49 Thompson Street, Leamington, Cambridge
View on mapNot well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Leamington Kindergarten is one of 29 kindergartens located in the Waikato and operates under the Waikato Kindergarten Association (WKA). It is located in Cambridge and licenced for up to 40 children from two years to school age. The kindergarten offers full-day education and care, and flexible attendance to meet the requirements of families. All teachers are qualified and registered teachers. The organisation provides 20 free hours for children.
Since the 2014 ERO review, there has been changes to staff while the long serving head teacher has remained in her position. Teachers have engaged in a range of professional development that has further developed internal evaluation practices. Developments include ongoing improvement in the teaching and learning of mathematics, increased bicultural practices, and strengthened connections with the local community.
Teachers have reviewed their philosophy for learning in consultation with families. Values are centred on the goals and principles of Te Whāriki and are focused on laying the foundations for a lifelong love of learning.
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.
Children experience an inclusive curriculum that is highly responsive to their overall wellbeing and learning. Values documented in the kindergarten philosophy are highly evident in practice. Children and their families are warmly welcomed into the kindergarten and quickly develop positive, and respectful relationships that support their sense of belonging.
The curriculum reflects the principles of Te Whāriki the early childhood curriculum, and responds very effectively to the interests, strengths and abilities of all children. The kindergarten environment is purposely organised so children can take responsibility for their own learning through active exploration. They have access to high-quality resources and equipment that supports them to engage in sustained play and learning. Resources include a wide range of natural materials and cultural artefacts that reflect the cultural backgrounds of families and the community. Children learn literacy, mathematics, science, technology and the arts through play and having fun is an important aspect of the learning process.
Children's language, communication and social relationships are central to learning and are strongly supported by teachers. Teachers actively encourage peer interactions and tuakana teina relationships where children share their knowledge and strengths, contributing to others' learning.
Teachers use a wide range of effective intentional teaching practices to support children's learning. They skilfully notice children's interests and strengths, and use this knowledge to respond appropriately. They collaboratively reflect and plan for further learning opportunities. Teachers learning conversations encourage children to problem solve, develop their ideas and understandings, use their imagination and be creative.
Children are encouraged to take responsibility for their own wellbeing of themselves, the wellbeing of others and to care for the environment. Teaching includes a focus on sustainable environmental practices, where children learn care and respect for the world around them. Children experience success in learning and are gaining the foundations for developing dispositions for life-long-learning.
Māori kawa, tikanga and stories are interwoven into the learning. Te reo Māori is used daily by teachers, who recognise it is a living language indigenous to Aotearoa and is beneficial for all children to learn. Teachers understand about the Māori child's mana, and wairua to promote learning. Children confidently participate in waiata and karakia. Children's whakapapa is displayed and they proudly share this with others at group times. Teachers are increasingly valuing Māori children's whakapapa and linking it to learning their assessment practices.
Learning is further enriched through children's outings in the local community. Children participate in the care of the local park and are planting sustainable gardens for its community. Transitions to school are well supported through reciprocal relationships and visits that help children become familiar with the school environment. Visitors to the kindergarten and opportunities for children to visit people from local community groups further enriches children's learning experiences.
Partnerships with parents and whānau are based on acceptance, respect and willingness to listen and respond. The partnership and participation principles of Treaty of Waitangi are reflected in teachers practice and visually within the environment.
Assessment practices are holistic and focused on children's strengths. Photographs and narratives celebrate children's achievements and successes in learning. Children have strong ownership of their assessment portfolios and often revisit these to reflect on and share their learning Journey. Parents and extended family also have access to learning stories digitally on-line. They share aspirations they have for their child and add stories about their learning.
Leadership in the kindergarten is effective. The teaching team bring a range of complementary strengths that contribute to positive outcomes for children. Teachers are experienced and have sound knowledge of current theory and practice in early childhood education. They systematically inquire into the effectiveness of their practice. Well-established and highly-effective internal evaluation processes, contributes to ongoing improvements to the quality of care and education. Teachers' 2017 draft annual goals have a focus on further strengthening assessment practices that document progressions of learning, as well as enhancing inclusive and culturally responsive curriculum systems and practices. These goals have a particular focus on positive outcomes for Māori and Pacific Island children wellbeing and learning.
The WKA has a commitment to providing high-quality, inclusive and equitable services for children. The association provides sound, comprehensive systems, policies and procedures to guide kindergarten practice. 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 professional leadership to support kindergarten operations.
ERO and the service agree the kindergarten internal evaluation goals to further develop and improve culturally responsive assessment, planning and teaching practice is focused on positive educational outcomes for children. Long term goals include further developing assessment processes using Te Whātu Pōkeka, the Māori assessment exemplars and the revised early childhood Te Whāriki 2017.
Before the review, the staff and management of Leamington 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 Leamington Kindergarten will be in four years.
Lynda Pura-Watson
Deputy Chief Review Officer
Te Tai Miringa - Waikato / Bay of Plenty Region
6 October 2017
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 | Cambridge | ||
| Ministry of Education profile number | 5150 | ||
| 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 | 52 | ||
| Gender composition | Boys 32 Girls 20 | ||
| Ethnic composition | Māori Pākehā Indian Other European Other | 11 25 9 3 4 | |
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 | 6 October 2017 | ||
Most recent ERO report(s)
| Education Review | August 2014 | |
| Education Review | April 2011 | ||
| Education Review | January 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.
Leamington Kindergarten is located in the Waikato town of Cambridge and provides both full-day and sessional education and care for children from two years to school age. The kindergarten is licensed for up to 40 children over the age of two years at any one time. At the time of this ERO review, 48 children were enrolled, of whom six are identified as Māori.
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 provide an Enviro-School focus as a key curriculum feature to encourage children to better understand caring for the environment.
The Educational Service Manager (ESM) monitors and reports to the association on the kindergarten’s quality of education. A kaumātua from Tainui provides advice, guidance and support about Māori language, culture and identity. The kindergarten’s administrative responsibilities are well supported by association resource personnel.
The kindergarten benefits from the WKA's clear guidelines and expectations for practice and the availability of good self-review processes for monitoring and evaluating the quality of education and care it provides for children.
The kindergarten caters for a diverse community and families come from the surrounding countryside to attend. There has been a recent increase in the roll, including an increase in the numbers of younger children attending. The kindergarten is committed to increasing participation for families by removing barriers where possible.
Two new teachers were appointed at the beginning of May 2014. A change of ESM occurred at the end of 2013. The head teacher and an experienced teacher remain in their positions and provide continuity for the community through a time of change. There have been significant upgrades to the outdoor environment and storage areas that increase children’s independent access to materials and equipment.
Teachers recently reviewed the philosophy, which documents the aim to promote a healthy, peaceful and sustainable kindergarten community.
The kindergarten has a very positive reporting history with ERO.
This review was part of a cluster of 12 kindergarten reviews in the Waikato Kindergarten Association.
Leamington Kindergarten is well placed to promote positive learning outcomes for children.
Children participate in a well-planned programme that includes a good balance of teacher-led and child-initiated activities. Children are developing positive social skills as they play and interact together with their teachers and friends. Older children are able to be leaders and share their knowledge to support younger children in their learning. Children are learning about sustainability and the natural world, enhanced by the Enviro-schools initiative. They participate in caring for gardens, growing food and flowers, and sharing these with families. Children are developing their early concepts of literacy and mathematics in meaningful contexts, and are learning many ways to express their creativity and love of learning.
The teaching team is increasingly including aspects of Māori culture in the programme. Children are learning about New Zealand as a bicultural society. Māori children are experiencing success as Māori through their participation in kapa haka, waiata and the close and long-established family relationships in the kindergarten. The kindergarten environment reflects aspects of Pacific culture through resources and displays that are responsive to children and their families from Tonga. Teachers are continuing to build their understanding of integrating the language, culture and identity of all children into the programme.
The programme is enriched through trips into the wider community and through regular celebrations and events with families. Children explore an interesting, spacious environment that is well designed to encourage them to experiment, investigate and challenge themselves physically. Children have ready access to a plentiful and wide variety of high-quality materials and equipment, including computers.
Families are well informed about children’s learning and participation in the programme through attractive displays, regular informal conversations with teachers, individual profile books and the introduction of e-portfolios. Parents have opportunities to contribute their ideas through regular surveys.
Teachers are enthusiastic and reflective practitioners. They have developed a welcoming and inclusive atmosphere for whānau, families and children. They are skilled at settling children, promoting their independence, affirming their successes and encouraging them to pursue their interests. ERO observed examples of good teaching practices that included:
Teachers skilfully include active learners in play and activities that engage them for extended periods of time and develop physical skills related to their areas of interest.
The experienced head teacher continues to provide effective and professional leadership for the kindergarten. The ESM and head teacher have established a constructive and professional partnership with a focus on providing positive outcomes for children and families. The experienced ESM contributes knowledgeable perspectives and provides valuable support for ongoing development and improvement. The head teacher sets clear expectations for the new teaching team and makes the most of their individual strengths and skills. They are establishing a collegial team culture. The kindergarten families and teachers have identified and documented shared values that link to the kindergarten’s commitment to sustainability. This ‘Code of Care’ is a unifying factor for the kindergarten community. Teachers are developing useful frameworks and guidelines for regular and ongoing self review that contribute to development and improvement.
ERO and kindergarten leaders agree that self review would be strengthened by:
This should enable the kindergarten to evaluate the effectiveness of centre operations in contributing to ongoing development and improvement of the kindergarten.
In addition, teachers should continue to review the ways that individual children’s learning journeys are documented to ensure this reflects the rich programme, partnerships with whānau and families and ongoing individual development.
Before the review, the staff and management of Leamington 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 Leamington Kindergarten will be in three years.
Dale Bailey
National Manager Review Services
Northern Region
13 August 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 |
Cambridge |
||
|
Ministry of Education profile number |
5150 |
||
|
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 |
48 |
||
|
Gender composition |
Girls 28 Boys 20 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Indian Tongan Other |
6 31 7 2 2 |
|
|
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 |
June 2014 |
||
|
Date of this report |
13 August 2014 |
||
|
Most recent ERO report(s) |
Education Review |
April 2011 |
|
|
Education Review |
January 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.