside their peers.
Connections to children’s home languages and cultures are visible through the curriculum. The languages and cultures of Māori and Pacific children are becoming more evident in documented assessment and the daily programme. Continued development of the local curriculum alongside whānau Māori and the wider community remains a focus.
Assessment, planning, and evaluation processes are used to reflect and understand how children progress their learning. Teachers work with children and whānau in learning-focused partnerships. They gather, analyse, and use evidence of children’s learning and outcomes to improve individual and collective teacher practice. Evaluation is beginning to be used to recognise inequities in children’s outcomes through assessment information.
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.
Pirimai 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 Pirimai 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 | Pirimai Kindergarten |
| Profile Number | 5283 |
| Location | Pirimai, Napier |
| Service type | Free Kindergarten |
| Number licensed for | 44 children aged over two |
| Percentage of qualified teachers | 100% |
| Service roll | 52 |
| Review team on site | August 2023 |
| Date of this report | 20 December 2023 |
| Most recent ERO report(s) | Education Review, September 2019; Education Review, December 2015 |
Not well placed | Requires further development | Well placed | Very well placed |
Pirimai Kindergarten is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Pirimai Kindergarten in Napier provides early childhood education and care for up to 44 children aged over two. Morning sessions cater for two-year-olds and older children attend for six hours. The current roll is 46, including 14 Māori children. Since ERO's 2015 evaluation, there have been changes to the teaching team and to the head teacher position.
The kindergarten philosophy emphasises 'respectful, nurturing relationships where children learn best through play, in an inclusive and beautiful environment that is rich in literacy and numeracy artefacts'. The kindergarten is a member of the enviroschools programme.
Pirimai 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.
Many areas identified as strengths in the December 2015 ERO report continue. The key next step identified in the previous ERO report, use of internal evaluation, continues to be an area for the kindergarten to strengthen.
This review was part of a cluster of 16 reviews in the Napier Kindergarten Association.
Children benefit from the child-led, play-based curriculum that encourages them to make choices and follow their interests. Thoughtfully organised outdoor spaces allow them to explore, engage with nature and play independently.
Flexible routines allow children to self-manage and make decisions about their participation in learning activities. Many children sustain their involvement in play for extended periods. There are good levels of collaborative play and tuakana teina relationships. A sense of belonging is evident for children and their families.
Teachers use a good range of strategies for promoting children's social skills. Children's wellbeing is fostered. There are many examples of the values and beliefs of the kindergarten philosophy evident in children's experiences in the programme.
Children with additional needs are well supported. Teachers work with external agencies and parents to progress children's learning goals.
Transition in to the kindergarten is managed respectfully and with care. These transitions are flexible and responsive to meet individual needs. Relationships with local schools are being re-established to support the move to school for families.
Teachers continue to work with the association's Pou Whakarewa Mātauranga to further grow their knowledge of te ao Māori. Te reo me ngā tikanga Māori are promoted through routine times and as part of the kindergarten's involvement in the Enviroschools programme.
Children's portfolio books are a useful and meaningful record of their involvement in individual or group experiences at kindergarten and in the community. ERO, the Head Teacher and Education Manager agree that improving aspects of assessment and planning processes is a next step. This includes:
The head teacher encourages staff to share their strengths and to lead aspects of the programme. Areas of practice that require improvement are given appropriate priority.
Strengthening the teaching team's understanding and use of evaluation and how well it contributes to high quality practice and outcomes for children is a next step. 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 teaching practice that promotes 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.
The key next steps for Pirimai Kindergarten are to:
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 Pirimai 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 identified an area of non-compliance relating to health and safety practices. To meet requirements the service needs to improve its performance in the following areas:
To improve compliance practice:
Phil Cowie
Director Review and Improvement Services Central
Central Region
26 September 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 | 5283 | |
| Licence type | Free Kindergarten | |
| Licensed under | Education (Early Childhood Services) Regulations 2008 | |
| Number licensed for | 44 children aged over 2 | |
| Service roll | 46 | |
| Gender composition | Female 24, Male 22 | |
| Ethnic composition | Māori NZ European/Pākehā Other ethnic groups | 14 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 | August 2018 | |
| Date of this report | 26 September 2019 | |
Most recent ERO report(s)
| Education Review | December 2015 |
| Education Review | September 2012 | |
| Education Review | June 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.
Pirimai Kindergarten in Napier provides early childhood education and care for up to 44 children aged over two. Morning sessions cater for three-year-olds and older children attend for six hours. The current roll is 47 children, including 15 Māori children.
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 educational managers are responsible for building teacher capability. The head teacher provides strong professional leadership to the teaching team. 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.
Strong relationships and parent, family and wider Napier community support are features of the kindergarten. A carefully planned and extensive kindergarten environment supports successful learning. The strengths identified in the September 2012 ERO report continue and progress. This includes improved individual learning opportunities, inclusive practice, self review and further embedding bicultural practices since joining Enviroschools.
This review was part of a cluster of nine reviews in the Napier Kindergarten Association.
The kindergarten curriculum successfully responds to each child’s interests and learning needs. A greater emphasis on values-based education in the kindergarten philosophy reflects the wishes of children and their families. Children display caring, respectful and trusting relationships with staff and each other. They are empowered to self manage and lead their learning.
Children are very well supported by teachers to make choices. Social and emotional competency is effectively promoted through close tracking and monitoring of children’s learning. Teaching strategies deliberately focus on extending individual interests and seamlessly meet identified needs. External expertise is used well. Weekly team meetings enable ongoing evaluation of the impact of teacher planning for each child. High expectations for teaching and learning are well informed by sound team research and collaborative thinking.
Well-integrated te ao Māori in the curriculum is further strengthened through participation in the
Enviroschool programme. Literacy, including oral language, mathematics and the arts remain strengths of the curriculum. Children enjoy a comprehensive range of resources that encourages them to explore and try new things. Skilful teaching contributes to sustained play and more effective learning opportunities.
The head teacher effectively leads assessment, planning and evaluation through robust systems and processes. Professional learning, ongoing monitoring and moderation of assessment of children’s learning supports teachers to increase each child’s learning over time. Positive learning partnerships with parents are further extended by sharing strategies with parents through different approaches. Te Whatu Pokekā: a kaupapa Māori framework for assessment is being carefully considered in relation to Māori children’s learning. Teachers collaborate, share good practice and are challenged to extend each child’s learning.
The head teacher’s professional leadership effectively grows teacher capability and encourages other head teachers in the association to share their expertise with each other. A comprehensive kindergarten strategic plan meaningfully guides operations and has a strong accountability focus on improving outcomes for all children. Appraisal is thorough and continues to develop. Teachers are clearly affirmed for their individual growth and actively encouraged to continue to improve their effectiveness.
Purposeful self-review practices lead to positive changes and improvements for children and their families. Children's and parents' views inform curriculum developments. Transitions to school are
well considered through sound relationships with a wide range of schools.
The association empowers teachers to use the team’s strengths to respond to children and the parent community. The head teacher is supported to lead the development of robust systems and processes to effectively build teacher capability and leadership. This includes self review, assessment, planning, evaluation and appraisal.
The key next step for kindergarten teachers and education managers is to further extend review and evaluation processes to identify how well teachers practices and the curriculum support the realisation of the kindergarten's priorities for children's learning.
Before the review, the staff and management of Pirimai 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 Pirimai Kindergarten will be in four years.
Joyce Gebbie
Deputy Chief Review Officer Central
17 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 | 5283 | ||
| Licence type | Free Kindergarten | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 44 children, aged over 2 | ||
| Service roll | 47 | ||
| Gender composition | Boys 30, Girls 17 | ||
| Ethnic composition | Māori Pākehā Samoan Chinese Other ethnic groups | 15 26 2 2 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 | November 2015 | ||
| Date of this report | 17 December 2015 | ||
| Most recent ERO report(s) | Education Review | September 2012 | |
| Education Review | June 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.