Matariki Rudolf Steiner Kindergarten

1 Evaluation of Matariki Rudolf Steiner Kindergarten

How well placed is Matariki Rudolf Steiner Kindergarten to promote positive learning outcomes for children?

Matariki Rudolf Steiner Kindergarten is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

Matariki Rudolf Steiner Kindergarten is located in Palmerston North. Sessions run from 8:45am to 2:45pm, Monday to Friday. The kindergarten is licensed for 20 children, aged two to six years. Of the current roll of 19, three children identify as Māori. Rudolf Steiner philosophy underpins the programme and learning environment.

Two qualified teachers implement the curriculum. They are both certificated in Steiner-based teaching. A third staff member assists teachers in the day-to-day running of the service.

The kindergarten is supported by the Rudolf Steiner School Trust (Manawatu), a management committee of parents and community members. Since the October 2017 ERO report, roll numbers have increased.

The previous report identified that further developments were needed in relation to: assessment; planning and evaluation; bicultural practices; appraisal; transition to school; and internal evaluation. The service has received support from the Ministry of Education professional development programme, Strengthening Early Learning Opportunities for Children, Whānau, Families and Communities (SELO). Considerable progress has been made.

The Review Findings

Teachers are dedicated to Steiner Waldorf education theory. They thoughtfully implement a programme that is consistent with the Rudolf Steiner philosophy. The service's philosophy has recently been reviewed to more clearly identify the services priorities for children's learning.

Children experience warm, caring and respectful relationships in a home-like setting. They interact positively with peers and adults and purposefully engage in self-initiated play. Imaginative and creative learning is strongly supported through natural and open-ended resources. Purposeful rhythms and rituals provide structure to the day. This supports children's confidence and sense of belonging. A spacious outdoor area enables children to explore and be physically active.

Teachers are attuned to the individual needs of children and respond appropriately by actively implementing strategies to support their inclusion in the programme. A calm positive tone is sustained throughout the day. Children's health and holistic wellbeing are promoted.

Assessment planning and evaluation practices are being strengthened. Teachers have developed systems and processes to document individual planning for children that is responsive to their interests and strengths. Links are being made to the strands and learning outcomes of Te Whāriki, the early childhood curriculum. Work is underway to align this with the Rudolf Steiner curriculum. Teachers are working collaboratively to implement these systems and processes. They acknowledge that they are yet to be embedded. This continues to be an area for development.

Individual learning stories help to build children’s identities as successful learners and show progress over time. Stories are shared with parents on a termly basis. Teachers have strengthened communication with parents to focus on children’s learning. Parent aspirations are sought and valued. Improved systems for documenting these is enabling teachers to be more responsive.

Teachers purposefully integrate many aspects of te ao Māori throughout the daily programme and through special events and celebrations. Their confidence and use of te reo Māori is growing. Building teachers' knowledge and understanding of what success for Māori as Māori means for children and whānau attending the centre, continues to be an area for development.

Children transition to a range of primary schools across the wider Manawatu region. Many move out of the area to enable their children to continue their education in a Rudolf Steiner context. Parents are provided with information to support their understanding about the transition-to-school process.

An appropriate appraisal process is in place to support the issuing and renewal of Teacher Practising Certificates. Teachers have identified goals that are aligned to current centre priorities. These support teachers to focus their inquiry on improving outcomes for children and their families. A full cycle of this new process is yet to be completed.

A strategic plan provides direction for the service to progress the areas for development identified in the previous ERO report. The governance and management committee have identified the need to clearly establish roles and responsibilities to support and sustain governance. Developing these expectations should support committee members to undertake their agreed roles and inform evaluation into the impact of their practice in achieving effective governance and management of the service.

A framework has been developed to guide internal evaluation practice. Teachers are using an appropriate range of formative information to support change and ongoing improvement. The framework is in the early stages of implementation. Continuing to strengthen their understanding of the purpose of internal evaluation to support ongoing improvement is a next step.

Key Next Steps

ERO, the committee and teachers agree that, as they implement and embed improved systems, processes and practices, they need to continue to strengthen their understanding of:

• assessment, planning and evaluation
• appraisal
• internal evaluation to support ongoing improvement.

Strengthening knowledge and understanding of practice that promote educational success for Māori children remains a priority.

Management Assurance on Legal Requirements

Before the review, the staff and management of Matariki Rudolf Steiner 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.

Phil Cowie

Director Review and Improvement Services Central

Central Region

22 March 2019

The Purpose of ERO Reports

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.

2 Information about the Early Childhood Service

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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:

Pou Whakahaere – how the service determines its vision, philosophy and direction to ensure positive outcomes for children

Pou Ārahi – how leadership is enacted to enhance positive outcomes for children

Mātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children

Tikanga whakaako – how approaches to teaching and learning respond to diversity and support positive outcomes for children.

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.

ERO’s Overall Judgement

The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:

• Very well placed

• Well placed

• Requires further development

• Not well placed

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.