Knox Street, Elgin-Gisborne, Gisborne
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.
Knox Street Kindergarten is adjacent to Elgin Primary School in Gisborne. It opens from 8:30am to 2:30pm Monday to Thursday and 8:30am to 12:45pm on Friday. The service is licensed for up to 40 children aged from two years to school age. Of the 38 children currently enrolled, 22 are Māori.
The centre philosophy is currently under review. The service values the importance of empowerment of children, celebrating uniqueness and connections to the natural environment.
A head teacher oversees day-to-day operation of the centre. All teachers are fully qualified and are supported by a teacher aide. Staff have participated in professional development provided by the Gisborne Kindergarten Association (the association) that has included learning about te ao Māori, working with younger children and assessment, planning and evaluation.
Knox Street is one of 11 kindergartens governed and managed by the association. Two senior teachers provide professional support and guidance to individual kindergartens. A pouawhina has been appointed on a fixed-term contract to guide kindergartens' implementation of tikanga and kaupapa Māori practices.
The June 2014 ERO report identified that teachers should continue to build their evaluative capacity. This remains an area for further development. The previous review also identified that the association should undertake strategic self review at governance level and review the implementation of the appraisal process. Progress is ongoing.
This review was part of a cluster of 10 reviews in the Gisborne Kindergarten Association.
Children are highly engaged in a child-led curriculum. The environment is purposefully designed to cater to the learning needs of children and promote sustained play. Children are settled, curious and confident.
A bicultural curriculum is well established. It is enriched through external support. Teachers regularly use te reo Māori in conversation. Tikanga and kawa are well understood by children. They enthusiastically participate in waiata, haka and mihi. Teachers continue to strengthen place-based learning and celebrate the local community.
Children's sense of security and belonging is promoted through the programme. Routines are viewed as an opportunity for learning and developing independence. Teachers know children well and work alongside them to progress their learning.
Children with additional learning needs are well supported to achieve positive outcomes. The knowledge and resources of external agencies are used to enhance teacher practice to support these children.
Strong relationships with parents and whānau are evident. There is a strategic focus on building learning-centred partnerships and these are beginning to emerge. This is providing opportunities for Māori and Pacific families to define what educational success is for their children. Leaders have identified that strengthening their knowledge of Pacific cultures is an area for further development. ERO's external evaluation confirms this.
Children's learning journals record their learning, progress towards identified goals, and growing friendships. Ongoing review of the assessment, planning and evaluation system has provided teachers with clearer expectations of assessment practice. They should now ensure this is applied to more consistently document children's learning journeys over time. In addition, teachers should explore how links to children's culture, language and identity can be better promoted through assessment and planning.
Leaders and teachers are focused on improving the quality of education and care through ongoing systematic self review. Increasing teachers' evaluative capacity continues to be a key next step.
Teachers are well supported to develop their practice. There is a strong commitment to developing staff knowledge and skills through ongoing professional learning and the sharing of good practice. Senior teachers regularly identify actions and provoke thinking in relation to children's learning. The newly developed appraisal system, when fully implemented, should strengthen teacher inquiries into their own practice.
Association leaders have a well-considered approach to progressing strategic objectives. Connections to the community are strong and maintaining these continues to be a focus. Leaders are committed to Treaty-based partnerships and acknowledging Māori as tangata whenua. The association has identified that developing shared understanding of internal evaluation is a priority. ERO's evaluation confirms this development.
ERO and kindergarten leaders agree that the priorities are to:
The association should:
Before the review, the staff and management of Knox Street 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 Knox Street Kindergarten will be in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
15 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 |
Gisborne |
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Ministry of Education profile number |
5271 |
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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 |
38 |
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Gender composition |
Boys 23, Girls 15 |
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Ethnic composition |
Māori |
22 |
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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 |
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Review team on site |
March 2018 |
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Date of this report |
15 May 2018 |
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Most recent ERO report(s) |
Education Review |
June 2014 |
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|
Education Review |
July 2011 |
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|
Education Review |
February 2008 |
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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.
Knox Street Kindergarten provides all day education and care for up to 30 children aged from two to five years of age. It operates for six hours, Monday to Thursday and four hours and fifteen minutes on a Friday. The recently formed teaching team is supported by a teacher aide. Teachers are experienced and fully qualified.
Over the past three years, Gisborne Kindergarten Association (the association) has provided professional support for teachers focusing on assessment, planning and evaluation. Developments to the building have recently occurred. A parent committee supports the kindergarten.
The philosophy is underpinned by Kaupapa Māori concepts and is highly evident in teaching practice and the curriculum. The kindergarten has a positive reporting history with ERO.
The kindergarten is governed by the association. Two senior teachers are employed by the association to provide professional support and guidance to teachers. This review was part of a cluster of six kindergartens in the Gisborne Kindergarten Association.
Teachers have an understanding of each child as a unique learner within the context of their whānau. They recognise that language, culture and identity are key to the development of a sense of self, belonging and connectedness. Strong respectful partnerships are formed with families. Te ao Māori is respectfully valued by teachers. There are many opportunities for whānau involvement. Warm and welcoming relationships are highly evident between children and teachers.
Children problem-solve, experiment and follow their interests. Teachers are intentional in the ways they engage children and extend learning. Teachers include children in meaningful conversations.
Parents, whānau and teachers work together to decide on significant and relevant learning outcomes for each child. Teachers incorporate these into the assessment and planning process. They work collaboratively and responsively to support children’s learning goals. Group planning processes are clear and useful for teachers.
Assessment practices help to build children’s identities as successful learners. Learning journals give useful information to parents about progress. Teachers are beginning to consider how children can be involved in self assessment.
Children with additional learning needs are well supported to learn happily and successfully. Where appropriate, teachers liaise with external agencies. All children have fun as part of learning and teachers value the importance of children learning through play.
The head teacher provides effective collaborative leadership. Use of and confidence in self review is growing and results in improvements to practice and programmes.
A high level of commitment to bicultural practice is evident and is well embedded in the programme. Te reo Māori is used naturally within the programme and is recognised as a living language by teachers and children. The programme is underpinned by the philosophy and Te Whāriki, the early childhood curriculum.
Transition-to- school processes are currently being reviewed. Leaders have identified that they are developing relationships with schools and will continue to strengthen this process. ERO affirm this direction.
The association provides high levels of guidance and support to teachers for the continuous improvement of teaching and learning. This includes:
Senior teachers should undertake strategic review and evaluation across the association and use this information to inform decision making. They should also support teachers to build their evaluative capacity to regularly enquire into the effectiveness of their practice to further improve positive outcomes for children.
The association has identified that the implementation of the appraisal process requires review. ERO agrees with this direction.
Teachers, leaders and ERO agree that teachers should:
The association's key next steps should include:
Before the review, the staff and management of Knox Street 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 Knox Street Kindergarten will be in four years.
Joyce Gebbie
National Manager Review Services
Central Region
26 June 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 |
Gisborne |
||
|
Ministry of Education profile number |
5271 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children aged over two years |
||
|
Service roll |
31 |
||
|
Gender composition |
Boys 17 Girls 14 |
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Ethnic composition |
Māori Pākehā Tongan Asian |
22 5 3 1 |
|
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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 |
May 2014 |
||
|
Date of this report |
26 June 2014 |
||
|
Most recent ERO report(s) |
Education Review |
July 2011 |
|
|
Education Review |
February 2008 |
||
|
Education Review |
November 2004 |
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.