404 Hastings Street South, Hastings
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Harold Mayo Kindergarten are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whāngai Establishing |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whakaū Embedding Whāngai Establishing |
Harold Mayo Kindergarten is one of 16 kindergartens governed and managed by Heretaunga Free Kindergarten Association. Almost half of children enrolled are Māori or of Pacific heritages within a diverse roll. The philosophy places value on whanaungatanga. Leaders and teachers work alongside whānau to support children’s learning.
Children engage in self-directed play, on their own and alongside their peers, supported by responsive teachers. The curriculum increasingly reflects tikanga Māori and some recognised Māori and Pacific ways of being and doing. Teachers work in partnership with parents and whānau to support children’s learning and maintain connections to their home context. They intentionally foster developing oral language and early literacy skills. Children and families demonstrate a sense of belonging.
Assessment celebrates children’s identity as learners. The goals of Te Whāriki, the early childhood curriculum, guide individual planning for children’s learning. Teachers are starting to become more intentional in the use of the learning outcomes through these processes. Strategies are in place to promote equitable opportunities for children to learn.
Significant change in association leadership has impacted capacity to progress key next steps identified in previous ERO reports. Leaders are enacting an organisation-wide shift to further enable collaboration, relational trust and sustained improvement. A range of new initiatives has been developed. Professional learning opportunities are responsive to teacher learning goals. Some information is generated in relation to the quality of teaching and learning. Leaders are developing their evaluation capabilities. However, evaluation is not yet used to:
systematically seek evidence about the effectiveness of professional learning processes to improve teaching practice and children’s outcomes
understand the impact of improvement actions in relation to how these contribute to strategic priorities and achieve equitable and excellent outcomes for learners.
Harold Mayo Kindergarten will include the following action in its Quality Improvement Planning:
Become more consistent and intentional in the use of the intended learning outcomes of Te Whāriki through assessment, planning and evaluation.
Heretaunga Free Kindergarten Association will include the following actions in its Quality Improvement Planning:
Develop a systematic process that enables leaders to better understand and respond to the teaching and learning needs of each kindergarten.
Prioritise building internal evaluation capability and leadership at all levels to better monitor and evaluate the impact of improvement actions, including professional learning, on outcomes for individuals and groups of children.
Before the review, the staff and management of Harold Mayo Kindergarten completed an ERO 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; safety checking; teacher registration; ratios)
relevant evacuation procedures and practices.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Patricia Davey
Director of Early Childhood Education (ECE)
3 November 2023
|
Early Childhood Service Name |
Harold Mayo Kindergarten |
|
Profile Number |
5289 |
|
Location |
Hastings |
|
Service type |
Free Kindergarten |
|
Number licensed for |
40 children over the age of 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
44 |
|
Review team on site |
August 2023 |
|
Date of this report |
3 November 2023 |
|
Most recent ERO report(s) |
Education Review, May 2018; Education Review, April 2014 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Harold Mayo Kindergarten is in Hastings. It opens Monday to Friday from 8:15am until 2:15pm. Kindergarten day places are available for children aged from two to six years. The philosophy emphasises collaboration to support children's learning.
There have been no significant changes in the teaching team since the previous review.
Harold Mayo Kindergarten is one of 16 kindergartens governed and managed by the Heretaunga Kindergarten Association (the association). An ongoing programme of restructuring began in 2016 and the association has experienced significant changes at all levels. A new general manager was appointed in January 2016 and a new advisor - education delivery, in November 2017.
The previous ERO review identified that the association should establish, review and monitor the implementation of guiding documents in individual kindergartens and undertake self review at association level.
This review was part of a cluster of 10 reviews in the Heretaunga Free Kindergarten Association.
A well-resourced environment promotes child-led exploration. The philosophy is evident in practice. The service is welcoming and promotes a sense of belonging. Many parents feel comfortable to stay and play with their children. Teachers and parents have collaboratively established learning priorities to guide operation.
Children engage in play that supports their interests. Teachers extend their thinking through
open-ended questioning. Children know daily routines well and display independence and confidence as they move between activities.
Aspects of kaupapa Māori principles are evident in the environment and align to the service's priorities for its learners. Children have access to te ao Māori resources. Tuakana teina relationships promote leadership. Leaders recognise that the use of spontaneous te reo Māori in conversations with children requires further strengthening. ERO's evaluation confirms this direction.
Teachers actively seek ways to maintain children's connections to their cultural identities. A focused approach to developing strong relationships with parents and families is evident. Some Pacific artefacts are evident within the environment. Teachers need to further strengthen their cultural knowledge of individual children, so that they are better able to respond to the culture, language and identity of children through:
Staff are trialling new approaches to planning that have increased parent contribution to their children's learning. Teachers are beginning to use this information to extend learning. Group planning makes purposeful links to the service's core values. Leaders acknowledge that continuing to strengthen the planning process to promote consistent teaching practice remains a priority. ERO's evaluation confirms this direction.
Transitions into the service promote children's sense of belonging. Responsive teaching practices support the needs of younger children. Relationships with local schools are well established and support children and their families as they prepare for their move to school.
Teaching practices are responsive to children with additional learning needs. The service works closely with parents to provide ongoing support.
Teachers are reflective, and collectively participate in self review to improve outcomes for children. A key next step is to strengthen understanding and use of evaluation to better measure how well the curriculum and teaching practices are supporting positive learning outcomes.
The governance and leadership team of the Heretaunga Kindergarten Association are well placed to continue to manage ongoing change and to set the strategic direction to promote sustainability. They are making good progress in addressing the key next steps identified in the previous ERO review. Continuing to strengthen systems to monitor and evaluate progress in individual kindergartens remains a key next step.
Leaders and teachers should continue to strengthen:
The senior management team of Heretaunga Kindergarten Association should continue to strengthen processes for monitoring the implementation of guiding documentation for programme delivery and kindergarten operations. Particular attention should be given to increasing consistency in reviewing, evaluating and improving teaching practice.
Before the review, the staff and management of Harold Mayo 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.
In order to improve practice the association should monitor the quality of changes to practice. In addition to this, to:
The next ERO review of Harold Mayo Kindergarten will be in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
14 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.
|
Location |
Hastings |
||
|
Ministry of Education profile number |
5289 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children aged over 2 |
||
|
Service roll |
34 |
||
|
Gender composition |
Girls 20, Boys 14 |
||
|
Ethnic composition |
Māori |
13 |
|
|
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 2018 |
||
|
Date of this report |
14 May 2018 |
||
|
Most recent ERO report(s)
|
Education Review |
April 2014 |
|
|
Education Review |
January 2011 |
||
|
Education Review |
November 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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Harold Mayo Kindergarten is an all day (six hours) kindergarten in central Hastings. It is located on the fringe of the central business district and serves a wide cross section of the Hastings community. Of the 42 children on the roll, 12 identify as Māori and six are Pacific. All teachers are qualified and registered.
The kindergarten philosophy focuses on providing a safe, happy and welcoming environment for children and their families and whānau. The commitment to work collaboratively to improve children’s learning outcomes is emphasised through the philosophy. Children’s sense of belonging is promoted and nurtured.
The kindergarten is governed by the Heretaunga Kindergarten Association (the association). Two Education Managers are employed by the association to provide professional support and guidance to teachers.
This review was part of a cluster of eight kindergarten reviews in the Heretaunga Kindergarten Association.
Children engage in a child-centred, play-based programme for sustained periods of time. The curriculum is exciting and challenging. Children are enthusiastic learners, guided and supported by teachers. The physical environment is well thought out. Teachers select natural resources that children can adapt for many purposes. Children are confident and happy and play cooperatively.
The kindergarten philosophy is clearly focused on making children’s learning experiences meaningful and is embedded in teaching practice. Teachers work collaboratively with families and respect their knowledge of their child as an integral part of the kindergarten’s learning community. Parents have many opportunities to contribute to overall operations and children’s learning. Families feel welcome and experience high levels of caring and respect from staff, who value and act on their suggestions and ideas.
Māori children and their families are valued and respected by teachers. Whānau aspirations for their children's success are promoted through formal and informal discussion. Teachers support the learning of Māori and Pacific children and engage confidently with their families. They work with other adults to ensure that children with diverse needs have equitable opportunities in the kindergarten through planned participation in the programme.
Children have many opportunities to develop literacy and mathematics knowledge in appropriate and authentic ways. Print and number are evident throughout the environment. Wall displays are vibrant and illustrate children’s involvement and learning in the programmes.
Effective teaching contributes to positive outcomes for all children. The ‘Virtues project’ was introduced in 2011 and has since been consolidated in the kindergarten culture. Children are supported to develop empathy and resilience. Teachers talk with children in ways that challenge their thinking. They include children in planning and setting up the learning environment. The atmosphere is relaxed and a sense of fun pervades.
Ongoing review of the impact of teaching on children’s learning is a feature of the kindergarten. Teachers use a wide range of information to make ongoing decisions about the programme and how they can continue to improve their teaching. Children are the focus for all reviews.
The Heretaunga Kindergarten Association provides guidance and support to teachers for the continuous improvement of teaching and learning. The recently developed strategic plan provides a clear long term direction for the association. Teachers are well supported through regular visits from the education managers who provide access to a wide range of professional learning opportunities.
There is a commitment by the association to increase teachers’ capabilities in te reo me ngā tikanga Māori through the introduction of the ‘Haere Whakamua’ project. This project is based around progressing the organisation’s journey in becoming bicultural.
The association identifies and ERO agrees that key areas for development include:
updating the appraisal process and policy
providing clear expectations, through guiding documents, for programme delivery and kindergarten operations and monitoring their implementation.
In addition, education managers should undertake strategic review and evaluation across the association to establish a deeper understanding of the ongoing professional learning needs of teachers. Information from review should be used to inform future decision making.
The association should:
establish and review current guiding documents and monitor for successful implementation
undertake strategic self review at association level.
Before the review, the staff and management of Harold Mayo 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 Harold Mayo Kindergarten will be in three years.
Joyce Gebbie
National Manager Review Services Central Region (Acting)
22 April 2014
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 |
Hastings |
||
|
Ministry of Education profile number |
5289 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children aged over 2 |
||
|
Service roll |
42 |
||
|
12Gender composition |
Girls 21, Boys 21 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Indian Cook Island Chinese Other Pacific |
12 12 9 3 3 3 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Over 2 |
1:8 |
Better than minimum requirements |
|
Review team on site |
February 2014 |
||
|
Date of this report |
22 April 2014 |
||
|
Most recent ERO report(s) |
Education Review |
January 2011 |
|
|
Education Review |
November 2006 |
||
|
Education Review |
July 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.