Papamoa Coast Kindergarten

Education institution number:
30113
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
48
Telephone:
Address:

236 Dickson Road, Papamoa, Tauranga

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Papamoa Coast Kindergarten - 11/07/2018

1 Evaluation of Papamoa Coast Kindergarten

How well placed is Papamoa Coast Kindergarten 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.

Background

Papamoa Coast Kindergarten is one of 20 kindergartens that operate under the umbrella organisation of Tauranga Regional Kindergarten Association (also known as Inspired Kindergartens). It is a not-for-profit early childhood education service, governed by a board of parent-elected community representatives. It is situated in Papamoa, near Tauranga and operates a school-day model opening from 8.30am until 2.30pm. It is licensed for 40 children. Currently there are 50 children on the roll, including 14 who identify as Māori. The newly appointed head teacher works alongside four fully registered teachers with recognised early childhood teaching qualifications.

Senior teachers oversee and support the professional work of the kindergarten. This work is supplemented by a resource teacher Māori who provides professional learning and support for staff about te ao Māori. The Inspired Kindergartens vision is to make the early years count. The kindergarten philosophy aims to promote children and learning as a priority through 'working together to nurture children’s potential and grow their capabilities.' Children and their whānau are made to feel welcome, cared for and included. The kindergarten respects the Treaty of Waitangi and the knowledge and experience that children and their whānau bring to their learning.

Since the last ERO review in 2015, internal evaluation procedures have been strengthened and a new approach to programme planning has been developed.

This review was part of a cluster of two reviews in the Tauranga Regional Kindergarten Association trading as Inspired Kindergartens.

The Review Findings

The kindergarten has established positive and affirming relationships with children and their whānau. Partnerships with parents have been strengthened through consultation. Interactions between children and their teachers contribute to children's growing confidence and capability. They are encouraged to be involved in caring for the environment through the sustainable beliefs and practices that underpin the kindergarten. Children are supported to develop leadership skills that builds on their sense of achievement.

Children's oral language is promoted through engaged, and deliberate teaching. Transitions to school are responsive to children’s needs that foster their wellbeing. Social competency is supported by teachers who maintain a predictable environment. Children with additional learning needs are fully included in the programme and are considered competent and capable. Children experience a learning environment that contributes to a sense of belonging.

Leaders and teachers are yet to provide children with a balanced child-led curriculum. Children's learning is largely teacher led, and the choices and decisions that they make about their own learning is limited to specific times during the day. Literacy and mathematics is promoted throughout the programme and at teacher-led group times. The large spacious environment is well resourced and attractive both inside and out, with a strong focus on environmental sustainability that teachers have worked hard to achieve. Children's learning is visible through special books that identify their participation within the programme. Strengthening assessment to include individual planning, more closely following children's interests and strengths and progressions of learning is a next step for teachers. In addition leaders and teachers need to review the delivery of a teacher-lead, structured programme to better align with current theory and research of best practice in early childhood education.

Te ao Māori is integrated into the programme through the use of te reo Māori, waiata, and karakia which is promoted by the head teacher and supported by teachers. Bicultural practices are visible throughout the learning environment. Local Māori legends are displayed around the kindergarten and are well known to children. Inspired Kindergartens' commitment to honouring The Treaty of Waitangi is evidenced by the work of the resource teacher Māori whose role includes supporting the kindergarten in relation to te ao Māori and establishing relationships with local iwi. Children's language culture and identity is embedded into the programme.

Leaders are developing systems and processes that will further promote positive outcomes for learners. The head teacher, who is new to her role, has led significant positive improvements to the environment, cultural practice and daily routines. She is committed to making change to ensure the curriculum is more responsive to children's choices, strengths and interests. The kindergarten philosophy has been recently reviewed, shared and reflects views from parents and the learning community. Self-review has contributed to significant change and improvement in the short time that the head teacher has been appointed.

Governance is working to develop a positive culture. Systems, policies and procedures have been established to meet regulations, guide daily operations and are regularly reviewed. The umbrella organisation's values underpin the kindergarten philosophy and the vision is underpinned by sustainable practices across the organisation. Internal evaluation is collaborative and promoted by the governing body. Governance aims to contribute to change and improvement to teacher practice with a focus on providing increasingly positive learning outcomes for children.

Key Next Steps

In order to improve practice leaders need to:

  • further align strategic planning and internal evaluation

  • strengthen appraisal to effectively reflect Education Council New Zealand requirements

  • continue to develop assessment, planning and evaluation practices to show how teachers are planning for individual's, extending children’s interests and showing progress and continuity of learning

  • implement a process to support teachers to develop a more positive and collaborative relationships.

Management Assurance on Legal Requirements

Before the review, the staff and management of Papamoa Coast 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Papamoa Coast Kindergarten will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer Waikato

Te Tai Miringa - Waikato / Bay of Plenty Region

11 July 2018

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

Location

Tauranga

Ministry of Education profile number

30113

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children

Service roll

50

Gender composition

Girls 30 Boys 20

Ethnic composition

Māori
Pākehā
Other

14
32
4

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Over 2

1:8

Better than minimum requirements

Review team on site

May 2018

Date of this report

11 July 2018

Most recent ERO report(s)

Education Review

April 2015

Education Review

September 2011

Education Review

October 2008

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 and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

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.

Papamoa Coast Kindergarten - 17/04/2015

1 Evaluation of Papamoa Coast Kindergarten

How well placed is Papamoa Coast Kindergarten 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.

Background

Papamoa Coast Kindergarten provides both school-day and sessional education for children from two years to school age. At the time of this ERO review 58 children were enrolled, and 10 identify as being of Māori descent.

The kindergarten’s philosophy emphasises the provision of quality education with a focus on sustainability and fostering a sense of belonging for children, their families and whānau. The kindergarten holds a Green/Gold award and has been part of the Enviroschools programme since 2004. This programme encourages children to think and act in sustainable ways and to foster environmental care amongst the local community.

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 kindergarten. 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 them with clear guidelines and expectations for practice. There is a good range of self-review practices to monitor and evaluate the quality of education and care provided by its kindergartens.

Consistent with TRK policy of only employing trained and registered teachers in regulated positions, the kindergarten is staffed by five qualified and registered teachers along with an administrator. Support for children with identified special educational needs, above that provided by the Ministry of Education, is funded by TRK.

This review was part of a cluster of four kindergarten reviews in the Tauranga Regional Kindergarten Association.

The Review Findings

The kindergarten’s well-embedded philosophy has enabled a clear strategic direction to be established resulting in high levels of collaboration between teachers, children, parents and whānau. There is a strong culture of relationships based on trust and mutual respect. The head teacher has created an environment where teachers are able to contribute their knowledge, strengths and skills to enrich the programme and extend children’s learning. While teachers value the senior teacher’s support they now need to consider how best to use the senior teachers experience and expertise to further enhance their professional knowledge and practice.

The kindergarten’s vision of nurturing nature and the next generation is promoted through a philosophy that values education for sustainability. The kaupapa of Enviroschool guides curriculum implementation. Within this emphasis, children have many opportunities to take on leadership roles and make a contribution to the life of the kindergarten and its wider community. There is also a strong awareness of the importance of incorporating aspects of the Māori language, knowledge and culture. Meaningful connections between Māori concepts and caring for the environment are evident.

Teachers express high expectations for children’s learning outcomes. These are based on a strong, shared belief that every child is capable and has a right to learn. Within this inclusive culture children enjoy opportunities to be industrious, creative and to use their imagination. Teachers also promote the value of working together to achieve a common purpose, fostering children’s understanding that their contributions make a difference.

Positive relationships with families are a significant feature of the kindergarten. Teachers value the contribution parents make to children’s learning through participation in the programme and sharing their ideas and aspirations. In addition, children benefit from a range of interactions and experiences within the community. Teachers have established reciprocal professional relationships with local schools, contributing to positive transitions to school for children and their families.

Key Next Steps

The head teacher and teachers have a sound understanding of self review for improving kindergarten practices. They acknowledge the need to give priority to strengthening self review as a process for improving teaching practices and learning outcomes for children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Papamoa Coast 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Papamoa Coast Kindergarten will be in three years.

Dale Bailey
Deputy Chief Review Officer Northern

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

Location

Papamoa, Bay of Plenty

Ministry of Education profile number

30113

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

58

Gender composition

Boys 32
Girls 26

Ethnic composition

Māori
NZ European/Pākehā
Australian
Tongan

10
46
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

February 2015

Date of this report

17 April 2015

Most recent ERO report(s)

 

Education Review

September 2011

Education Review

October 2008

Education Review

November 2005

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 and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

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.