179 Te Mata Road, Havelock North
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 Te Mata 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 |
Te Mata Kindergarten is one of 16 Kindergartens governed and managed by Heretaunga Kindergarten Association. A small number of children attending are of Māori heritage. The philosophy is based on each child’s learning journey, where sharing and caring together in partnership with whanau and the community are valued.
Children’s learning is fostered in an inclusive learning environment. Intentional strategies support children’s developing social and emotional competencies. Teachers encourage children to express themselves and lead their own learning. Their sense of belonging is prioritised.
Learning-focused partnerships are well established. Parents share their knowledge and skills and express their goals for children’s learning. These are progressed by teachers through the redeveloped individual planning cycle.
Teachers have prioritised strengthening a Te Tiriti based curriculum. Te ao Māori is increasingly reflected through the environment and curriculum. This is a self-identified area for continued growth to promote tamariki Māori success as Māori.
Learning priorities are highly evident within the curriculum. The teaching team work collaboratively to build their teaching knowledge and practice. Internal and external expertise supports their knowledge and understanding of the curriculum.
Significant change in association leadership has impacted capacity to progress key next steps identified in previous ERO reports. Leaders are enacting an organisation-wide shift to further enable collaboration, relational trust and sustained improvement. A range of new initiatives has been developed. Professional learning opportunities are responsive to teacher learning goals. Some information is generated in relation to the quality of teaching and learning. Leaders are developing their evaluation capabilities. However, evaluation is not yet used to:
systematically seek evidence about the effectiveness of professional learning processes to improve teaching practice and children’s outcomes
understand the impact of improvement actions in relation to how these contribute to strategic priorities and achieve equitable and excellent outcomes for learners.
Te Mata Kindergarten will include the following actions in its Quality Improvement Planning:
Work alongside whānau Māori to build understanding of how their child’s culture, language and identity can underpin their learning.
Provide a greater range of opportunities for children to hear and use te reo Māori in meaningful ways throughout the day.
Heretaunga Free Kindergarten Association will include the following actions in its Quality Improvement Planning:
Develop a systematic process that enables leaders to better understand and respond to the teaching and learning needs of each kindergarten.
Prioritise building internal evaluation capability and leadership at all levels to better monitor and evaluate the impact of improvement actions, including professional learning, on outcomes for individuals and groups of children.
Before the review, the staff and management of Te Mata 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:
curriculum
premises and facilities
health and safety practices
governance, management and administration.
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:
emotional safety (including positive guidance and child protection)
physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)
suitable staffing (including qualification levels; safety checking; teacher registration; ratios)
relevant evacuation procedures and practices.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Patricia Davey
Director of Early Childhood Education (ECE)
3 November 2023
|
Early Childhood Service Name |
Te Mata Kindergarten |
|
Profile Number |
5299 |
|
Location |
Havelock North |
|
Service type |
Free Kindergarten |
|
Number licensed for |
40 children over the age of 2 |
|
Percentage of qualified teachers |
100% |
|
Service roll |
40 |
|
Review team on site |
August 2023 |
|
Date of this report |
3 November 2023 |
|
Most recent ERO report(s) |
Education Review, May 2018; Education Review, April 2014 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Te Mata Kindergarten is in Havelock North. It opens Monday to Friday from 8:15am until 2:15pm. Kindergarten day places are available for children aged from two to six years. Of the 50 children enrolled, three are Māori. A Saturday morning playgroup operates once a month for children approaching 3 years old. A vision of ako and whanaungatanga lies at the heart of the kindergarten programme.
The April 2014 ERO report identified a number of areas for development, including: assessment, planning and evaluation for children's learning; self review; and teachers' cultural competence.
Te Mata is one of 16 kindergartens governed and managed by the Heretaunga Kindergarten Association (the association). An ongoing programme of restructuring began in 2016 and the association has experienced significant changes at all levels. A new general manager was appointed in January 2016 and a new advisor - education delivery, in November 2017.
The previous ERO review identified that the association should establish, review and monitor the implementation of guiding documents in individual kindergartens and undertake self review at association level.
This review was part of a cluster of 10 reviews in the Heretaunga Free Kindergarten Association
The curriculum is highly responsive to the interests, strengths and abilities of all children. Whānau aspirations for their children purposefully and regularly contribute to curriculum design. Robust systems and processes contribute to sustaining and improving kindergarten practices.
The kindergarten philosophy and vision are highly evident in practice. Children benefit from a curriculum that fosters their sense of belonging. They are curious, confident and independent. They share and collaborate in their learning and show care and concern for one another.
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.
Assessment, planning and evaluation for children's learning is a strength of the kindergarten. Ongoing teacher observation of everyday activities builds a comprehensive picture of what children know, are interested in, and can do. Teachers capably evaluate assessment information and work in partnership with parents to support children's learning pathways. Successful outcomes for Māori children are evident. Their language, culture and identity are effectively promoted.
Children's and families are well supported as they prepare for their move to school. A wide range of strategies successfully promotes children's smooth transitions and is naturally woven throughout the curriculum. A sensitive and personalised approach is apparent.
A strong bicultural curriculum effectively promotes children's knowledge and understanding of te ao Māori. A place-based approach reflects the local area and underpins the kaupapa of the kindergarten. Teachers recognise whakapapa as integral to the development of children's sense of self. They successfully foster children's knowledge and understanding of their place alongside the community.
Teachers successfully improve the quality of education and care though on-going, systematic self review. They strive to consistently improve their evaluation practice and processes to better measure the impact of their teaching on learning outcomes for children.
Teachers are highly reflective and improvement-focused. They have worked collegially to successfully address the key next steps identified in the previous ERO report. Teamwork is highly evident. A shared vision sets a clear direction for the kindergarten and reflects a commitment to high quality early childhood education.
The governance and leadership team of the Heretaunga Kindergarten Association are well placed to continue to manage ongoing change and to set the strategic direction to promote sustainability. They are making good progress in addressing the key next steps identified in the previous ERO review. Continuing to strengthen systems to monitor and evaluate progress in individual kindergartens remains a key next step.
Staff have the capacity to sustain high quality practices and determine their priorities for ongoing improvement to children's learning and outcomes. Ongoing development of evaluation practice should be included.
The senior management team of Heretaunga Kindergarten Association should continue to strengthen processes for monitoring the implementation of guiding documentation for programme delivery and kindergarten operations. Particular attention should be given to increasing consistency in reviewing, evaluating and improving teaching practice.
Before the review, the staff and management of Te Mata 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.
In order to improve practice the association should:
The next ERO review of Te Mata Kindergarten will be in four years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
14 May 2018
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 |
Havelock North |
||
|
Ministry of Education profile number |
5299 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, aged over 2 |
||
|
Service roll |
50 |
||
|
Gender composition |
Girls 31, Boys 19 |
||
|
Ethnic composition |
Māori |
3 |
|
|
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 |
March 2018 |
||
|
Date of this report |
14 May 2018 |
||
|
Most recent ERO report(s)
|
Education Review |
April 2014 |
|
|
Education Review |
November 2010 |
||
|
Education Review |
November 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:
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
three who identify as āTe Mata Kindergarten is located in Havelock North and is licensed for 70 children. It operates sessionally, five days a week. At the time of the review 70 children, includingMori, were enrolled.
November port permanent staffA community-based approach to learning is reflected within the philosophy and programme. Since the2010 ERO rea newteacher has joined the.
e mThe kindergarten is governed by the Heretaunga Kindergarten Association (the association). Twoducationanagers are employed by the association to provide professional support and guidance to teachers. This review was part of a cluster of eight kindergartens in the Heretaunga Kindergarten Association.
in their interactions with children independent and group are available to take the lead in their play.Teachers are warm and respectful. A sense of belonging is evident and children’s social skills are supported to promote independence, problem solving and exploration. Children enjoy being together, and engage inplay for sustained periods.Resources are freely accessibleand opportunitiesfor children
The head teacher shows a strong commitment to enacting the vision. The appraisal process and access to regular professional development contributes to enhancing teaching. A range of appropriate strategies are in place for supporting children and whānau in the successful transition to school.
Children’s interests are often documented. A range of effective teaching strategies are used, including open questions and children determining their own learning goals. Partnerships with parents are valued and these contribute to assessment and review information.
The next step, to improve assessment, planning and evaluation, is for teachers to more actively reflect children’s cultures and respond regularly to parents' aspirations. Portfolios should better reflect children’s strengths and interests and provide a platform for teachers to deepen children’s learning. This is likely to strengthen the programme and teaching, and increase success for Māori and Pacific children.
Spontaneous self review has been used to support improvements. Undertaking planned regular self review, with the support of the education managers, should assist in improving outcomes for children.
The Heretaunga Kindergarten Association provides guidance and support to teachers for the continuous improvement of teaching and learning. The recently developed strategic plan provides a clear longterm direction for the association. Teachers are well supported through regular visits from theducationanagers who provide professional support and guidance and access to a wide range of professional learning opportunities.
There is a commitment by the association to increase teachers’ capabilities in te reo me ngā tikanga Māori through the introduction of the Haere Whakamua project. This project is based around progressing the organisation’s journey in becoming bicultural.
The association identifies, ERO confirms, that key areas for development include:
In addition, education managers should undertake strategic review and evaluation across the association. This should establish a deeper understanding of the ongoing professional learningof teachers and inform decision making.
Teachers agree with ERO that appropriate next steps are
The association should
Before the review, the staff and management of Te Mata 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:
curriculum
premises and facilities
health and safety practices
governance, management and administration.
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:
emotional safety (including positive guidance and child protection)
physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)
suitable staffing (including qualification levels; police vetting; teacher registration; ratios)
evacuation procedures and practices for fire and earthquake.
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 Te Mata Kindergarten will be in three years.
Joyce Gebbie
National Manager Review Services Central Region (Acting)
9 April 2014
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 |
Havelock North |
||
|
Ministry of Education profile number |
5299 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children aged over 2 (morning session) 30 children aged over 2 (afternoon session) |
||
|
Service roll |
70 |
||
|
Gender composition |
Boys 36, Girls 34 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Pacific Other ethnic groups |
3 60 1 6 |
|
|
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 2014 |
||
|
Date of this report |
9 April 2014 |
||
|
Most recent ERO report(s)
|
Education Review |
November 2010 |
|
|
Education Review |
November 2006 |
||
|
Education Review |
February 2003 |
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:
Within these areas ERO considers the effectiveness of arotake – self review and of whānaungatanga – 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.