1122 Fergusson Drive, Maoribank, Upper Hutt
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Doris Nicholson Kindergarten is in Upper Hutt. It opens Monday to Friday from 8:30am until 2:30pm and is licensed for 40 children. Full day places are available for children aged from two to five years.
The revised kindergarten philosophy places manaakitanga and 21st century learning at the heart of its programme.
The majority of teachers have worked at the kindergarten for some years. There have been a number of staff changes since the October 2013 ERO report, including senior teachers.
Doris Nicholson Kindergarten 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). The board and managers provide governance for the organisation. Senior teachers have delegated kindergartens. Their role is to provide regular support, including a range of professional learning and development opportunities for teachers.
This review was part of a cluster of three kindergarten reviews in the He Whānau Manaaki o Tararua Kindergarten Association.
Doris Nicholson Kindergarten's philosophy is clearly evident in practice. Children are engaged in sustained play where there is a strong focus on developing friendships with their peers. There are many opportunities for children to be challenged, to explore, take risks, and to problem solve. They are empowered to contribute to the programme and to lead their own learning.
A well-resourced learning environment contributes to children's creativity and curiosity. Children follow their interests and make choices from carefully considered curriculum opportunities. Materials are carefully organised to attract children’s interest and exploration. Displays are well used to support reflection on their learning.
Partnerships for children's learning are continuing to strengthen. Parents and whānau contribute to their child's learning. Connections with Orongomai Marae continue to be an ongoing focus to support children's language, culture and identity. Manaakitanga is highly evident. Children show care and respect for the environment and with each other.
Teachers respond well to children's group interests. ERO agrees with the senior teacher annual report that the impact of programme planning should be more consistently evident for all children's individual learning.
Portfolios are attractive records of children’s learning and experiences. Learning moments show children's learning, their interests and engagement in the curriculum. Teachers are continuing to strengthen assessment of children's learning. A new assessment framework to guide practice is in place. ERO's evaluation confirms teachers' recognition that aligning this framework to the kindergarten philosophy should enable teachers to continue to respond to the complexity of children’s learning over time and to individual children's language, culture and identity.
A range of resources and tikanga that reflect te ao Māori support a well-developed bicultural curriculum. The spontaneous use of te reo Māori in the programme continues to develop. Teachers are continuing to strengthen their knowledge and understanding of Pacific language and cultures.
Children with additional learning needs are well supported. An inclusive environment is actively and consistently promoted. Teachers successfully work in partnership with whānau and external agencies to achieve positive learning outcomes for children who require additional learning support. Professional learning opportunities support teachers’ knowledge and practice.
Careful consideration is given to supporting children’s transitions into the centre and on to primary school. An individualised approach helps new families settle into kindergarten life.
A strong collaborative team culture is evident through a shared leadership approach that draws on teachers' strengths and interests. Teachers are open to learning and are reflective practitioners. The teaching team contribute their knowledge to their colleagues in the wider association.
Internal evaluation supports improvements in practice which impact positively on outcomes for children. Processes for documenting this continue to improve. ERO agrees that with senior teacher support the kindergarten is well placed to extend internal evaluation to better measure the impact of kindergarten initiatives.
The association is focused on improving learning outcomes for children. A well-developed range of initiatives supports consistent curriculum implementation and on-going strengthening of teaching and learning.
The head teacher, teachers, association managers and ERO agree that next steps are to:
Before the review, the staff and management of Doris Nicholson 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:
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 Doris Nicholson Kindergarten will be in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
7 May 2018
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 |
Upper Hutt |
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Ministry of Education profile number |
5318 |
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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 |
55 |
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Gender composition |
Boys 28, Girls 27 |
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Ethnic composition |
Māori |
9 |
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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 |
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1:10 |
Meets minimum requirements |
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Review team on site |
November 2017 |
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Date of this report |
7 May 2018 |
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Most recent ERO report(s) |
Education Review |
October 2013 |
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|
Education Review |
May 2010 |
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Education Review |
January 2007 |
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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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Doris Nicholson Kindergarten is situated at the north end of Māoribank, Upper Hutt. It attracts families from as far as Kaitoke through to the southern end of Upper Hutt. It is licensed for children aged two years and over, 40 children in the mornings five days per week, and 20 children in the afternoon three days per week.
The teaching team has been together since the May 2010 ERO report. Significant developments have been made in response to ERO’s previous report. The kindergarten is part of an assessment project funded by Rimutaka Kindergarten Association (the association). Teachers, in consultation with parents and the wider community, have reviewed the philosophy. This strongly underpins the programme for children, parents and whānau, and teachers.
The association coordinates the Upper Hutt Professional Learning Community (UPLC) cluster. This focuses on teachers from both the early childhood and primary sectors regularly meeting to support positive transitions to school for children. Doris Nicholson Kindergarten is part of this cluster.
The Rimutaka Kindergarten Association governs the kindergarten effectively, and provides senior teacher support. The association is committed to maintaining the ratio of 100% qualified teachers. Well-developed policy guidelines clearly outline association expectations for developing the programme and managing day-to-day operations.
This review was part of a cluster of eleven kindergarten reviews in the association.
Teachers are welcoming, positive and respectful. They have developed effective partnerships with parents and families and are highly responsive to children’s individual needs, strengths and skills. Teachers use a range of strategies to support, encourage, challenge and extend learning. Movement and dance, problem solving, literacy and numeracy are well integrated in the programme. A strong culture of children being valued, celebrated and affirmed for who they are and what they bring to their learning is highly evident.
Children play well both independently and in groups of their choosing for sustained periods of time. The environment provides ample opportunities for children to challenge themselves, take safe risks, explore, be creative and imaginative. It is calm, and conducive to learning. Children and teachers have fun as part of the learning process.
Te reo Māori is used by teachers throughout the programme and appropriate tikanga practices are well implemented in routines. Sign language is highly valued and regularly used by teachers and children.
Children with special needs are planned for and well monitored. They are supported effectively and included in the daily programme. Teachers work with parents and families, external agencies and teachers of local schools to support these priority learners in their learning and development. Some teachers have expertise in early intervention and provide support and leadership across the association. Teachers support all parents and children during transitions to school.
Self-review processes are well understood and outcomes of self review are evident in practice. A focus on assessment and planning through the association funded research project supports teachers to make more relevant, purposeful and focused observations of children’s learning. Assessment practice is strong and related to the individual needs of children and shows good progress over time. It is very well aligned to the kindergarten’s philosophy.
The head teacher is a strong leader and provides many opportunities for teachers to share leadership roles and work collaboratively. All teachers have the opportunity to lead in areas of their expertise with other kindergartens in the association.
Senior teachers provide well-targeted, ongoing support and guidance for staff. They promote regular professional development opportunities and useful systems that are focused on positive outcomes for children. The recently implemented performance appraisal process has the potential to better promote teachers' practices.
ERO’s external evaluation, teachers and leaders agree that key next steps are to:
Before the review, the staff and management of Doris Nicholson 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 Doris Nicholson Kindergarten will be in four years.
Joyce Gebbie
National Manager Review Services Central Region (Acting)
17 October 2013
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 |
Upper Hutt |
||
|
Ministry of Education profile number |
5318 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children aged 2 and over (morning) 20 children aged 2 and over (afternoon) |
||
|
Service roll |
64 |
||
|
Gender composition |
Boys 33, Girls 31 |
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Ethnic composition |
Māori NZ European/Pākehā Other ethnic groups |
8 51 5 |
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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 |
|
Review team on site |
August 2013 |
||
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Date of this report |
17 October 2013 |
||
|
Most recent ERO report(s) |
Education Review |
May 2010 |
|
|
Education Review |
January 2007 |
||
|
Education Review |
April 2003 |
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.