63 Moorhouse Street, Morrinsville
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Central Kids Kindergartens - Morrinsville is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Central Kids Kindergartens - Morrinsville is located in the rural township of Morrinsville. It is licensed for 40 children over the age of two years. Currently there are 52 children enrolled with 12 who identify as Māori.
The kindergarten’s philosophy places value on children learning through play using the framework of Te Whāriki. They aim to include Te Tiriti o Waitangi principles and reflect these in the programme. Teachers believe children should be empowered to drive their own learning and support them to develop their creativity, imagination and resilience.
Since the ERO review in 2015, the experienced teaching team has remained consistent. The kindergarten has a positive ERO reporting history and since the 2015 ERO review they have further strengthened internal evaluation, and assessment practices.
The kindergarten operates under the governance and management of the Central North Island Kindergarten Trust, a community not-for-profit organisation. The overarching philosophy of the organisation is to provide kindergartens where children learn through play and are supported to reach their potential.
This review was part of a cluster of 10 kindergarten reviews in the Central North Island Kindergarten Trust.
Children and their families enjoy close, respectful and trusting relationships with teachers. Together teachers and children have fun as part of the learning process. Children have established friendships and regularly support each other in learning through tuakana teina relationships. A positive and inclusive kindergarten culture promotes a strong sense belonging and wellbeing for children and their whānau.
Teachers effectively develop children’s confidence and competence as lifelong learners. Children are encouraged to be creative, use their imagination and problem solve. Teachers use intentional strategies to support children to revisit ideas, deepen understanding and develop social competencies. They have a deep understanding of Te Whāriki dispositions and learning outcomes. Through their interests and play children engage in high levels of sustained and complex learning.
The kindergarten curriculum is well designed and underpinned by the principles of Te Whāriki the early childhood curriculum. Literacy, mathematics and other curriculum areas are well planned for within carefully designed areas of play. Some te reo Māori is interwoven throughout the daily programme. Children learn through extra curriculum experiences provided by community people who participate in the weekly programme sharing their strengths with children and teachers. Children learn in meaningful and authentic contexts. Partnerships among teachers and families contributes positively to children's learning and wellbeing.
Assessment practices demonstrate children’s progress in a range of contexts and over time. Children's strengths are acknowledged and affirmed, and highlights their success in learning. Planning is responsive and informed by careful observation of children's interests and strengths. Children with additional learning needs receive individual education plans targeted specifically to support their wellbeing and learning. Children and their families often revisit individual assessment portfolios which provide a rich record of their achievement over time.
Governance and management have comprehensive, well-established systems and practices to enable the organisation to monitor, evaluate and plan for improvement for its early learning centres. Clear guidelines and expectations for centre practice and curriculum are strongly fostered by the leadership team and trust. The vision and values support positive outcomes for children’s learning, wellbeing and that of their whānau.
Continue deepening assessment, planning and evaluation practices to include a stronger focus on including Māori tamariki whakapapa, language, culture and identity in assessment practice.
Before the review, the staff and management of Central Kids Kindergartens - Morrinsville 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.
The next ERO review of Central Kids Kindergartens - Morrinsville will be in three years.
Phillip Cowie
Director Review and Improvement Services Central
14 February 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.
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Location |
Morrinsville, Waikato |
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Ministry of Education profile number |
5187 |
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Licence type |
Free Kindergarten |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
40 children, aged over 2 |
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Service roll |
52 |
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Gender composition |
Boys 31 Girls 21 |
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Ethnic composition |
Māori |
12 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
November 2018 |
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Date of this report |
14 February 2019 |
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Most recent ERO report(s) |
Education Review |
January 2016 |
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Education Review |
October 2012 |
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Education Review |
August 2009 |
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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.
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Central Kids Kindergartens - Morrinsville is licensed to provide all-day education and care for 40 children over 2 years of age. At the time of this ERO review, there were 53 children enrolled, including 20 children who identify as Māori.
The kindergarten philosophy acknowledges tikanga Māori and aims for teachers to develop meaningful, responsive, reciprocal relationships. Teachers are committed to extending children’s learning and ‘promoting social, emotional, academic and physical competencies’.
Teachers have had focused professional development in the areas for improvement identified in the 2012 ERO report. They have strengthened the use of dispositional language and the Māori dimension in assessments and interactions with children. The team has refined self-review processes, but there remains a need to further enhance the quality and focus of teachers’ reflections.
The kindergarten is well supported by the Central North Island Kindergarten Trust. The trust’s strategic direction sets out the service’s vision, expected educational outcomes, and values. It also defines the strategies for delivering the principles and strands of the early childhood curriculum, Te Whāriki, and for respecting Te Tiriti o Waitangi. The trust’s professional leaders monitor the kindergarten’s compliance with policies and procedures to ensure it meets regulation requirements and management expectations. Kindergarten teachers have generous opportunities to attend professional development opportunities to grow their teaching and leadership skills.
This review was part of a cluster of eight kindergarten reviews within the Central North Island Kindergarten Trust.
Central Kids Kindergartens - Morrinsville is well placed to promote positive learning outcomes for children. Children make choices, initiate learning experiences and engage in play for sustained periods of time. They set personal challenges and demonstrate independence and problem-solving skills. Children confidently seek adult assistance and manipulate the environment to support their learning. They play well with and alongside others, develop strong friendships, and there are caring relationships between older and younger children. Children have a strong sense of justice, fair play, and some demonstrate well-developed leadership skills. Children communicate effectively with adults and peers, and support the learning of others.
Children enjoy learning in a spacious, attractive environment. They have ready access to a wide range of high quality equipment, resources and materials. The environment is thoughtfully planned and presented to include spaces for quiet, active, individual and group play. It provides diverse opportunities for children to extend their physical abilities. Displays make aspects of the programme, including bicultural elements, visible to parents, and acknowledge the local community and tangata whenua.
Teachers have responsive, inclusive relationships with children, their parents and families. They skilfully foster the development of children’s social and oral language skills. Features of the programme include:
Whole team professional development since the 2012 ERO review has had a positive impact on aspects of teaching practice and outcomes for children. It has led to increased emphasis on children exploring the natural environment. Teachers have developed effective and consistent practices for settling and guiding children. Leaders and teachers are committed to building on the progress made in bicultural practices. They have enhanced assessment practices and developed collaborative sharing of their knowledge about individual children. There is now a need for teachers to more effectively respond to children’s learning and interests.
Teachers keep families well informed about children’s learning and the programme, through informal discussions, written and digital portfolios, and centre displays. They warmly welcome children’s families and are readily available to share their development. Parents appreciate the advice teachers provide, and the opportunity to provide feedback about centre practice. Reciprocal relationships with local schools support children’s transition to the next stage of their education.
The professional leader provides ongoing, effective support and guidance to the head teacher and teachers. The experienced head teacher supports a collaborative team who share a common philosophy. She places a strong emphasis on building positive and respectful relationships with all members of the kindergarten community. Teachers and families appreciate her open and honest communication.
Leadership is shared in order to use the strengths and interests of teachers. Staff are involved in self review focused on ongoing improvement. The trust has undertaken a long-term review of teacher appraisal in consultation with teachers. This is enabling them to respond to the expectations of the Education Council and increase the depth of teachers' reflections about their practice.
ERO has identified, and the professional leader and head teacher agree, that the key next steps for the teaching team are to:
There is a need to strengthen appraisal and teacher evaluation practices by:
Before the review, the staff and management of Central Kids Kindergartens - Morrinsville 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 Central Kids Kindergartens - Morrinsville will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
20 January 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 |
Morrinsville |
||
|
Ministry of Education profile number |
5187 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, including up to 0 aged under 2 |
||
|
Service roll |
53 |
||
|
Gender composition |
Girls 32 Boys 21 |
||
|
Ethnic composition |
Māori Pākehā Other |
20 23 10 |
|
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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 |
November 2015 |
||
|
Date of this report |
20 January 2016 |
||
|
Most recent ERO report(s) |
Education Review |
October 2012 |
|
|
Education Review |
August 2009 |
||
|
Education Review |
December 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.