Peterhead Kindergarten

Education institution number:
5292
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
39
Telephone:
Address:

14 Bristol Crescent, Flaxmere, Hastings

View on map

Peterhead Kindergarten

1 ERO’s Judgements

Akarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.

ERO’s judgements for Peterhead Kindergarten are as follows:

Outcome Indicators

(What the service knows about outcomes for learners)

Whakaū Embedding

Ngā Akatoro Domains

 

Learning Conditions
Organisational Conditions

Whakaū Embedding

Whāngai Establishing

2 Context of the Service

Peterhead Kindergarten is one of 16 kindergartens governed and managed by Heretaunga Free Kindergarten Association. Most children enrolled are identified as tamariki Māori, and approximately a quarter are of Pacific heritages. There have been recent staffing changes. The philosophy emphasises whakamana, whanaungatanga, manaakitanga, kaitiakitanga, and whakaako.

3 Summary of findings

Children’s learning and wellbeing are well supported through learning-focused relationships. Teachers and whānau work collaboratively to ensure children with diverse learning needs participate fully in the curriculum. Tamariki Māori and their whānau are valued and respected. Shared values are embedded within daily teaching and contribute to children’s learning. Children hear and use te reo Māori meaningfully. Those of Pacific heritages see their cultures affirmed. Children’s sense of belonging is enhanced.

The responsive curriculum fosters children’s learning. Teachers intentionally prioritise oral language development and implement a wide range of teaching strategies. Tuakana-teina (older-younger) relationships enable younger learners to develop their social competence. Assessment for children’s learning affirms their identities as successful learners and makes visible their progress over time. Staff changes have influenced the consistency of curriculum evaluation, to help understand the impact of teaching on children’s learning progress.

Significant change in association leadership has impacted capacity to progress key next steps identified in previous ERO reports. Leaders are enacting an organisation-wide shift to further enable collaboration, relational trust and sustained improvement. A range of new initiatives has been developed. Professional learning opportunities are responsive to teacher learning goals. Some information is generated in relation to the quality of teaching and learning. Leaders are developing their evaluation capabilities. However, evaluation is not yet used to:

  • systematically seek evidence about the effectiveness of professional learning processes to improve teaching practice and children’s outcomes

  • understand the impact of improvement actions in relation to how these contribute to strategic priorities and achieve equitable and excellent outcomes for learners.

4 Improvement actions

Peterhead Kindergarten will include the following actions in its Quality Improvement Planning:

  • Continue to build collective team capabilities to evaluate how well planned teaching strategies are promoting the intended outcomes for learners.

Heretaunga Free Kindergarten Association will include the following actions in its Quality Improvement Planning:

  • Develop a systematic process that enables leaders to better understand and respond to the teaching and learning needs of each kindergarten.

  • Prioritise building internal evaluation capability and leadership at all levels to better monitor and evaluate the impact of improvement actions, including professional learning, on outcomes for individuals and groups of children.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Peterhead Kindergarten completed an ERO 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; safety checking; teacher registration; ratios)

  • relevant evacuation procedures and practices.

All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.

Patricia Davey
Director of Early Childhood Education (ECE)

14 September 2023 

6 About the Early Childhood Service

Early Childhood Service Name

Peterhead Kindergarten

Profile Number

5292

Location

Hastings

Service type

Free Kindergarten

Number licensed for

40 children over the age of 2

Percentage of qualified teachers

100%

Service roll

43

Review team on site

June 2023

Date of this report

14 September 2023

Most recent ERO report(s)

Education Review, December 2017; Education Review, April 2014

Peterhead Kindergarten - 20/12/2017

1 Evaluation of Peterhead Kindergarten

How well placed is Peterhead 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

Peterhead Kindergarten is in Hastings. It opens Monday to Friday from 8:30am until 2:30pm for children aged from two to five years. The philosophy is that the kindergarten will be a place to: belong to, to wonder in, be creative, learn together, and to have self-belief.

The April 2014 ERO report identified a number of areas for review and development, including: assessment, planning and evaluation for children's learning; and consultation with Māori and Pacific families to determine cultural aspirations. Consultation is now a regular feature of the kindergarten and teachers are developing systems to improve how they plan, assess and evaluate the impact of their teaching.

Peterhead 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.

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 six reviews in the Heretaunga Free Kindergarten Association.

The Review Findings

The philosophy is evident in practice. The kindergarten is an important part of children’s and families' lives and a strong sense of belonging is evident. Children learn, play and explore together. Deliberate strategies support the vision to nurture and for health and wellbeing. There is a recognition of the need to review these and the core values in response to the changing needs of children.

Children’s holistic needs are sensitively supported through respectful practices. Consultation with the community has established a set of values that provide a foundation for curriculum development and evaluation. These values are evident in practice and include manaakitanga, whanaungatanga, whakaako, whakamana.

Programme provision responds to children’s ideas, exploration and interests. Teachers design the programme and select areas of emphasis. Parents and whānau are actively encouraged to contribute. Teachers know all children and their families well. They encourage meaningful participation in a wide range of activities that promote children's confidence.

Children show high levels of interest in learning. The kindergarten environment is welcoming and vibrant. The design of the learning environment is well considered, encouraging children to explore and follow their emerging interests. A wide selection of resources and core curriculum activities enables uninterrupted play.

Children are supported to follow their interests. They use research to support their learning. To extend the complexity of children’s thinking and learning, teachers should consider ways to further develop conversations with children.

Positive participation of younger children in the programme has been facilitated through more specific planning for this group and some new resources and equipment. Staff respond positively to children's efforts and provide consistent behaviour management strategies. As a result there is a well-developed sense of belonging.

Teachers’ assessment of children’s learning is recorded in visually attractive profile books. These outline the wide range of activities children engage in. As a result of professional learning and development, staff are trialling new approaches. Areas for further development include:

  • identifying specific areas of interest and complexity of children’s learning

  • better reflecting children’s language, culture and identity

  • recording intended deliberate teaching strategies to meet the next learning steps

  • showing progress over time, particularly in language and numeracy development.

Teachers are strengthening the way they evaluate the impact of the programme on outcomes for children. They have reflected on how well the programme and teaching meets the needs of the increased numbers of under three year olds. Developing a shared understanding of internal evaluation and how it can support improvement is a next step.

The governance and leadership team is well placed to manage change and set the strategic direction for the association and promote future sustainability. They are making good progress in addressing the key next steps identified in the 2014 ERO report. Strengthening systems to monitor progress in individual kindergartens remains a key next step.

Key Next Steps

ERO has identified that the key next steps for Peterhead Kindergarten are to:

  • continue to develop planning, assessment and evaluation

  • ensure the programme continues to focus on language and mathematics knowledge and skills

  • develop shared understanding and use of internal evaluation practices as a way of knowing how effectively children’s learning is extended.

The senior management team of Heretaunga Kindergarten Association should continue to strengthen processes to monitor the implementation of guiding documentation for programme delivery and kindergarten operation. Particular attention should be given to increasing consistency in reviewing, evaluating and improving teaching practice.

Management Assurance on Legal Requirements

Before the review, the staff and management of Peterhead 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.

ERO identified non-compliance in relation to health and safety.

In order to address this the Heretaunga Kindergarten Association must ensure that:

  • the child protection policy meets the requirements of the Vulnerable Children Act 2014.
    [Licensing Criteria for Early Childhood Education and Care Centres 2008, HS31]

Since the onsite phase of ERO’s evaluation the association is taking steps to address this matter.

Next ERO Review

When is ERO likely to review the service again?

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

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

20 December 2017

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

Flaxmere

Ministry of Education profile number

5292

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children

Service roll

43

Gender composition

26 Boys, 17 Girls

Ethnic composition

Māori
Pacific
Pākehā

26
11
6

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

November 2017

Date of this report

20 December 2017

Most recent ERO report(s)

 

Education Review

April 2014

Education Review

August 2010

Education Review

November 2006

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 whānaungatanga – 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.

Peterhead Kindergarten - 10/04/2014

1 Evaluation of Peterhead Kindergarten

How well placed is Peterhead 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

Peterhead Kindergarten is located in Flaxmere, west of Hastings, and provides education and care for children from two to five years of age. It is licensed for up to 40 children and operates for 5.5 hours, five days a week. Of the roll of 42 children 66% are Māori and 12% are Pacific.

The teaching team is fully qualified. The kindergarten has a positive reporting history with ERO.

The cultural backgrounds of the children are known and valued. A spacious, well-maintained outdoor area with a fale, large trees and gardens provides opportunities for children to engage in a good range of physical activities, imaginative play and exploration.

The kindergarten is governed by the Heretaunga Kindergarten Association (the association). Two education managers 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.

The Review Findings

Children are nurtured in an environment that strongly reflects the centre’s vision and philosophy. A sense of belonging is promoted through responsive and respectful relationships with families, whānau and aiga. Teachers know the children and their families well and regularly share information about children’s learning and social development. Language development is fostered and children’s independence is promoted and supported through well-considered routines.

The curriculum is very responsive to children’s individual strengths and interests with a focus on developing social competence and self-regulation skills. Teachers value and incorporate the expertise and knowledge that parents, whānau and agia bring to the programme. Literacy and numeracy skills and concepts are well integrated.

Teachers’ interactions with children are positive, sensitive and caring. They engage in conversation with the children as they play and offer support and encouragement. Teachers and children have fun as part of the learning process.

Portfolios are valued by children, families, whānau and aiga. They are attractively presented records of children’s learning and engagement in activities at kindergarten. Children enjoy sharing their learning. Individual planning for children responds to their strengths and interests. Parents are encouraged and supported to contribute. Teachers acknowledge the need to ensure planning and assessment is extending children’s learning over time.

Te reo me ngā tikanga Māori are woven through the programme and clearly reflected in the environment. There is a strong focus on supporting and enabling children to be successful. Success for Māori and Pacific families should be further enhanced through consulting with parents about cultural aspirations they may have for their child.

The head teacher provides effective leadership. Teachers work collaboratively and are strongly committed to ensuring children are well supported to engage in learning. Self review is used to reflect on aspects of the programme and make improvements. Teachers should develop a shared understanding of the process in order to strengthen their evaluative practice so they know how well they provide for children.

Transitions into kindergarten and to school are planned and supported by positive relations with parents, schools and other agencies.

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 teacher’s capabilities 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 confirms that key areas for development include:

  • updating the appraisal process and policy
  • providing clear expectations through guiding documents, for programme delivery and kindergarten operations and monitoring their implementation.

In addition, education managers should undertake strategic review and evaluation across the association. This should establish a deeper understanding of the ongoing professional learning needs of teachers to inform future decision-making.

Key Next Steps

ERO and kindergarten leaders agree that they should continue to develop:

  • assessment, planning and evaluation
  • strategies to support success for Māori as Māori and success for Pacific as Pacific
  • self review and evaluation.

The association should:

  • establish and review current guiding documents and monitor implementation
  • undertake strategic self review at association level.

Management Assurance on Legal Requirements

Before the review, the staff and management of Peterhead 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 Peterhead Kindergarten will be in three years.

Joyce Gebbie

National Manager Review Services Central Region (Acting)

10 April 2014Image removed.

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

Flaxmere

Ministry of Education profile number

5292

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

26 girls, 16 boys

Ethnic composition

Māori

NZ European/Pākehā

Samoan

Cook Island Māori

29

2

6

5

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Ratios of staff to children

Over 2

1:10

Meets minimum requirements

Review team on site

February 2014

Date of this report

10 April 2014

Most recent ERO report(s)

 

Education Review

August 2010

 

Education Review

November 2006

 

Education Review

February 2003

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.