14 York Street, Eltham
View on mapNot well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Eltham Kindergarten is licensed to provide sessional education and care for up to 50 children, aged over two years. One-third of the children enrolled identify as Māori.
The kindergarten philosophy emphasises responding to children's passions and current events, and partnerships with parents. Due to recent staff changes, teachers plan to review the philosophy, in consultation with whānau. The outdoor area has recently undergone significant redevelopment, with further indoor renovations planned for the near future. All teachers at Eltham Kindergarten are fully qualified.
A parent committee supports the kindergarten with fundraising, finances and community events. The kindergarten participates in the Enviroschools programme, and is a member of the Central Taranaki Kāhui Ako.
Eltham Kindergarten is one of 24 kindergartens governed and managed by Kindergarten Taranaki - Te Putahi Kura Pūhou Taranaki (the organisation). Day-to-day management of the organisation is the responsibility of the chief executive. A governing board sets the overall strategic direction. A professional manager and two professional leaders provide regular support and a range of learning and development opportunities for teachers. An operations manager supports kindergartens' policy development and compliance.
In 2017 the board developed a strategic plan with the intention for individual kindergartens to align their strategic plans to the organisation's goals and measures. The Quality Evaluation Tool was introduced in late 2017. The purpose of this document is for teachers to self-assess teaching and learning practices to inform internal evaluation and improve outcomes for children.
The May 2015 ERO report identified that the kindergarten's internal evaluation needed development. Progress is ongoing.
ERO also identified areas for the organisation to strengthen. These included:
Progress in these areas is evident.
This review was part of a cluster of five reviews in Kindergarten Taranaki - Te Putahi Kura Pūhou Taranaki.
Children confidently lead their learning within a play-based programme. They display a sense of ownership within the kindergarten. Their identities, whānau and creative work are visibly celebrated in the physical environment. Teacher interactions show a sense of fun, and are supportive of children's growing social and emotional competence. Creativity and exploration are encouraged, and supported well by teachers.
A range of open-ended resources are on offer, both indoors and outside. The redeveloped outdoor environment is well-considered, providing physical challenge and supporting imaginative play. Inviting gardens extend environmental sustainability and natural science learning that are strong features of the kindergarten. The programme promotes connections with the community. Regular excursions into the neighbourhood affirm children's sense of place and belonging.
The philosophy is due for review in 2018. The teaching team agree that this work should include consideration of how practices can be tailored to build on the special characteristics of two-year-old children.
Teachers acknowledge that the bicultural programme is an area requiring ongoing development. They demonstrate strong commitment to building knowledge and practice in this area, through robust research and consultation with the community, local iwi and whānau Māori.
A revised planning system is in the beginning stages of being implemented. Teachers identify learning goals for individual children and develop intentional strategies to support these goals. Ongoing observations form the basis of termly evaluations that show evidence of children’s progress. As this new system becomes embedded, attention should focus on:
Children with diverse learning needs are supported to engage with the curriculum through their individual interests. Teachers liaise with parents and whānau, as well as outside agencies as appropriate, to plan and monitor children's learning and progress.
Teachers have developed a useful range of strategies to support the confidence and wellbeing of children and their families when transitioning into the kindergarten, as well as on to school. Regular liaison with a number of schools and services through a local transition-to-school cluster, as well as the Central Taranaki Kāhui Ako, promote an ongoing focus on supporting children's learning pathways.
The teaching team are highly reflective and committed to making well-considered improvements. They access relevant research and consultation to support their ongoing learning. Collaboration and debate contribute to the progress of centre goals and useful reviews of practice.
Teachers are increasingly responsive to the culture language and identity of Māori children. This is supported by the organisation's environmental focus, consideration of localised bicultural values, and teacher development goals and professional learning opportunities. A number of new initiatives and systems have been developed by the organisation that should further develop these aspects of practice.
The organisation generally provides useful governance and management support for this kindergarten. This includes:
Organisation leaders are purposefully building teachers’ understanding of internal evaluation through ongoing mentoring. They should continue to support teachers to clearly measure the impact of practices on children’s learning.
ERO, the professional leader and teachers agree the following key next steps for Eltham Kindergarten are to further develop:
ERO and Kindergarten Taranaki agree that the organisation should further develop:
Managers and leaders should consolidate newly introduced plans and processes and evaluate the effectiveness of practices and operation across all levels of the organisation.
Before the review, the staff and management of Eltham 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 Eltham Kindergarten will be in three years.
Alan Wynyard
Director Review & Improvement Services Central
Te Tai Pokapū - Central Region
5 September 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.
| Location | Eltham | |
| Ministry of Education profile number | 5231 | |
| Licence type | Free Kindergarten | |
| Licensed under | Education (Early Childhood Services) Regulations 2008 | |
| Number licensed for | 50 children, aged over 2 | |
| Service roll | 36 | |
| Gender composition | Girls 19, Boys 17 | |
| Ethnic composition | Māori Pākehā Other ethnic groups | 13 19 4 |
| Percentage of qualified teachers | 80% + | |
| Reported ratios of staff to children | 1:10 | Meets minimum requirements |
| Review team on site | June 2018 | |
| Date of this report | 5 September 2018 | |
Most recent ERO report(s)
| Education Review | May 2015 |
| Education Review | July 2012 | |
| Education Review | August 2008 | |
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.
Eltham Kindergarten is situated in Eltham, Taranaki. It is one of 24 kindergartens administered by the newly established Kindergarten Taranaki, formerly known as the North and South Taranaki Kindergarten Associations. The board is responsible for setting the overall strategic and policy direction for the organisation. A chief executive has been appointed. Four professional leaders are employed to support learning and development for teachers. The present management structure is under review.
The kindergarten is licensed for 50 children and has a roll of 44. Mixed-age sessions operate from 8.30am to 2.30pm. All teachers are qualified and registered. Since the July 2012 report, there has been a strengthening of self-review processes involving strategic and curriculum planning, and assessment.
The kindergarten’s philosophy has clear links to Te Whāriki, the early childhood curriculum, and this is evident throughout practice. The philosophy is being reviewed to better reflect the bicultural and sustainable processes that are focus goals for the kindergarten.
This review was part of a cluster of eight kindergarten reviews in Kindergarten Taranaki.
Eltham Kindergarten provides a curriculum based on children’s interests, strengths and needs. Children are encouraged to develop their independence and to take risks as they learn. They have access to a wide range of choices and resources in a spacious, vibrant environment. Authentic learning contexts are provided for literacy, numeracy and science. There are many deliberate opportunities for literacy learning. Sustained play is evident and well supported by teachers.
The kindergarten is well set out to stimulate children’s curiosity, creativity and problem solving. Commitment to environmentally sustainable practices is highly evident. The natural outdoor environment provides challenge and interest.
Teachers and children maintain positive, sensitive and responsive relationships. Children interact well with each other. Teachers respect children’s rights and involve them in decision-making. The kindergarten maintains inclusive practices. There is a collective responsibility for promoting learning for children with specific needs.
Assessment portfolios demonstrate and support continuity of progress and learning over time. They provide a picture of what children know, understand and can do. Teachers use this to inform their planning. They continue to investigate planning and assessment processes that are most effective in promoting learning outcomes for children.
The kindergarten environment reflects children’s cultures, identities, languages and the local Taranaki context. The kindergarten has a bicultural plan that effectively supports ongoing development of success for Māori children as Māori. Teachers continue to strengthen their knowledge and understanding of te reo me ngā tikanga Māori.
A considered approach and good processes support children’s transition into the centre and to school.
The head teacher builds capability within the kindergarten through the development of a shared understanding of the goals and plans by providing opportunities for others to lead. Appraisal and performance management is well aligned to the Registered Teacher Criteria, centre goals and priorities and focused on improving teacher practice to promote children’s learning.
Teachers are reflective practitioners. They learn together in a culture of collaboration and collegiality.
There is a focus on strengthening of partnerships between the kindergarten and parents and whānau to better support children’s learning and foster sense of belonging and identity. Parents are supported to make meaningful links between the kindergarten and home learning.
Leaders and teachers agree with ERO that:
Kindergarten Taranaki is a new entity established in March 2014. Collaboratively developed strategies and values guide future direction. An internal review of capacity and capability of non-teaching roles has been completed. Further development of processes and practices is required.
ERO, the chief executive and professional leaders agree that priorities for improvement are:
Before the review, the staff and management of Eltham 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 Eltham Kindergarten will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
15 May 2015
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 |
Eltham |
||
|
Ministry of Education profile number |
5231 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
50 children, aged over 2 |
||
|
Service roll |
44 |
||
|
Gender composition |
Girls 27, Boys 17 |
||
|
Ethnic composition |
Māori Pākehā |
6 38 |
|
|
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 |
March 2015 |
||
|
Date of this report |
15 May 2015 |
||
|
Most recent ERO report(s) |
Education Review |
July 2012 |
|
|
Education Review |
August 2008 |
||
|
Education Review |
October 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.