1210 Cunningham Crescent, Mayfair, Hastings
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ERO has been in partnership with Ngati Kahungunu Iwi Inc since 2021, collaborating on a pilot project to support the iwi in realizing their Mātauranga strategy - priorities and goals. The primary objective of this pilot is for Ngati Kahungunu and ERO to work together to co-design a bespoke evaluation approach that aligns with the aspirations of the iwi for their tamariki and rangatahi. Schools and the early childhood centre involved in the pilot were selected by Ngati Kahungunu due to their established relationship with the iwi.
During the collaboration, ERO, Ngati Kahungunu, and the pilot schools and ECE leaders co-designed the Learner Outcomes for Success Indicators based on the priorities outlined in the Ngati Kahungunu Mātauranga Strategy. The focus of ERO's evaluation in the pilot schools and ECE service will be on these iwi priorities, which include:
Te Tiriti o Waitangi
Te Reo Māori
Te Mātauranga
Te Whanaungatanga
Te Rangatiratanga
Tipuria te Aroha.
The schools and early childhood centre participating in the pilot have been utilising various ERO tools to strengthen their internal evaluation capabilities. These tools include:
Co-designed Ngati Kahungunu Learner Outcomes for Success Indicators
Board Assurance Statement self-review tool for compliance
Poutama Reo – Te Reo Māori Quality Framework.
The pilot project has been given the name "Tiro Maroro," gifted by Ngati Kahungunu. The name refers to the observation of the flying fish across two mediums – the air and water, symbolizing the kaupapa Māori evaluation approach in English medium schools and the early childhood centre. Through this partnership, ERO facilitates and supports the engagement of Ngati Kahungunu in the education sector, which has further enabled the iwi to implement their education strategy in schools and an early childhood service. Tiro Maroro will continue into 2024, with an onsite review process in each of the institutions involved, including:
Hastings Girls High School
Te Aratika Academy
Irongate School
Kimi Ora School
Camberley School
Mayfair Kindergarten.
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Mayfair Kindergarten is in Hastings. It opens Monday to Friday from 8:30am until 2:30pm. Kindergarten day places are available for children aged from two to six years. Of the 31 children enrolled, 20 are Māori and four Pacific. The kindergarten places relationships, holistic development, empowerment and family and community at the heart of its philosophy.
The May 2014 ERO report identified that assessment, planning and evaluation for children's learning required improvement.
There have been no significant changes in the teaching team since the previous review.
Mayfair is one of 16 kindergartens governed and managed by the Heretaunga Kindergarten Association (the association). An ongoing programme of restructuring began in 2016 and the association has experienced significant changes at all levels. A new general manager was appointed in January 2016 and a new advisor - education delivery, in November 2017.
The previous ERO review identified that the association should establish, review and monitor the implementation of guiding documents in individual kindergartens and undertake self review at association level.
This review was part of a cluster of 10 reviews in the Heretaunga Free Kindergarten Association.
The philosophy is highly evident in practice. Place-based learning successfully fosters children's understanding of the local community and their place within it. The Enviroschool kaupapa is woven throughout the programme and helps children to learn about sustainable practices.
The kindergarten is highly inclusive and culturally responsive practice is well embedded. Teachers recognise and value the diversity of culture and experiences that each child and their whānau bring to their learning. Children's connections to their cultural identities are successfully extended. Pacific families lead cultural celebrations and share language knowledge. Teachers work collaboratively with external agencies and families to support children with additional learning needs.
A bicultural curriculum is highly evident. Concepts of manaakitanga, whanaungatanga and wairuatanga contribute to children's growing awareness of the needs of others. Te ao Māori is woven naturally throughout the programme. The language, culture and identity of Māori children are cherished. With their whānau, children successfully lead tikanga Māori.
Teachers have worked collegially to address the key next step identified in the previous ERO report. Assessment, planning and evaluation for children's learning has improved. Assessment information pays attention to children's strengths, interests and dispositions. Teachers recognise that a next step is to consider how well children's language, culture and identity are consistently reflected in their learning stories and used to inform planning. ERO's evaluation confirms this direction.
Transition processes respect the cultural uniqueness of children and families and foster a sense of belonging. There is an appropriate focus on strengthening the skills and learning characteristics that will support older children as they prepare for their move to school.
Leaders and teachers are improvement-focused. There is a collaborative approach to ongoing improvement. Internal evaluation successfully contributes to improved outcomes for children. Leaders continue to strengthen this evaluation process.
The governance and leadership team of the Heretaunga Kindergarten Association are well placed to continue to manage ongoing change and to set the strategic direction to promote sustainability. They are making good progress in addressing the key next steps identified in the previous ERO review. Continuing to strengthen systems to monitor and evaluate progress in individual kindergartens remains a key next step.
Staff have the capacity to sustain high quality practices and determine their priorities for ongoing improvement to children's learning and outcomes.
The senior management team of Heretaunga Kindergarten Association should continue to strengthen processes for monitoring the implementation of guiding documentation for programme delivery and kindergarten operations. Particular attention should be given to increasing consistency in reviewing, evaluating and improving teaching practice.
Before the review, the staff and management of Mayfair 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.
In order to improve practice the association should:
The next ERO review of Mayfair Kindergarten will be in four years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
14 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 |
Hastings |
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Ministry of Education profile number |
5296 |
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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 |
31 |
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Gender composition |
Boys 16, Girls 15 |
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Ethnic composition |
Māori |
20 |
|
|
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 |
February 2018 |
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Date of this report |
14 May 2018 |
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Most recent ERO report(s)
|
Education Review |
May 2014 |
|
|
Education Review |
November 2010 |
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|
Education Review |
December 2006 |
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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.
Mayfair Kindergarten is located in Hastings and provides education and care for children from two to five years of age. It is licensed for up to 40 children six hours daily, with the option of part time and full time spaces as required. A teacher-led playgroup for children over two years is provided on a weekly basis.
Children are representative of a diverse community. working collaboratively with parents continues to be a strong focus for staff. The teaching team is fully qualified and the kindergarten has a positive reporting history with ERO. Teachers are welcoming, responsive and respectful in their interactions with children and whānau. There is a strong commitment by teachers to advocate for all children and provide equitable learning opportunities for all.
The kindergarten is governed by the Heretaunga Kindergarten Association (the association). Two Education Managers (EMs) are employed by the association to provide professional support and guidance to teachers. This review was part of a cluster of eight kindergartens in the Heretaunga Kindergarten Association.
Children and whānau have a strong sense of belonging in this kindergarten, fostered by a cycle of regular events. Children confidently communicate with others. They are encouraged to discuss with teachers decisions that affect their learning. The play-based programme provides ample opportunity for children to lead their own learning and work alongside each other. Tuakana teina relationships are actively promoted by teachers. They facilitate opportunities for children to share their expertise and tutor their peers. Children with additional learning needs are well supported.
Teachers ably support children’s developing social and emotional competence. Routines are consistent and provide a useful framework for the day. Children have fun and engage in sustained play and learning.
Teachers draw on a range of suitable teaching strategies as they work alongside children in their self-initiated play. Being more intentional in the approach used to enrich children’s learning is a key next step for staff.
The kindergarten philosophy reflects a commitment to the bicultural heritage of Aotearoa/New Zealand and is evident in practice. Te reo Māori is valued and appropriate tikanga practices are evident. A culturally responsive approach is implemented to promote success for Māori children as Māori in this kindergarten.
Well presented profiles show children’s developing interests, engagement in the programme and emerging friendships. Learning and progress are highlighted. Assessment practices should be strengthened by teachers showing how they add complexity to children’s learning.
Teachers know children well within the context of their family. Children’s transition to the kindergarten and on to school is well supported through strategies that respond to the preferences of each child and their family.
Spontaneous and regular reviews are used to reflect on aspects of the programme and to make ongoing improvements. Teachers should develop a clearer understanding of the self-review process and build their evaluative capacity.
The association provides guidance and support to teachers for the continuous improvement of teaching and learning. The recently developed strategic plan provides a clear long term direction for the association. Teachers are well supported through regular visits from the education managers who provide professional support and guidance and access to a wide range of professional learning opportunities.
There is a commitment by the association to increase teachers’ capabilities in te reo me ngā tikanga Māori through the introduction of the Haere Whakamua project. This project is based around progressing the organisation’s journey in becoming bicultural.
The association identifies and ERO affirms that key areas for development include:
In addition, education managers should undertake strategic review and evaluation across the association to establish a deeper understanding of the ongoing professional learning needs of teachers and use this information to inform future decision making.
ERO and kindergarten leaders agree that the key next steps are to:
The association should:
Before the review, the staff and management of Mayfair 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 Mayfair Kindergarten will be in three years.
Joyce Gebbie
National Manager Review Services Central Region (Acting)
12 May 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 |
Hastings |
||
|
Ministry of Education profile number |
5296 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, aged over 2 years |
||
|
Service roll |
42 |
||
|
Gender composition |
Boys 24, Girls 18 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Cook Island |
27 14 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 |
March 2014 |
||
|
Date of this report |
12 May 2014 |
||
|
Most recent ERO report(s) |
Education Review |
November 2010 |
|
|
Education Review |
December 2006 |
||
|
Education Review |
August 2003 |
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.