31 Hawea Street, Mount Maunganui
View on mapHow well placed is Arataki Free Kindergarten to promote positive learning outcomes for children?
| Not well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Arataki Kindergarten provides both sessional and school-day early childhood education and care for children from two years to school age. At the time of this review 49 children were enrolled, including 12 of Māori descent.
The kindergarten’s philosophy aims to inspire respectful, responsive and inquisitive learners in partnership with children, families, the environment and surrounding communities.
The kindergarten operates under the umbrella of Tauranga Region Kindergartens (TRK), which is a not-for-profit early childhood education service, governed by a board of parent-elected community representatives. Senior teachers oversee and support the professional work of the kindergarten. This work is supplemented by a resource teacher Māori who provides professional learning and support for TRK staff in te ao Māori.
The association sets the strategic direction of its kindergartens with emphasis on nurturing reciprocal relationships with whānau and communities, organisational sustainability, meeting community needs, and honouring the Treaty of Waitangi. The TRK provides kindergarten staff with clear guidelines and expectations for practice. There are systematic processes and highly effective self-review practices to monitor and evaluate the quality of teaching, education and care provided by this kindergarten.
Consistent with TRK policy of only employing trained and registered teachers in regulated positions, the kindergarten is staffed by four qualified and registered teachers, along with an administrator.
There is a well-established teaching team. The long-standing head teacher has been granted a year’s leave from the kindergarten. In her absence one of the teaching team will be the acting head teacher.
This review was part of a cluster of four reviews in the Tauranga Regional Kindergarten Association.
The value of whākawhānaungatanga (relationships) is at the centre of this community of learners, where everyone works collaboratively to achieve shared aspirations for tamariki. Teachers value what children, parents and whānau contribute to learning and the life of the kindergarten. They demonstrate a genuine belief in parents and whānau as the first and foremost educators of their tamariki. These responsive and reciprocal relationships, and high levels of engagement contribute to the warm and welcoming culture, and holistic wellbeing of tamariki, parents, whānau and teachers.
An experienced and well-informed head teacher provides highly effective professional kindergarten leadership. Her high expectations for teaching and learning are supported by regular and in-depth reflections and professional discussions about teachers’ practice and outcomes for tamariki. There are meaningful opportunities for shared leadership where each teacher makes a significant contribution to growing team capability, knowledge and enhanced outcomes for tamariki and whānau.
The teaching team, parents and whānau have a shared and clearly articulated philosophy that underpins the curriculum and teachers’ practice. Parents who spoke to ERO confidently talked about the philosophy and how it influences teachers’ responses, the environment, learning opportunities and outcomes for their tamariki as learners. A well-considered assessment framework is used effectively to engage parents and tamariki in learning, inform teachers’ practice and planning, and to review children’s learning and curriculum effectiveness.
Nga pūrakau (legends and stories) provide a te ao Māori framework for the curriculum, assessment and teachers’ practice. Local stories and attributes (learning powers) of the characters are used as a vehicle to support children’s sense of belonging and relationship to Papatuanuku (the land). This story telling approach assists children to develop their learning powers and understand what helps them to learn.
The head teacher’s commitment to promoting te reo Māori and bicultural practices is highly evident in spontaneous korero Māori by tamariki and whānau. Tamariki Māori are confident and enjoy opportunities to contribute and participate as tāngata whenua.
Children benefit from active exploration in a thoughtfully planned and resourced learning environment, and intentional teaching responses based on knowledge of children. Features of the environment and teachers’ responses include:
Teachers maximise opportunities for children to learn about, and celebrate difference and diversity. They actively promote equitable opportunities for all learners and hold the belief that every child can, and has the right to learn. They trust children as capable and confident learners and decision makers, and support them to succeed.
Highly effective systems, including planned and responsive self review, supports and informs learning for adults and tamariki. There is close alignment between the philosophy, teacher appraisal, strategic plan, assessment practice and self review that contributes to sustainable practices.
An important consideration for this kindergarten is to sustain effective practices and for teachers to continue to consolidate and embed:
In addition there is a need to provide support, coaching and mentoring for the acting head teacher to maximise her learning from this leadership opportunity.
Before the review, the staff and management of Arataki Free 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 Arataki Free Kindergarten will be in four years.
Graham Randell Deputy Chief Review Officer Northern
27 October 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 | Mount Maunganui | ||
| Ministry of Education profile number | 5207 | ||
| Licence type | Free Kindergarten | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 45 children, including up to 0 aged under 2 | ||
| Service roll | 49 | ||
| Gender composition | Boys 30 Girls 19 | ||
| Ethnic composition | Māori Pākehā Cook Island Māori Chinese Kiribati Samoan Other European | 12 31 2 1 1 1 1 | |
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 | September 2015 | ||
| Date of this report | 27 October 2015 | ||
Most recent ERO report(s) These are available at www.ero.govt.nz | Education Review | April 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 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.
Arataki Free Kindergarten is located in Mount Maunganui. It operates under the umbrella of the Tauranga Regional Kindergarten Association to provide education and care for children from two years to school age. It is licensed for 45 children and at the time of this ERO review had a roll of 70, including 11 who are identified as Māori. The kindergarten’s philosophy expresses a commitment to inspiring respectful, responsive and inquisitive learners in partnership with children, families and communities. Since the previous review, the teaching staff has remained consistent.
The kindergarten is well supported by the association through the provision of policy and organisational frameworks and procedures. An experienced and knowledgeable head teacher has developed a cohesive teaching team who work in the best interests of children and their families.
A feature of the kindergarten is the strong and inclusive partnerships formed amongst teachers, children and their families, that contribute to a strong sense of belonging and well-being.
The kindergarten provides an interesting and spacious learning environment that invites children to explore and experiment. Children have ready access to high-quality resources that provide for safe physical challenge, and enhance academic and social skills.
Teachers plan a rich programme that acknowledges children’s emerging interests. ERO observed examples of high-quality teaching interactions that included appropriate use of technical language, open-ended questioning, and conversations that extended children’s thinking and problem solving skills. Children benefit from teachers’ meaningful integration of tools and technology into the daily programme. Te reo and tikanga Māori are well integrated in meaningful contexts. A wide range of community and specialist involvement enhances children’s learning experiences. Parents’ participation in frequent, kindergarten-funded, excursions enables them to share in their children’s learning.
A next step for teachers is to further review assessment, planning and evaluation practices and make changes that are likely to engage and extend all children in purposeful play.
ERO is confident that the service is being managed in the interest of the children. Therefore ERO is likely to review the service again within three years.
Before the review, the management of Arataki Free Kindergarten was invited to consider its priorities for review using guidelines and resources provided by ERO. ERO also used documentation provided by the centre to contribute to the scope of the review.
The detailed priorities for review were then determined following a discussion between the ERO review team and the management and staff. This discussion focused on existing information held by the centre (including self-review information) and the extent to which potential issues for review contributed to positive outcomes for children atArataki Free Kindergarten.
All ERO education reviews in early childhood focus on the quality of education. For ERO this includes the quality of:
ERO’s findings in these areas are set out below.
Arataki Free Kindergarten operates under the umbrella of the Tauranga Regional Kindergarten Association to provide education and care for children from three years to school age. The kindergarten’s philosophy expresses a commitment to inspiring respectful, responsive and inquisitive learners in partnership with children, families and communities. Since the previous ERO review the teaching staff has remained consistent.
Partnership for learning: A feature of the kindergarten is the strong and inclusive partnerships formed amongst teachers, children and their families. Teachers place high priority on knowing children and their families well. Parents’ responses gathered during the review expressed appreciation for the support provided for them and their children by teachers. Contributions from parents in assessment practices and regular access to individual profile books empower them as active partners in children’s learning at the kindergarten. Their involvement in frequent, kindergarten-funded excursions enables them to share in their children’s learning. Positive partnerships are contributing to a strong sense of belonging and well-being for children and their families.
Environment: The kindergarten provides an interesting and spacious learning environment that invites children to explore and experiment. Features of the environment include:
Programme and interactions: Teachers plan a rich programme that acknowledges children’s emerging interests. ERO observed examples of high-quality teaching interactions that included appropriate use of technical language, open-ended questioning and conversations that extended children’s thinking and problem-solving skills. Children’s learning is extended by frequent excursions to places of interest in the local and wider community. The programme provides many opportunities for children to play for sustained periods of time in groups of their own choosing. Children demonstrated confidence as they engaged in dramatic and creative play with their friends. They benefit from teachers’ meaningful integration of tools and technology into the daily programme. Te reo and tikanga Māori are well integrated in meaningful contexts. A wide range of community and specialist involvement enhances children’s learning experiences.
Self review: While the kindergarten undertakes aspects of self review, deepening these processes is likely to contribute to improved outcomes for children. Particular attention should be given to further reviewing and developing:
Improving self review is likely to strengthen the kindergarten’s culture of reflective practice.
Before the review, the staff of Arataki Free Kindergarten completed an ERO CentreAssurance Statement andSelf-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 documentation, including policies, procedures and records of recent use of procedures. ERO also checked elements of the following areas that have a potentially high impact on outcomes for children:
ERO is confident that the service is being managed in the interest of the children. Therefore ERO is likely to review the service again within three years.
Makere Smith
National Manager Review Services
Northern Region (Acting)
|
Type |
Education and Care Service (All Day) |
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|
Number licensed for |
45 children, including up to 0 aged under 2 |
|
Roll number |
70 |
|
Gender composition |
Girls 38 Boys 32 |
|
Ethnic composition |
New Zealand European/Pākehā 52 New Zealand Māori 11 Kiribati 2 Other European 2 Indian 1 Other Asian 1 Samoan 1 |
|
Review team on site |
February 2012 |
|
Date of this report |
04 April 2012 |
|
Previous three ERO reports |
Education Review May 2009 Education Review May 2006 Education Review February 2002 |
These are the findings of the Education Review Office’s latest report on Arataki Free Kindergarten.
Arataki Free Kindergarten is located in Mount Maunganui. It operates under the umbrella of the Tauranga Regional Kindergarten Association to provide education and care for children from two years to school age. It is licensed for 45 children and at the time of this ERO review had a roll of 70, including 11 who are identified as Māori. The kindergarten’s philosophy expresses a commitment to inspiring respectful, responsive and inquisitive learners in partnership with children, families and communities. Since the previous review, the teaching staff has remained consistent.
The kindergarten is well supported by the association through the provision of policy and organisational frameworks and procedures. An experienced and knowledgeable head teacher has developed a cohesive teaching team who work in the best interests of children and their families.
A feature of the kindergarten is the strong and inclusive partnerships formed amongst teachers, children and their families, that contribute to a strong sense of belonging and well-being.
The kindergarten provides an interesting and spacious learning environment that invites children to explore and experiment. Children have ready access to high-quality resources that provide for safe physical challenge, and enhance academic and social skills.
Teachers plan a rich programme that acknowledges children’s emerging interests. ERO observed examples of high-quality teaching interactions that included appropriate use of technical language, open-ended questioning, and conversations that extended children’s thinking and problem solving skills. Children benefit from teachers’ meaningful integration of tools and technology into the daily programme. Te reo and tikanga Māori are well integrated in meaningful contexts. A wide range of community and specialist involvement enhances children’s learning experiences. Parents’ participation in frequent, kindergarten-funded, excursions enables them to share in their children’s learning.
A next step for teachers is to further review assessment, planning and evaluation practices and make changes that are likely to engage and extend all children in purposeful play.
ERO is confident that the service is being managed in the interest of the children. Therefore ERO is likely to review the service again within three years.
When ERO has reviewed an early childhood centre we encourage management to inform their community of any follow up action they plan to take. You should talk to the management or contact person if you have any questions about this evaluation, the full ERO report or their future intentions.
If you would like a copy of the full report, please contact the centre or see the ERO website, http://www.ero.govt.nz.
Makere Smith
National Manager Review Services
Northern Region (Acting)
ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.
ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:
Reviews are intended to focus on outcomes for children and build on each centre’s self review.
ERO’s framework for reviewing and reporting is based on four review strands.
ERO reviews do not cover every aspect of centre performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to this centre.
Most ERO reports include recommendations for improvement. A recommendation on a particular issue does not necessarily mean that a centre is performing poorly in relation to that issue. There is no direct link between the number of recommendations in this report and the overall performance of this centre.