22 Esmeralda Street, Welcome Bay, Tauranga
View on mapHow well placed is Maungaarangi Kindergarten and Family Centre to promote positive learning outcomes for children?
| Not well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
“Ko Mauao te MaungaKo Rangataua te TahunaKo Ngāti Hē te hapu whai mana o te roheKo Ngāti Pūkenga te iwi whakāruruhauo Te Whare Whānau o Maungaarangi"
Maungaarangi Kindergarten and Family Centre, a purposefully designed whare, is situated on the grounds of Welcome Bay School. It is situated on large sloping grounds where children and their whānau have the opportunity to explore and challenge themselves in a natural environment. A whānau room is attached to the kindergarten where whānau engage in parent education workshops covering topics such as healthy cooking. The kindergarten continues to build a strong relationship with the school. This relationship helps make transition to school seamless for whānau and their children.
Ngā Pūrākau Māori (legends) underpins Maungaarangi Kindergarten and Family Centre and whānau centre philosophy, assessment and learning. The purakau relate to all of the five Pou of Ko Te Ngakau Aroha (Holistic well-being), Whānaupiripiri (Families and community working together),Whenua Whāngaihia (Living alongside the natural world), Ngā Kete Marama (Explore and learn) and Wairua (Spiritual essence and magic.) These pou and ahua ako guide and shape the teaching and learning of the mokopuna and their whānau.
Equitable practices that promote positive outcomes for all children and whānau are well supported by Tauranga Regional Kindergarten (TRK).
The kindergarten operates under the umbrella of Tauranga Regional Kindergartens (TRK), which is a not-for-profit early childhood education service, governed by a board of parent-elected community representatives. Senior teachers oversee and support the professional work of kindergartens. This work is supplemented by a resource teacher Māori who provides professional learning and support for TRK staff in te ao Māori.
The association sets the strategic direction of its kindergartens with an emphasis on nurturing reciprocal relationships with whānau and communities; education for sustainability; meeting community needs and honouring the Treaty of Waitangi. The TRK provides kindergarten staff with clear guidelines and expectations for practice. There are systematic processes and highly effective self-review practices to monitor and evaluate the quality of teaching and education and care provided by this kindergarten.
Maungaarangi Kindergarten and Family Centre operates six hour sessions from Monday to Friday. The current roll of 40 children includes 30 of Māori descent.
This review was part of a cluster of four reviews in the Tauranga Regional Kindergarten Association.
Manaakitanga Kindergarten and Family Centre is infused throughout all aspects of the curriculum and life of the kindergarten. The collective knowledge and contributions of the whānau of Maungaarangi is pivotal to the philosophy. The knowledge and expertise of all members of the whānau are maximised and celebrated. Whānau work together in the best interest of all children reflecting the belief 'He tāonga ngā mokopuna'. Through this work, whānau and children are developing their understanding of the world and their place in te ao Māori.
The head teacher, with support from the senior teacher, provides highly effective professional leadership of the kindergarten. Her approach to leadership is nurturing, empowering and responsive to the interest and aspirations of the whānau. The head teacher sets high expectations with a strong focus on teaching and learning, in keeping with the kaupapa of the philosophy.
Since ERO’s last review in 2012 strategic and annual planning along with assessment and teaching practices have been strengthened through shared leadership that promotes self-review involving teachers and whānau.
Whānau actively engage in a wide range of opportunities that supports them as parents, and involves them in children's learning, kindergarten organisation, and leadership of events and initiatives. A feature of these opportunities is the learning for parents that supports a positive transition to school, and highlights the importance of ongoing engagement in their children's education.
A carefully considered bicultural framework that is based on Ngā Pūrākau Māori (legends) effectively guides the kaupapa for teaching and learning at Maungaarangi Kindergarten and Family Centre. The five pou influence the core learning and outcomes for tamariki, enabling them to stand tall on their turangawaewae and be affirmed as tangata whenua. Through intentionally developed environments that reflect Māori principles of kaitiakitanga, manaakitanga and wairua, children are learning to respect, nurture and care for Papatūanuku. They have been successfully meeting the requirements of Enviroschools bronze criteria.
The pou provide an assessment framework that is culturally relevant and affirming of all learners in this community. Each child, their whānau and teachers’ together engage in the process of exploring learning possibilities. Ngā pukapuka ako (learning journal) show teachers' skilful interpretation of children's holistic learning. Children demonstrate strong ownership of these records, enjoy revisiting their learning, recognising possibilities, and seeking challenges for future learning.
Teachers’ belief in children as capable and self-motivated learners is at the heart of teaching practice. Teachers promote children's independent risk taking, exploration and encourage children to confidently share their expertise with others. Children’s self determination, empathy and social competencies are fostered through teachers’ deep understanding of Māori children's mana, wairua and mauri. Te reo is nurtured in the kindergarten environment by teachers, children and their whānau. Whākawhanaungatanga is the foundation that supports the learning of children, their whānau and teacher.
ERO and the kindergarten have identified that through the framework of Ngā Pūrākau Māori it is important for the whānau to consolidate and further develop current good practices that influence the curriculum, outcomes of teacher appraisal and self review.
Before the review, the staff and management of Maungaarangi Kindergarten and Family Centre 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 Maungaarangi Kindergarten and Family Centre will be in four years.
Graham Randell
Deputy Chief Review Officer Northern
25 November 2015
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 | Welcome Bay, Tauranga | ||
| Ministry of Education profile number | 45432 | ||
| Licence type | Free Kindergarten | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 40 children, aged from 2 years | ||
| Service roll | 40 | ||
| Gender composition | Girls 20 Boys 20 | ||
| Ethnic composition | Māori Pākehā Chinese Indian | 30 8 1 1 | |
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 | September 2015 | ||
| Date of this report | 25 November 2015 | ||
| Most recent ERO report(s) | Education Review | April 2012 |
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.
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.
Maungaarangi Kindergarten and Family Centre opened in May 2010 and is situated adjacent to Welcome Bay School, Tauranga. It operates under the umbrella of the Tauranga Regional Kindergarten Association and benefits from the personnel and administrative support provided by them. It is licensed to provide education and care for 40 children from two years to school age. At the time of this ERO review the kindergarten had a roll of 35, including 23 who are identified as Māori. The kindergarten’s philosophy expresses a commitment to encourage children to become self initiators of their learning. This is the first education review for the centre.
The kindergarten has benefited from strong, effective leadership and a consistent teaching team. Teachers have worked in close partnership with children and families to design, create and care for a spacious environment that reflects the high value placed on Papatūanuku and natural science. Children demonstrate a strong sense of belonging as they explore, experiment and experience challenge with a wide range of interesting and open-ended equipment and materials.
Children participate in a programme that responds to and extends their strengths and interests. They have many opportunities to increase their understanding of te ao Māori through meaningful experiences. This includes manaakitanga, in welcoming and caring for each other and visitors to the centre. Teachers support children’s developing concepts of literacy, mathematics and science through their conversations. Children’s understanding of the wider community is enhanced by frequent, purposeful trips and excursions.
The head teacher fosters shared leadership responsibilities amongst the collegial teaching team. They have developed a shared philosophy that underpins the kindergarten’s curriculum and all aspects of its operations. This collaborative approach is promoting a calm, settled and inclusive atmosphere.
ERO and kindergarten leaders agree that reviewing aspects of centre planning and assessment and feedback to teachers about their practice are important next steps for centre development.
ERO is confident that the service is being managed in the interest of the children. Therefore ERO is likely to review the service again within three years.
Before the review, the management of Maungaarangi Kindergarten and Family Centre was invited to consider its priorities for review using guidelines and resources provided by ERO. ERO also used documentation provided by the centre to contribute to the scope of the review.
The detailed priorities for review were then determined following a discussion between the ERO review team and the management and staff. This discussion focused on existing information held by the centre (including self-review information) and the extent to which potential issues for review contributed to positive outcomes for children atMaungaarangi Kindergarten and Family Centre.
All ERO education reviews in early childhood focus on the quality of education. For ERO this includes the quality of:
Maungaarangi Kindergarten and Family Centre opened in May 2010 to provide all day care and education for children in the Welcome Bay area of Tauranga. The kindergarten’s philosophy expresses a commitment to encourage children to become self initiators of their learning in a natural setting. A specifically designed whānau room provides opportunities for a wide range of educational programmes for whānau in the community. The kindergarten curriculum identifies five areas of learning, ‘Ngā Pou’, which incorporate the beliefs and values the kindergarten holds for learning. These values are embedded in kindergarten policies and practices.
Philosophy in action: Under the empowering leadership of the head teacher, the collegial teaching team has developed a shared philosophy that underpins the kindergarten’s curriculum and all aspects of its operations. This holistic curriculum is well designed to support the learning and development of children and their whānau.
Ko te ngākau aroha (holistic well-being): Children demonstrate high levels of respect and confidence in their interactions with adults and their peers. They have many opportunities to develop an understanding of te ao Māori, including manaakitanga in welcoming and caring for each other and visitors to the centre. Children and teachers work together in a calm and settled partnership.
Whanaupiripiri (families and community working together): Teachers and the association place particular importance on developing positive partnerships with families and the wider community. A specifically designed whānau room is used extensively to support families through a wide range of educational programmes. Teachers are supportive of families and encourage their active participation in all aspects of the kindergarten. Whānau are well informed about their children’s learning through attractively presented portfolios, wall displays and discussions with teachers. They have many opportunities to share their views and aspirations with teachers. Strong partnerships are being fostered with the adjacent Welcome Bay School, that assist children when transitioning.
Whenua whangaihia (living alongside the natural world): A particular feature of the kindergarten is the strong connection to Papatūanuku. Teachers and children work together to design, create and care for aspects of the environment including gardens, furniture and equipment. Children are taking increasing responsibility as kaitiaki of the land as an essential part of their learning. They benefit from an environment that:
Ngā kete marama (explore and learn): Teachers plan and provide a programme that responds to children’s emerging interests and strengths. They extend children’s knowledge and skills in literacy, mathematics and science through good use of conversations, questioning and involvement in authentic learning activities, including problem solving. Te ao Māori is well integrated into the programme and provides opportunities for children to build on their expertise and knowledge. The use of flexible routines promotes children’s development as self-directed learners. ERO observed many examples of children involved in sustained play, both independently, and in groups of their own choosing. Children and their whānau enjoy many planned excursions to explore the local and wider communities.
Wairua (spiritual essence): There is recognition of the importance of supporting the wairua and emotional well-being of each child. This is evident through:
Self review: While the kindergarten leaders have implemented a programme of self review in a relatively short time, there is a need to strengthen aspects of this process. Consideration should be given to reviewing:
Before the review, the staff of Maungaarangi Kindergarten and Family Centre 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 documentation, including policies, procedures and records of recent use of procedures. ERO also checked elements of the following areas that have a potentially high impact on outcomes for children:
ERO is confident that the service is being managed in the interest of the children. Therefore ERO is likely to review the service again within three years.
Makere Smith
National Manager Review Services
Northern Region (Acting)
|
Location |
Welcome Bay, Tauranga |
|
Ministry of Education profile number |
45432 |
|
Type |
Kindergarten (All Day) |
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|
Number licensed for |
40 children, including 0 aged under 2 |
|
Roll number |
35 |
|
Gender composition |
Girls 18 Boys 17 |
|
Ethnic composition |
New Zealand Māori 23 New Zealand European/Pākehā 11 Other 1 |
|
Review team on site |
March 2012 |
|
Date of this report |
04 April 2012 |
|
Previous ERO reports |
This is the first ERO report |
These are the findings of the Education Review Office’s latest report on Maungaarangi Kindergarten and Family Centre.
Maungaarangi Kindergarten and Family Centre opened in May 2010 and is situated adjacent to Welcome Bay School, Tauranga. It operates under the umbrella of the Tauranga Regional Kindergarten Association and benefits from the personnel and administrative support provided by them. It is licensed to provide education and care for 40 children from two years to school age. At the time of this ERO review the kindergarten had a roll of 35, including 23 who are identified as Māori. The kindergarten’s philosophy expresses a commitment to encourage children to become self initiators of their learning. This is the first education review for the centre.
The kindergarten has benefited from strong, effective leadership and a consistent teaching team. Teachers have worked in close partnership with children and families to design, create and care for a spacious environment that reflects the high value placed on Papatūanuku and natural science. Children demonstrate a strong sense of belonging as they explore, experiment and experience challenge with a wide range of interesting and open-ended equipment and materials.
Children participate in a programme that responds to and extends their strengths and interests. They have many opportunities to increase their understanding of te ao Māori through meaningful experiences. This includes manaakitanga, in welcoming and caring for each other and visitors to the centre. Teachers support children’s developing concepts of literacy, mathematics and science through their conversations. Children’s understanding of the wider community is enhanced by frequent, purposeful trips and excursions.
The head teacher fosters shared leadership responsibilities amongst the collegial teaching team. They have developed a shared philosophy that underpins the kindergarten’s curriculum and all aspects of its operations. This collaborative approach is promoting a calm, settled and inclusive atmosphere.
ERO and kindergarten leaders agree that reviewing aspects of centre planning and assessment and feedback to teachers about their practice are important next steps for centre development.
ERO is confident that the service is being managed in the interest of the children. Therefore ERO is likely to review the service again within three years.
When ERO has reviewed an early childhood centre we encourage management to inform their community of any follow up action they plan to take. You should talk to the management or contact person if you have any questions about this evaluation, the full ERO report or their future intentions.
If you would like a copy of the full report, please contact the centre or see the ERO website, http://www.ero.govt.nz.
Makere Smith
National Manager Review Services
Northern Region (Acting)
ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.
ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:
Reviews are intended to focus on outcomes for children and build on each centre’s self review.
ERO’s framework for reviewing and reporting is based on four review strands.
ERO reviews do not cover every aspect of centre performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to this centre.
Most ERO reports include recommendations for improvement. A recommendation on a particular issue does not necessarily mean that a centre is performing poorly in relation to that issue. There is no direct link between the number of recommendations in this report and the overall performance of this centre.