Chartwell Kindergarten - 17/10/2017

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.