2 Rua Street, Mangapapa, Gisborne
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
With Gisborne Kindergarten Association support, and the development of an action plan, this kindergarten is well placed to bring about necessary improvements.
ERO's findings that support this overall judgement are summarised below.
Mangapapa Kindergarten is adjacent to Mangapapa 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. At the time of this ERO review, 17 children identify as Māori.
A head teacher oversees the day to day operation of the centre. All teachers are fully qualified and are supported by a teacher aide. There have been some changes in the teaching team including a new head teacher since the August 2014 ERO review.
Over the past three years staff have participated in professional development provided by the Gisborne Kindergarten Association (the association) which has included learning about te ao Māori, working with younger children, and assessment, planning and evaluation.
Mangapapa Kindergarten 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 previous ERO report identified a number of areas for review and development at kindergarten level, including: philosophy, assessment, planning and evaluation for children's learning, bicultural programme and internal evaluation. Some progress has been made in addressing these areas for improvement. At the association level, it was identified that they should undertake strategic self review. Progress is ongoing.
This review is part of a cluster of 10 reviews in the Gisborne Kindergarten Association.
The recently reviewed centre philosophy underpinned by Te Whāriki, the early childhood curriculum, has resulted in a more child-centred focus. Teachers have begun to explore what this looks like for children.
Children are able to lead their own learning. They confidently engage in the programme. A range of learning experiences and resources is provided by teachers, who work alongside children to support their independence, exploration and social competencies. Teachers need to more consistently interact with children in ways that add challenge and complexity to their learning.
Teachers engage with families and external agencies to support children who require additional learning support. Learning spaces are carefully designed to minimise potential barriers to learning.
Assessment, planning and evaluation of children's learning requires strengthening. Profile book information shows children's participation and engagement in the programme. Teachers need to develop a shared understanding of expectations of what effective assessment looks like to show:
The teaching team is committed to the development of the bicultural programme. They are beginning to consider how the curriculum can reflect a Māori world view. Leaders and teachers should continue to use te reo Māori with children and be proactive in their approach to integrating te ao Māori throughout the curriculum and supporting documentation.
The service engages in meaningful relationships with many of the families. Leaders and teachers recognise the importance of strong relationships for the development of successful learning partnerships with Māori families to promote Māori children's success.
Regular reviews are undertaken to support decision making. Understanding of internal evaluation is not yet evident. Leaders and ERO agree that developing collaborative understanding and use of evaluation is needed to help determine what the centre priorities are for taking action to improve outcomes for children.
Leadership is focussed on building teacher capability and collaborative ways of working. There is a clear 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 should strengthen teachers' 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.
ERO and kindergarten leaders agree that the priorities are to:
The association should:
Mangapapa Kindergarten will develop an action plan that details how they plan to address these priorities. Progress against this plan will be monitored by ERO.
Before the review, the staff and management of Mangapapa 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 Mangapapa Kindergarten will be in three years.
Patricia Davey
Deputy Chief Review Officer Central
Te Tai Pokapū - Central Region
11 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 |
5272 |
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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 |
42 |
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Gender composition |
Boys 22, Girls 20 |
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Ethnic composition |
Māori |
17 |
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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 |
11 May 2018 |
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Most recent ERO report(s) |
Education Review |
August 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.
Background
Mangapapa Kindergarten is an all day education and care service licensed for 40 children aged from two to five years of age. It operates for six hours, Monday to Thursday, and four hours and fifteen minutes on Friday. The head teacher has recently been appointed. There is one permanent teacher and two relieving teachers and they are supported by the teacher aide.
The kindergarten philosophy and 'key learning areas' are being reviewed. Over the past three years, Gisborne Kindergarten Association (the association) has provided professional support for teachers focused on assessment, planning and evaluation.
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.
Children participate in a play-based programme and work collaboratively in groups of their choosing. Teachers engage in play and conversations with children and make links to previous experiences to support their learning.
The programme is underpinned by Te Whāriki, the early childhood curriculum. Routines provide a structure for the day. Children enjoy trips to the local and wider community as an extension to the programme and their learning.
Teachers' understanding of what the philosophy and 'key learning areas' mean for how they teach, needs review and development. Part of this is to consider how teachers can further support children to make choices and engage in more frequent sustained play.
The teaching team is newly established and supportive of one another. They are warm, welcoming and respectful. Teachers draw on shared knowledge to decide on the programme.
Children with special educational needs are supported. Teachers work with external agencies where appropriate.
The teaching team is committed to establishing relationships with families and whānau. Parents' aspirations are sought and contribute to goal setting for children. Information about local schools is provided for parents and processes are in place to support children as they transition to school.
Some teachers use te reo Māori and are positive role models for bicultural practices within the kindergarten. Using these strengths to continue to develop the bicultural programme should further enhance opportunities for all children.
Teachers have identified some strategies to help all children enjoy success through their own cultural identity. Continuing to develop these strategies should further support Māori children to have success as Maori. These strategies also promote the language, culture and identity of Pacific children.
A recently developed assessment, planning and evaluation process is in place. Children’s stories in portfolios link to the ‘key learning areas’ and highlight their engagement, developing friendships and, at times, learning. These should be further strengthened by identifying what important learning has occurred and children’s progress over time. Teachers should also consider how teaching adds depth and complexity to children’s learning.
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 systematically enquire into the effectiveness of their practice to further improve positive outcomes for children.
The association has identified that the reporting of the outcomes of the strategic plan should be more systematic and 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 Mangapapa 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 Mangapapa Kindergarten will be in three years.
Joyce Gebbie
National Manager Review Services Central Region
4 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 |
Gisborne |
||
|
Ministry of Education profile number |
5272 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children aged over two years |
||
|
Service roll |
40 |
||
|
Gender composition |
Boys 21, Girls 19 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Other ethnic groups |
17 19 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 |
June 2014 |
||
|
Date of this report |
4 August 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.