113 Thackeray Street, Napier South, Napier
View on mapERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
Regulatory standards |
ERO’s judgement |
|
Curriculum |
Meeting |
|
Premises and facilities |
Meeting |
|
Health and safety |
Meeting |
|
Governance, management and administration |
Meeting |
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed non-compliances and is now taking reasonable steps to meet regulatory standards.
This is one of 16 kindergartens governed and managed by the Napier Kindergarten Association. Their philosophy includes a connection with community, friendship and diversity. A third of the children are identified as Māori alongside a diverse roll. The kindergarten is part of the Enviroschools programme.
The kindergarten philosophy guides a curriculum that is inclusive and responsive to children as confident competent learners. Children’s preferences are respected, and they have opportunities to be involved in decisions about their learning. Parent aspirations are acknowledged. A wide range of experiences and opportunities both indoors and outdoors, enhances and extends learning and development.
The kindergarten acknowledges and reflects the unique place of Māori as tangata whenua. Children develop knowledge and an understanding of the cultural heritages of both parties to Te Tiriti o Waitangi.
An ongoing focus on regulatory standards is required to ensure ongoing maintenance of licensing criteria.
During and since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliances:
Having a written emergency management plan to ensure the care and safety of children and adults at the service that contains all aspects required by the licensing criterion (HS7).
Ensuring relevant emergency drills are carried out with children on at least a three-monthly basis, and evidence kept of how these have informed the annual review of the emergency plan (HS8).
Ensuring medicines are disposed of and sent home with a parent after the specified time, and there is evidence of parental acknowledgement that medicine has been administered (HS28).
Having the Licensing Criteria for Early Childhood Education and Care Centres 2008 prominently displayed (GMA1).
Ensuring suitable human resources practices are implemented, including a documented system of regular appraisal (GMA7).
Having a written procedure for safety checking all children’s workers that meets the requirements of the Children’s Act 2014, and ensuring every children’s worker is safety checked every three years (GMA7A).
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Patricia Davey
Director of Early Childhood Education (ECE)
27 October 2023
|
Early Childhood Service Name |
Carlyle Kindergarten |
|
Profile Number |
5539 |
|
Location |
Napier South, Napier |
|
Service type |
Free Kindergarten |
|
Number licensed for |
43 children over the age of 2 |
|
Percentage of qualified teachers |
100% |
|
Service roll |
40 |
|
Review team on site |
August 2023 |
|
Date of this report |
27 October 2023 |
|
Most recent ERO report(s) |
Education Review, November 2019; Education Review, April 2016 |
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.
having its first ERO review – including if it is part of a governing organisation
previously identified as ‘not well placed’ or ‘requiring further development’
that has moved from a provisional to a full licence
that have been re-licenced due to a change of ownership
where an Akanuku | Assurance Review process is determined to be appropriate.
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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.
As part of an Akanuku | Assurance Review ERO assesses whether the regulatory standards are being met. In particular, ERO looks at a 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 certification; ratios)
relevant evacuation procedures and practices.
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
discussions with those involved in the service
consideration of relevant documentation, including the implementation of health and safety systems
observations of the environment/premises, curriculum implementation and teaching practice.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Carlyle Kindergarten is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Carlyle Kindergarten, in Napier, provides all-day education and care for up to 43 children aged over two years. Of the 45 children enrolled at the time of this ERO review, 11 identify as Māori. The kindergarten is a member of the Enviroschools programme.
The kindergarten’s philosophy places emphasis on building positive relationships and children forming friendships. Teachers aim to encourage confidence, curiosity and an enthusiasm for learning in children through sustained and cooperative play.
Carlyle 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.
Since the April 2016 ERO evaluation, there have been some changes to the teaching team including the employment of a long-term reliever in February 2018.
The key next steps identified in the previous ERO report, internal evaluation and assessment, planning and evaluation, continue to be areas for the kindergarten to strengthen.
This review was part of a cluster of 16 kindergartens in the Napier Kindergarten Association.
Children experience warm and welcoming relationships with teachers. Effective teaching strategies support children’s developing social and emotional competency. Thoughtful conversations between children and teachers promote rich oral language development. Collaborative relationships between children and teacher encourage problem solving and challenge children’s thinking. Teachers positively encourage and acknowledge children's efforts and successes.
Children actively participate in a curriculum that reflects the beliefs and values of the kindergarten's philosophy. They are supported to build their knowledge about New Zealand’s unique cultural heritage through the integration of te reo me ngā tikanga Māori. Children have opportunities to learn about stories and landmarks of significance to local Māori. Māori children experience an environment where their language and culture are affirmed.
Children with additional learning and development needs are well supported through close cooperation with appropriate external agencies. A weekly playgroup supports children's successful transitions into the kindergarten. Relationships established with local schools is also contributing to children's successful transitions beyond the kindergarten.
Children's interests and parents' contributions inform group planning. Learning portfolios capture children’s engagement in the life of the kindergarten. A next step is to strengthen planning for individual children aligned with the learning outcomes in Te Whāriki. This should support teachers to:
more intentionally provide resources and experiences
ensure assessment over time strongly reflects each child's learning journey and their language, culture and identity
evaluate how well planned teaching strategies promote individual learning and value information shared by parents.
The head teacher has created an inclusive environment where whānau are encouraged to stay and participate. A collaborative team culture uses the strengths of the teaching team to support children’s learning. 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. Considerations should also be given to strengthening alignment between internal evaluation, appraisal goals and the association's strategic direction to better support positive outcomes for children. 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 staff 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.
Teachers should:
strengthen understanding and use of effective internal evaluation for improvement to know the impact of teacher practices on children’s learning
strengthen alignment between internal evaluation, appraisal goals and the associations strategic direction
improve the quality and consistency of assessment, planning and evaluation processes.
Education managers should continue to promote sustained improvement and innovation through strengthening:
evaluation, inquiry and professional guidance
the appraisal process.
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 Carlyle 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:
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.
To improve current practice, the early childhood service management should strengthen:
documentation of emergency drills and evaluations
assessment and management of risk for excursions including robust mitigation
consistent parental approval of ratio and mode of transportation for excursions
robust analysis and evaluation of accidents.
Phil Cowie
Director Review and Improvement Services Central
Central Region
12 November 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 |
5539 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
43 children aged over 2 |
||
|
Service roll |
45 |
||
|
Gender composition |
Male 31 Female 14 |
||
|
Ethnic composition |
Māori |
11 |
|
|
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 2019 |
||
|
Date of this report |
12 November 2019 |
||
|
Most recent ERO report(s)
|
Education Review |
April 2016 |
|
|
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:
Very well placed
Well placed
Requires further development
Not well placed
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.
Carlyle Kindergarten is licensed for up to 43 children aged over two years. The centre provides six-hour sessions each weekday. The roll of 53, includes 11 Māori children.
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 oversees governance for the association with the support of the general manager. Two education managers have a responsibility for building teacher capability. An experienced head teacher is providing considered leadership to a stable teaching team. 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.
Since the September 2012 ERO report, two teachers have been appointed to the long serving teaching team. They have focused on strengthening the team's understanding of bicultural teaching practices. Improvements have been made to the kindergarten property to enhance its appeal for children. The Enviroschool programme and understandings of cultural diversity are integrated in kindergarten practices. Positive guidance for children through a virtues programme has been extended to include mindfulness.
This review was part of a cluster of seven reviews in the Napier Kindergarten Association.
The kindergarten's philosophy is clearly evident in practice. There is an emphasis on building positive relationships and children forming friendships. Children are enthusiastic and show curiosity and confidence in how they learn through sustained cooperative play. They enjoy learning about healthy food and caring for the environment through sustainable practices.
A strong focus on supporting literacy, mathematics and testing theories is evident. Children are actively encouraged to communicate and develop their oral language skills. They appreciate the natural world and being able to follow their emerging interests.
Kindergarten routines are increasingly responsive to the wider range of children's needs, including those aged two years and children who require additional support. Teachers work collaboratively with external agencies to increase the participation and engagement of children in learning. Information to support children's transition to a wide range of local schools is provided for parents.
The bicultural aspect of the curriculum to support success for Māori children and their whānau has strengthened. The programme enables children to participate in learning experiences that celebrate local Māori history, places and events. Whānau are sharing their expertise with teachers and children. Teachers continue to work on building their capacity to support Māori children's language, culture and identity.
Profile books attractively record children's enjoyments and participation in a wide range of kindergarten experiences. A recently introduced approach strongly acknowledges parent aspirations and children's interests. Teachers should continue to build their use of assessment, planning and evaluation to progress each child's learning over time.
Teachers plan to further refine appraisal goal setting, evidence gathering, feedback and observations in relation to the Practising Teacher Criteria.
A stable teaching team is focused on building collaborative ways of working. An experienced head teacher role models the importance of putting children at the heart of decision making. An emphasis on growing culturally responsive teaching practices is sustained.
Self-review practices are used by teachers to better consider options and to inform decision-making. Leaders should continue to develop the teaching team's understanding and use of evaluation to improve outcomes for children.
The association empowers teachers to use team strengths to respond to children and the parent community. Education managers should continue to lead the implementation of systems and processes that effectively build teacher capability.
The kindergarten teachers and education managers should continue to improve:
assessment practices, planning and evaluation linked to whānau aspirations
understandings and use of self review and internal evaluation to support ongoing improvement in children's learning.
Before the review, the staff and management of Carlyle 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 Carlyle 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 |
5539 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
43 children aged over 2 |
||
|
Service roll |
53 |
||
|
Gender composition |
Girls 27, Boys 26 |
||
|
Ethnic composition |
Māori Pākehā Other ethnic groups |
11 37 5 |
|
|
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 |
June 2009 |
||
|
Education Review |
February 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.