Carterton Kindergarten

Education institution number:
5313
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
46
Telephone:
Address:

3 Victoria Street, Carterton

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Carterton Kindergarten - 26/01/2017

1 Evaluation of Carterton Kindergarten

How well placed is Carterton 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.

Background

Carterton Kindergarten is located in central Carterton. It is one of 85 kindergartens and three home-based education and care networks governed and managed by He Whānau Manaaki o Tararua Free Kindergarten Association Incorporated (the association). This is a new kindergarten association created from joining the Rimutaka and Wellington Kindergarten Associations in 2014. This is the first review for this kindergarten since the merger.

Since the July 2013 ERO report, the service has introduced daily six hour sessions and continue to provide mixed age groups. The kindergarten is licensed for 40 children aged over two years. Of the 46 children enrolled, eight are Māori.

The kindergarten philosophy highlights children as confident, competent, lifelong learners, strong in the knowledge of their own family culture and the culture of Aotearoa New Zealand. There is a focus on children's experiences being grounded in an innovative well-resourced learning environment, which inspires new ideas, risk taking and empowerment.

The board and managers provide governance for the organisation. Senior teachers have delegated kindergartens. Their role is to provide regular support and a range of professional learning and development opportunities for teachers.

In 2012, the Wellington association developed a framework to guide the implementation of its curriculum, Te Manawa. This document outlines criteria for curriculum delivery, including expectations for assessment and planning for children’s learning. Its introduction in former Rimutaka Kindergartens occurred during 2015, with kindergartens adapting it to respond to their community. Carterton Kindergarten is making good progress with understanding and implementing Te Manawa.

The 2013 ERO report for Carterton Kindergarten identified that teachers needed to continue building evaluative capacity to systematically inquire into and judge the effectiveness of their teaching practice and ongoing review. Including value statements in assessment, planning practices and learning stories, and further developing strategies and opportunities for Pacific children to experience success as Pacific were also recommended. There has been significant progress in responding to these identified next steps. Areas of good practice from the previous ERO report have been sustained. Teachers have been proactively leading community learning groups.

All six teachers at the kindergarten are qualified, five are fully registered and one teacher is completing registration.

This review was part of a cluster of 10 reviews in the He Whānau Manaaki o Tararua kindergartens.

The Review Findings

Children are engaged learners. They are decision makers who demonstrate a strong sense of place and belonging.

A richly resourced, developing environment invites children's curiosity and offers challenge through physical discovery and problem solving. Children are competent, capable learners. Their direction guides the programme and teachers make adjustments according to their focus.

Strong relationships between teachers, children, parents and whānau support engagement in learning. Parents and whānau have many opportunities to contribute to their child's learning. Educators are responsive to parent aspirations.

Teachers actively encourage children's thinking. Mathematics and literacy learning are included in the programme through conversation and the range of play experiences, physical and creative activities.

Planning for learning occurs in multiple ways for individuals, and groups of children. The team has considered ways to enhance this through the contribution of children. Staff meetings and ongoing discussions occur to build shared knowledge and consistency of teaching and learning practices. Teachers reflect on what makes the most difference for children and their learning. Te Manawa has helped teachers to consider how to enhance continuity in children's learning over time. Leadership is distributed across the teaching team.

The kindergarten tone and environment supports Māori children's success. Te reo me ngā tikanga Māori are integral to the programme. Staff give priority to including authentic te ao Māori experiences for children. Māori children stand confidently, proudly sharing pepeha.

Respectful engagement with parents, whānau and the wider community is upheld. Parent and whānau feedback affirms the kindergarten's responsiveness to Māori ways of knowing, doing and being. Portfolios highlight children's culture, language and identity. Te ao Māori is reflected, with links to te reo Māori and iwi highlighted.

Internal evaluation has resulted in positive change for Pacific children. Teachers identify a need to strengthen their knowledge and understanding of Pacific cultures.

Children with additional needs are well supported. Teachers work in partnership with families and external agencies to support individual learning needs. A flexible, innovative approach includes sharing resources from the centre to the home. The warm, inclusive environment is affirming of the range of children's cultures. 

Well-considered transition processes into the kindergarten and on to local schools are in place. As part of the Carterton Early Childhood Network, staff liaise with new entrant teachers.

Teachers implement emergent, planned and strategic review, using a range of tools to inquire into curriculum effectiveness. Evaluation is leading to positive changes for children. Strengthening internal evaluation is key priority. The head teacher encourages and supports teachers to improve their knowledge, understanding and implementation of internal evaluation.

The senior teacher provides termly written feedback in relation to centre priorities and the quality of teaching and learning. She completes an annual internal evaluation that supports strengthening of these termly reports. There is a deliberate focus on outcomes for children and teacher and leader performance.

The previous report identified that the association needed to improve appraisal processes. Managers undertook an internal review of the appraisal system. The revised model is being implemented across the kindergartens. The process includes focused goals that build teacher and leader capability and clearer links with the Practising Teacher Criteria.

Key Next Steps

The senior teacher, head teacher, staff are focused on sustaining and improving teaching and learning by continuing to build on and extend self-review and internal evaluation practice.

The association should continue to support the development of formal critique of teaching practice.

Management Assurance on Legal Requirements

Before the review, the staff and management of Carterton 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Carterton Kindergarten will be in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

26 January 2017 

The Purpose of ERO Reports

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.

2 Information about the Early Childhood Service

Location

Carterton

Ministry of Education profile number

5313

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children aged over 2

Service roll

46

Gender composition

Girls 28, Boys 18

Ethnic composition

Māori

Pākehā

Pacific

Other ethnic groups

8

31

2

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

October 2016

Date of this report

26 January 2017

Most recent ERO report(s)

 

Education Review

August 2013

Education Review

May 2010

Education Review

January 2007

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.

Carterton Kindergarten - 05/08/2013

1 Evaluation of Carterton Kindergarten

How well placed is Carterton 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.

Background

Carterton Kindergarten is located in Carterton, Wairarapa and caters for children aged from two to five years. It is an all-day centre and is licensed for 40 children. At the time of this review there were 49 children on the roll, including 19 identifying as Māori.

The Rimutaka Kindergarten Association effectively governs the kindergarten, and provides senior teacher support for the kindergarten. It is committed to maintaining the ratio of 100% qualified teachers. Clear policy guidelines outline association expectations for developing the programme and managing day-to-day operation.

The teaching team comprises a head teacher and four fully qualified teachers. The vision, emphasising the importance of providing an innovative learning environment, is clearly espoused. Teachers have responded effectively to the recommendation made in ERO’s 2010 report. The kindergarten has a positive reporting history with ERO.

This review was part of a cluster of eleven reviews in the Rimutaka Kindergarten Association.

The Review Findings

The kindergarten’s philosophy of fostering confident and competent lifelong learners is highly evident in teaching practice.

Children successfully learn in a well-resourced environment where teachers:

  • value children learning through sustained child-centred play alone and with other children

  • emphasise the uniqueness of each child and their whānau

  • place importance on developing strong relationships with parents and whānau

  • maintain highly respectful and inclusive relationships with children to support them to confidently participate in activities.

As a result, there is a busy and purposeful atmosphere that is conducive to learning. Relationships with children are warm, welcoming and responsive to needs. Tuakana teina interactions among children are promoted by teachers to support learning.

Teachers appropriately plan for groups and individuals. Planning is a reflection of what the child has been doing and how interests may be extended.

The head teacher works collaboratively with her team and effectively leads robust self review and evaluation. A shared leadership model is fostered. Teachers take responsibility for aspects of kindergarten operation. Children are given opportunities to manage their learning, including leading mat time.

Senior teachers provide well targeted, ongoing support and guidance for teachers. They promote regular professional development opportunities and useful systems that are focused on positive outcomes for children. A planned development of the performance appraisal processes has the potential to better promote teacher development.

There is a well-considered approach to support children and their parents with transitions to school. Literacy and mathematical experiences are effectively integrated throughout the programme. The curriculum is further extended through visitors to the kindergarten and excursions into the local community. Information and communication technologies (ICT) are enthusiastically used by children and are valued by teachers as learning tools. A current focus is on using ICT to encourage children to revisit their learning.

Children with additional learning needs are well supported. Teachers articulate a belief in inclusive education and where appropriate, liaise with external agencies. Routines are consistently implemented throughout the day, giving children a sense of security in being able to predict what will happen next.

Biculturalism is valued. Some te reo Māori is integrated into the programme. Teachers are gaining confidence in reflecting the language, culture and identity of Māori learners and recording this more effectively in children’s learning stories. An appropriate association-wide review is currently being undertaken to evaluate and implement practices to enhance learning opportunities for Māori learners.

Children’s emotional and physical wellbeing are promoted through sound health and safety practices.

Key Next Steps

The kindergarten’s useful review processes have identified appropriate next steps. These are:

  • to continue building the evaluative capacity of teachers to systematically enquire into and judge the effectiveness of their teaching practice, including an ongoing review of the effectiveness of mat time

  • to ensure teachers’ key value statements are clearly reflected in assessment and planning practices and documented in children’s learning stories

  • to further develop teaching strategies to provide opportunities for Pacific children to enjoy success as Pacific.

ERO's evaluation findings support the kindergarten’s future direction.

Management Assurance on Legal Requirements

Before the review, the staff and management of Carterton 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Carterton Kindergarten will be in three years.

Joyce Gebbie National Manager Review Services Central Region (Acting)

5 August 2013

Image removed.

The Purpose of ERO Reports

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.

2 Information about the Early Childhood Service

Location

Carterton

Ministry of Education profile number

5313

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children aged over 2

Service roll

49

Gender composition

Boys 25, Girls 24

Ethnic composition

Māori

NZ European/Pākehā

Pacific

Other ethnic groups

19

25

3

2

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

N/A

 
 

Over 2

1 : 10

Meets minimum requirements

Review team on site

May 2013

Date of this report

5 August 2013

Most recent ERO report(s)

 

Education Review

May 2010

 

Education Review

January 2007

 

Accountability Review

September 2002

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.