Herbert Road, Chartwell, Hamilton
View on mapChartwell Kindergarten
Chartwell Kindergarten - 17/10/2017
Here is the latest report for the Governing Organisation that this service is part of.
1 Evaluation of Chartwell Kindergarten
How well placed is Chartwell 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
Chartwell Kindergarten is one of 29 kindergartens located in the Waikato that operates under the Waikato Kindergarten Association (WKA). It is located in Chartwell and licensed for 45 children from two years to school age. The kindergarten offers full-day education and care and flexible attendance hours to meet the needs of families. All staff are qualified and registered teachers. The organisation provides twenty free hours for all children.
Since the 2014 ERO review, there have been changes to staff while the long serving head teacher has remained in her position. Developments include increased bicultural practices that more strongly reflect Te ao Māori. Teachers have reviewed their philosophy for learning in consultation with families. Values acknowledge Te Tiriti O Waitangi and are centred on Enviro-school kaupapa and the goals and principles of Te Whāriki.
The kindergarten operates under the umbrella of the Waikato Kindergarten Association (WKA), which is a charitable trust, and does not operate for profit. The strategic direction of the Association is guided by the overarching statement, ‘Every child reaching their full potential’. The WKA has a commitment to providing quality, inclusive services that effectively meet the diverse educational needs of all children attending. All kindergartens in Waikato Kindergarten Association are involved in sustainable programmes promoting the care of people and environment, such as Enviroschools, Sport Waikato Under 5 Energise and a ‘Cool for School’ Transition programme. A kaumātua from Tainui provides advice, guidance and support to the organisation. The kindergartens’ education, operational and administrative responsibilities are well supported by Association specialist personnel.
This review was part of a cluster of six kindergarten reviews in the Waikato Kindergarten Association.
The Review Findings
Children and their families are welcomed into an inviting, spacious and organised learning environment. Teachers have established close and trusting relationships with children, which promotes a positive inclusive culture for learning and supporting children, and their families to have a sense of belonging.
Under the leadership of the head teacher, the team has developed a shared philosophy for teaching and learning in consultation with families. Through positive social interactions with teachers and their peers and in play, children develop their oral language, social and communication skills. Whanaungatanga partnerships with whānau and the community are given priority and embraced by teachers.
Literacy, mathematics the arts and other curriculum areas are integrated into children's interests and play. Children confidently initiate their own play and learning. They are able to choose from an extensive range of high-quality resources and equipment to extend their individual interests, strengths and abilities. The environment richly reflects the language, identity and culture of Māori, with an emphasis on Waikato-Tainui kawa. The natural environment promotes learning about sustainability and kaitiakitanga, respecting the environment. Children are learning how to respect and care for the natural world.
Te ao Māori and tikanga Māori are part of the daily curriculum and routines. Children are familiar with waiata (singing traditional song), karakia and stories, which are naturally interwoven throughout the day. Teachers embrace manākitanga values and encourage children to develop care and respect for people and cultures.
Teachers use effective, intentional teaching strategies that are responsive to individual children's interests. They positively affirm children's contributions and celebrate their achievements and successes in learning. Teachers engage in learning conversations that support children to critically reflect, problem solve and think creatively.
Internal evaluation is emergent and planned, focusing on ongoing improvement to the quality of education and care of children. Teachers have identified a future goal to continue strengthening communication and developing educational partnerships with families.
Assessment portfolios are regularly accessed by children and families to celebrate and reflect on prior learning and experiences at the kindergarten. On-line assessment systems are accessed by most families enabling them to contribute to assessment processes. An area for further development is for teachers to include more personalised assessment in child portfolios to better document individual learning and progress over time.
The WKA provides comprehensive systems, policies and procedures to guide kindergarten practice. The organisation has a commitment to providing quality, inclusive services that meet the diverse educational needs of all children attending. Teachers have access to ongoing and targeted professional development to support improved practices, and lead to improved outcomes for children. Education Support Managers work closely with the head teacher and provide well informed and professional leadership to support kindergarten operations.
Key Next Steps
ERO and Kindergarten leaders agree the next steps for ongoing development are to develop consistent systems and processes for:
- assessment, planning and evaluation
- agreed teaching practices for enacting the kindergarten's philosophy for learning.
Management Assurance on Legal Requirements
Before the review, the staff and management of Chartwell 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 Chartwell Kindergarten will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
Te Tai Miringa - Waikato / Bay of Plenty Region
17 October 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 | Hamilton | ||
Ministry of Education profile number | 5137 | ||
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 | 63 | ||
Gender composition | Girls 32 Boys 31 | ||
Ethnic composition | Māori Pākehā Other | 3 57 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 | August 2017 | ||
Date of this report | 17 October 2017 | ||
Most recent ERO report(s)
| Education Review | August 2014 | |
Education Review | April 2011 | ||
Education Review | January 2008 |
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.
Chartwell Kindergarten - 13/08/2014
1 Evaluation of Chartwell Kindergarten
How well placed is Chartwell 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
Chartwell Kindergarten is located in Hamilton and provides sessional education and care for children from two years to school age. The kindergarten is licensed for up to 40 children over the age of two years at any one time. At the time of the ERO review, 70 children were enrolled, of whom three are identified as Māori.
The kindergarten operates under the umbrella of the Waikato Kindergarten Association (WKA), which is a charitable trust, and does not operate for profit. The strategic direction of the association is guided by the overarching statement, ‘Every child reaching their full potential’. This emphasises a commitment to providing quality, inclusive services that effectively meet the diverse educational needs of all children attending. All kindergartens provide an Enviro-School focus as a key curriculum feature to encourage children to better understand caring for the environment.
The Educational Service Manager (ESM) monitors and reports to the association on the kindergarten’s quality of education. A kaumātua from Tainui provides advice, guidance and support about Māori language, culture and identity. The kindergarten’s administrative responsibilities are well supported by association resource personnel.
The kindergarten benefits from the WKA's clear guidelines and expectations for practice and the availability of good self-review processes for monitoring and evaluating the quality of education and care it provides for children.
Teachers have responded positively to the areas for development and review in the 2011 ERO report. These relate to planning and assessment processes, deepening partnerships with parents and culturally appropriate relationships with Māori children and their whānau. Staffing remains unchanged since that review. Teachers and parents have worked hard to redevelop the outdoor environment to improve opportunities for more challenging active play and meaningful interaction with the natural environment.
This review was part of a cluster of 12 kindergarten reviews in the Waikato Kindergarten Association.
The Review Findings
Chartwell Kindergarten is well placed to promote positive learning outcomes for children.
A positive, calm and inclusive climate is supporting children to be highly engaged in play and learning. They are able to follow their interests and choose from a wide variety of readily available equipment and resources, in a carefully prepared and attractively presented environment. Children are involved in many creative activities, involving music, drama, imaginative play and art. They enjoy building complex constructions, using a variety of tools and materials. They play well together and alongside one another, displaying well-developed social skills and respect for one another. Early literacy and mathematics skills are integrated throughout the programme and children are beginning to use symbols and letters in their drawing and writing. They participate in active play and exploration in the outdoor environment, and learn about the wider community through trips and visits.
Teachers work as a collaborative team and have responsive, inclusive relationships with children, their parents and families. They actively seek information from parents about their expectations and children’s experiences. This information is valued and assists teachers to settle children and involve them in the programme. Teachers also plan activities and ideas that support and extend children’s interests and strengths, and parents’ aspirations. They foster children’s problem solving skills and encourage them to develop as creative thinkers. Children are empowered to take on leadership opportunities and are supported to become competent, independent learners.
Teachers integrate an emphasis on care for the environment and healthy eating through the programme. They have increased their knowledge and use of te reo and tikanga Māori to support success for Māori children. Bicultural aspects are included in the programme through waiata, karakia kai and Māori legends and resources. Teachers have identified, and ERO agrees, there is a need to continue to strengthen bicultural perspectives in the kindergarten.
Parents are well-informed about their children’s wellbeing and learning through ongoing informal discussions and interviews. Individual portfolios show children’s involvement in the programme, and identify their growing skills, knowledge and understandings. Teachers should now consider including:
- more personalised references for individual children in group stories
- clear next steps to support children’s ongoing learning.
The kindergarten’s well-developed plan to develop online e-portfolios is likely to strengthen the partnership with parents and families and the resulting outcomes for children. An informative centre booklet supports parents and children with transition to a large number of schools.
The head teacher is an experienced, knowledgeable and effective leader and teacher. She is increasingly encouraging teachers to take leadership opportunities and promotes professional learning and development for herself and teachers. The head teacher is committed to ongoing improvement of the programme and environment.
Key Next Steps
ERO, the ESM and kindergarten staff agree programme self review and appraisal could be improved by including evaluations of teachers’ practice and how it has influenced outcomes for children. In addition, recent changes in curriculum emphases have caused the teaching team to identify a need to review the kindergarten’s philosophy, in consultation with parents.
Management Assurance on Legal Requirements
Before the review, the staff and management of Chartwell 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 Chartwell Kindergarten will be in three years.
Dale Bailey
National Manager Review Services
Northern Region
13 August 2014
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 |
Hamilton |
||
Ministry of Education profile number |
5137 |
||
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 |
70 |
||
Gender composition |
Girls 36 Boys 34 |
||
Ethnic composition |
Māori NZ European/Pākehā Other |
3 65 2 |
|
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 |
June 2014 |
||
Date of this report |
13 August 2014 |
||
Most recent ERO report(s) |
Education Review |
April 2011 |
|
Education Review |
January 2008 |
||
Education Review |
December 2004 |
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.