Top ERO reports for Hawke's Bay Kindergartens

Lara Caddis, teacher, reads to Te Mata Kindergarten preschoolers. /Photo Duncan Brown

Two Hawke's Bay kindergartens have been "very well placed" on their latest ERO (Education Review Office) reports.

An ERO report looks at how an early learning service or school reaches positive learning outcomes, knowledge, skills and habits for children and young people.

Earlier this year, the Education Review Office visited both Te Mata and Mayfair Kindergarten, and findings from the visit resulted in a "Very Well Placed" evaluation for both centres.

The ERO report stated that Te Mata's curriculum was "highly responsive to the interests, strengths and abilities of all children".

"Teachers promote inclusive practices. They have established a kindergarten culture in which children are first and foremost valued, celebrated and affirmed for who they are and what they bring to their learning. They know children well and are highly responsive to their individual needs," it said.

The report also identified "a sensitive and personalised approach" and that "children and families were well supported as they prepared for their move to school".

Te Mata head teacher Fiona Francois said staff were very proud of the report.

"It recognises Te Mata as a high quality Kindergarten with positive learning outcomes for children," she said.

"We were ecstatic, we're just really proud of our teachers and our students."

"It was great to see that our high quality learning environment was recognised, especially in terms of whanau aspirations."

Mayfair Kindergarten head teacher Gaylene Moore said she was equally thrilled to receive such a positive result.

The ERO report identified that the kindergarten was "highly inclusive and culturally responsive practice was well embedded".

"Te Ao Maori is woven naturally throughout the programme. The language, culture
and identity of Maori children are cherished. With their whanau, children successfully lead tikanga Maori," it said.

Moore said the result was validation of strong work practices and good relationships with teachers, parents and children.

"It was a great reflection of the work we do, we're just doing what we think is really important.

"Education is changing all the time, so you have be on your game and keep up with different trends.

"We work with a really diverse community group, such as priority learners as well as children with special needs; so to get this result is the best feedback we could have."

Both learning centres will be next reviewed in four years instead of the standard cycle of three years.