Donovan Road, Paraparaumu Beach
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Paraparaumu Kindergarten is well placed to promote positive learning outcomes for children.
Paraparaumu Kindergarten provides all-day education and care for up to 43 children, aged two years and over. Of the 54 children who attend, 11 identify as Māori.
The kindergarten philosophy includes reference to four guiding principles that nurture the mana of children: whakaute, tino rangatiratanga, ako and manaakitanga. It also states the core values for working with Pacific cultures and emphasises the importance of weaving children’s cultures into the learning programme.
The head teacher leads a staff of five fully qualified teachers. The kindergarten is supported by a committee of parents who help to provide extra funding and resources. It continues to hold a Gold Healthy Heart Award.
ERO's May 2016 report identified the need for a more formal critique of teaching practices, strengthening responsiveness to Māori children, and internal evaluation as areas requiring further development. Teachers have worked closely with their senior teacher to increase shared understandings of the purpose, and the association's process for internal evaluation. Internal evaluation continues to be an area for further work.
The kindergarten is governed and managed by He Whānau Manaaki o Tararua Kindergarten Association. A team of senior teachers oversee and support the professional practice of the teaching team. The association governs 102 kindergartens that include three Pacific kindergartens and a Pacific home-based service with two networks.
Progress has been made by the association to improve the quality and monitoring of processes to support individual kindergartens and implement a robust appraisal system.
This review was one of two kindergarten reviews in the He Whānau Manaaki o Tararua Kindergarten Association.
Children are settled and eager to learn. They work cooperatively as they explore interesting play areas in the spacious, very well resourced, natural environment. Outdoor play spaces provide challenges for children and promote their physical development. Children enjoy gardening as part of learning about sustainable practices.
Children experience respectful interactions with each other and their teachers. They confidently make choices about following their interests and participation in the learning programme. Children are effectively supported to develop social competence, self-help and independence skills. Their oral language skills are fostered through a range of approaches including questions that prompt further development of ideas.
Teachers work collaboratively. Together they provide a learning programme that is responsive to children’s interests and abilities. Children with diverse learning needs are well supported in their wellbeing and learning. Teachers liaise effectively with families, external agencies, and association support networks.
Children are viewed as confident, capable learners. Teachers maintain an intentional focus on children’s learning and development. They foster children’s thinking and creativity by extending their ideas through discussions and the wide range of readily available art resources.
Teachers provide a welcoming and inclusive environment for children, parents and whānau. They nurture the cultural identity of tamariki Māori. Teachers value and respect the home languages of children who speak languages other than English. They provide useful, relevant support to families to help build each child’s sense of belonging in the kindergarten and their wellbeing.
Children’s interests and participation in the learning programme is regularly documented. Teachers write detailed records of children’s possible learning from their involvement in activities and experiences. Some children have individual learning plans. Teachers should further extend their assessment of children’s learning by more clearly showing how they will plan for each child’s next learning steps.
Parents are well informed about their children’s involvement and learning through attractively presented assessment portfolios, extensive wall displays and digital technology. Teachers seek and value parents’ views. They encourage parents to spend time at the kindergarten and contribute their skills and knowledge to the learning programme.
Teachers are reflective and access a good range of professional learning and research to continually grow their understandings. ERO and staff agree that streamlining and alignment of processes and documentation would support a more strategic focus on keys areas for development. Narrowing the focus of internal evaluation, and emphasising outcomes for children as indicators for success, is a next step.
A well-considered appraisal process has recently been enhanced to grow and develop teacher practice. Teachers are expected to inquire into the effectiveness of their teaching. Purposeful appraisal goals focus on improving aspects of leadership and practice to support children’s learning and wellbeing.
The senior teaching team are reflective, and improvement focused. They successfully foster a collective sense of responsibility to implement the vision, values and mission of the association. Well-developed systems and processes guide teacher’s in their work and positively impact on children’s learning.
Senior leaders work effectively together, with a shared commitment to meeting strategic goals and objectives for the benefit of children, whānau and community. Well-considered resource allocation supports and enhances children’s learning and wellbeing.
Leaders and teachers agree that key next steps for improving outcomes for children include:
ERO and senior leaders agree that the association's next step is to:
continue to follow the strategic direction set through Tūmanako, Te Tiriti o Waitangi based Strategic Priority Framework.
Before the review, the staff and management of Paraparaumu 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:
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.
Dr Lesley Patterson
Director Review and Improvement Services Te Tai Tini
Southern Region
28 January 2020
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 |
Paraparaumu Beach |
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Ministry of Education profile number |
5373 |
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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 |
43 children, two years and over |
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Service roll |
52 |
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Gender composition |
Female 28, Male 24 |
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Ethnic composition |
Māori NZ European/Pākehā Chinese Other ethnicities |
11 31 4 6 |
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Percentage of qualified teachers |
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 |
October 2019 |
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Date of this report |
28 January 2020 |
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Most recent ERO report(s) |
Education Review |
May 2016 |
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Education Review |
August 2012 |
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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:
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 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.
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.
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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.
Paraparaumu Kindergarten is located in Paraparaumu on the Kapiti Coast. Since the August 2012 ERO report, hours of operation have changed and a full-day service now operates for children from two years to school age. There are currently five teachers including the head teacher, all of whom are qualified and registered.
The service caters for up to 40 children. Of those enrolled, 12 are Māori children.
The kindergarten philosophy highlights three guiding principles which are anchored in te ao Māori concepts. These kupu Māori include whakaute, to show care and respect, tino rangatiratanga, to exercise self-determination and ako, to learn from each other. These values and beliefs are highly evident in practice and in children's interactions with each other, adults and the environment. Parents and whānau are actively engaged in a learning partnership.
Paraparaumu Kindergarten is one of 85 kindergartens and three home-based education and care networks governed and managed by He Whānau Manaaki o Tararua Free Kindergarten Association Incorporated (the association).This is a new kindergarten association created from joining the Rimutaka and Wellington Kindergarten Associations in 2014. In September 2015, the association began introducing an initiative called 'Keeping Kindergarten Strong' to support the management of financial constraints. Currently a project is in place to support managing of teacher workload.
The board and managers provide governance for the organisation. Senior teachers have delegated responsibility for kindergartens. Their role is to provide regular support and a range of professional learning and development opportunities for teachers.
In 2012, the association developed a framework to guide the implementation of its curriculum, Te Manawa. This document outlines criteria for curriculum delivery including expectations for assessment and planning for children's learning.
The August 2012 ERO report for Paraparaumu Kindergarten identified that support for leadership including a review of the appraisal process required further development. These areas have improved and progressed.
Areas for the association to strengthen its support for teachers were also identified and positive progress has occurred. Some areas continue to need further refining and are next steps in this report. The alignment of individual kindergartens' annual plans with the association's strategic priorities has now been appropriately addressed.
This review was part of a cluster of 10 reviews in the He Whānau Manaaki o Tararua Kindergartens.
Children experience a learning environment that effectively supports them as confident, capable and socially competent learners. Whakaute is enacted through respect for each other, adults, animals and the environment.
An established and well-resourced outdoor environment physically encourages and challenges children. They are risk-takers, experience learning as fun and demonstrate ako, to be a teacher and a learner in sharing ideas.
Children are encouraged and supported to lead their learning. They set challenges for themselves, persevere to succeed and collaborate to achieve a common goal through negotiated discussion. Children can make decisions about who they engage with and in what.
The kindergarten curriculum is guided by children's interests, strengths and some parent input. A range of opportunities for families to contribute to their children's learning is in place. Teachers seek families' aspirations and respond to them over time. Teachers and children know each other well.
Te ao Māori is an underpinning ethos in the kindergarten and is woven through the curriculum. Literacy, mathematics and wellbeing are emphasised. The kindergarten has achieved a gold award in the Healthy Heart programme. A clear focus on improving children's physical activity is documented in kindergarten planning.
Māori children's language, culture and identity are validated and affirmed. Local history, landmarks, legends and stories form a focus. Mana whenua input is building knowledge and understanding of children, parents, whānau and teachers.
Staff identify they need to further strengthen how they work with Pacific children and their families. This is an ongoing area for develop. A next step is for the curriculum to reflect this and the ethnicities of all children who attend the kindergarten.
Children with diverse needs are well supported. Teachers work in partnership with families and outside agencies to support their individual learning needs. ERO's evaluation affirms staff direction to continue to extend knowledge and support each child's full participation.
Profile books provide a meaningful record of children's participation in the programme. Learning stories include attributes, progress over time, some parent and children's voice and assessment information that is appropriately used to inform future planning. Teachers regularly audit to identify gaps and areas for development. The planning wall is highly visible for parents and children to revisit their learning.
Transition into the kindergarten and on to school is well considered. Staff actively seek feedback from schools and this, along with other well-developed processes, helps to build strong relationships for children and families.
Teachers are highly reflective. Self review is an embedded practice that has led to improved outcomes for children. ERO's evaluation affirms leaders' intention for staff to continue to develop knowledge and understanding of internal evaluation.
The senior teacher provides termly written feedback in relation to centre priorities and the quality of teaching and learning. She completes an annual internal evaluation that supports strengthening of these termly reports. There is a deliberate focus on outcomes for children and teacher/leader performance.
The previous ERO report identified that the association needed to improve the appraisal process. Managers undertook an internal review of the appraisal system. The revised model is being implemented across the kindergartens. The process includes focused goals that build teacher and leader capability and clearer links with the Practising Teacher Criteria.
The senior teacher, head teacher, staff and ERO agree on the following key next step for Paraparaumu Kindergarten:
The association should continue to support the development of formal critique of teaching practice and strengthening of responsiveness to Māori children.
Before the review, the staff and management of Paraparaumu 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 Paraparaumu Kindergarten will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
24 May 2016
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 |
Paraparaumu Beach |
||
|
Ministry of Education profile number |
5373 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, aged over 2 |
||
|
Service roll |
72 |
||
|
Gender composition |
Boys 36, Girls 36 |
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Ethnic composition |
Māori |
12 |
|
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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 |
|
Review team on site |
March 2016 |
||
|
Date of this report |
24 May 2016 |
||
|
Most recent ERO report(s) |
Education Review |
August 2012 |
|
|
Education Review |
April 2008 |
||
|
Education Review |
June 2005 |
||
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.