46 Somerset Crescent, Highbury, Palmerston North
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Somerset Kindergarten is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Somerset Kindergarten is located in Palmerston North and opens Monday to Friday from 8:30 until 2:30pm. Full day places are available to children from two to six years. At the time of this review, there were 46 children enrolled and 16 identify as Māori.
The kindergarten philosophy emphasises 'mākoha (kind heartedness), aroha (love) and kotahitanga (guardianship)'. This is due to be reviewed.
The kindergarten is administered by the Ruahine Kindergarten Association (the association). The governing board is responsible for setting the overall strategic direction for the organisation. The day-to-day running of the association is the role of the chief executive officer who is responsible to the board. An operations manager supports the service’s compliance and policy development. Two senior teachers provide educational leadership across the teaching teams.
Since the February 2016 ERO report there have been several staffing changes. The current head teacher was appointed at the beginning of 2019. At the time of this evaluation, the current team has been working together since May 2019.
The previous report identified that internal evaluation required further development. Good progress has been made in this area.
This kindergarten is part of the Te Oro Karaka Rua Kāhui Ako.
This review was part of a cluster of eight kindergarten reviews and one early learning service review in the Ruahine Kindergarten Association.
The philosophy is well embedded in practice. Children are highly engaged in cooperative play for sustained periods of time. They freely access a wide range of activities and resources that encourage independence and self-initiated play. The curriculum is responsive to children's interests and promotes successful outcomes. A child-centred, holistic programme supports their learning.
Children are confident and capable leaders of their learning. Warm, responsive and reciprocal relationships are fostered between teachers and children.
The kindergarten is highly inclusive and culturally responsive practice is integrated within the curriculum. Children show an understanding of te ao Māori concepts. Teachers recognise and value the diversity of culture and experiences that each child and their whānau bring to their learning.
An external facilitator is currently supporting teachers to deepen their knowledge and understanding of Pacific cultures and practice that connects to these children's culture, language and identity. Teachers work collaboratively with external agencies and families to support children with additional learning needs.
Assessment, planning and evaluation for children's learning continues to strengthen as teachers develop systems and processes that identify individual learning and to strengthen parent partnerships. Refining assessment practices is contributing to how teachers respond to children's language, culture and identity. Evaluation of learning is emerging and beginning to support teachers to identify how intentional teaching is making a difference to children's learning.
Leaders are supporting the new teaching team to implement strategies that promote consistency of teaching approaches. This should support sustainability of practice.
Senior teachers work collaboratively to build teacher and leadership capability. There is a strong commitment to growing staff knowledge and skills through ongoing professional learning, research opportunities and the sharing of good practice.
Internal evaluation is focused on improvement. Teachers demonstrate a good understanding of evaluation to inform decision making and promote positive outcomes for children. The association internal evaluation is well defined and guides teacher practice.
Association leaders have a well-considered approach to progressing strategic objectives. Robust systems and processes are in place for reporting, monitoring and evaluating the quality of operations. Information is used to inform decision making and to improve the quality of teaching and learning.
At kindergarten level the priority is to continue to:
At the governance level, the Ruahine Kindergarten Association have identified that their priorities are to continue to:
Before the review, the staff and management of Somerset 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.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region - Te Tai Pūtahi Nui
20 December 2019
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 |
Palmerston North |
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Ministry of Education profile number |
5255 |
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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 |
46 |
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Gender composition |
Female 28, Male 18 |
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Ethnic composition |
Māori |
16 |
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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 |
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Review team on site |
November 2019 |
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Date of this report |
20 December 2019 |
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Most recent ERO report(s) |
Education Review |
February 2016 |
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Education Review |
October 2012 |
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Education Review |
May 2009 |
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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.
Somerset Kindergarten is one of 24 administered by the Ruahine Kindergarten Association Incorporated (the association). It is licensed for 40 children aged over two years. Most children begin attending the service at close to three years of age. Of the 56 children enrolled, 33 are Māori.
All teachers are qualified and three have full registration. There are two part-time teachers, one is provisionally registered the other's registration is subject to confirmation.
The kindergarten philosophy emphasises the importance of relationships, partnerships, community and respect for the environment underpinned by the principles of Te Tiriti o Waitangi.
The October 2012 ERO review identified that teachers should continue to embed understanding and use of internal evaluation and further develop assessment for learning and programme planning. Provision of opportunities within the programme to acknowledge the culture and identity of Māori children needed further development and appraisal required strengthening. Professional support has been provided to improve these aspects of practice and the programme. Significant progress in the above areas is evident.
Day-to-day management of the association’s affairs is the responsibility of the general manager. A governing board sets overall strategic direction. The senior teacher provides professional leadership for teaching and learning. An operations manager supports kindergartens’ compliance, policy development and leadership. A management restructure has been undertaken since the previous ERO reviews.
This review is one of a cluster of five reviews of Ruahine Kindergartens.
Children spend their time at kindergarten in child initiated, play-based activity. They enthusiastically explore an environment that offers challenges and invites them to become fully involved in a wide variety of experiences.
Children experience nurturing and respectful relationships. Interactions are unhurried and relaxed. Flexible routines enable teachers to meet children’s preferences, interests and needs well. Teachers use a wide range of very effective teaching practices. These include rich conversations that affirm children’s ideas, make connections with home and prior learning, and encourage children to think and problem solve.
The language, culture, and identity of all children, including Māori, are celebrated and promoted. Self-help skills and independence are encouraged. The programme provided for children is responsive and promotes positive outcomes for all learners. Children with additional learning and teaching needs are well supported in the inclusive programme.
Assessment and planning processes show children’s learning progress over time, and how teachers support and extend this learning in the programme. A developing part of these systems is the collection and sharing of assessment information with families through e-portfolios.
Learning and development are increasingly celebrated and shared between teachers and parents. Further evaluation of the impact of teaching strategies and curriculum decisions on children’s learning to determine next development steps should enhance outcomes for children.
The kindergarten shares a strong connection and relationship with the neighbouring school. Teachers support children and their families and whānau well as they move on to school. They work together to effectively share information with new entrant teachers about each child's interests, strengths and dispositions.
Children have many opportunities to learn about Aotearoa New Zealand’s dual cultural heritage. Teachers are enthusiastic about exploring further ways of enhancing culturally responsive practices for Māori learners. ERO's evaluation affirms this direction.
Teachers share responsibility for internal evaluation. They increasingly make effective use of it to improve aspects of practice and promote positive outcomes for all learners. Evaluation is well used by teachers to extend the bicultural curriculum and support transitions.
The experienced head teacher has a strong commitment to making decisions that promote and contribute to programme improvements. She encourages teachers’ emerging leadership skills. Staff are well supported by leaders to grow and develop their practice. Teachers are highly reflective and collaborative.
The kindergarten’s annual plan outlines priorities for the year linked to the association’s strategic goals of having high quality staff, coordinated services, effective partnerships and operations. Progress is recorded and reflected upon in collaboration with the senior teacher and operations manager. Quality outcomes linked to agreed ‘wise practice’ should be a useful addition to the annual plan. This should enable more effective monitoring of progress in relation to learning, teaching and outcomes for children.
Association leaders agree implementation of bicultural curriculum and promotion of success for Māori as Māori need further development. The recently revised Te Tiriti o Waitangi policy, the ‘Wise Practice’ document, and the establishment of enduring connections with mana whenua should support these aspects of practice.
The association provides effective governance and management support for this service. This includes:
Developing and implementing appraisal for the senior teacher and operations manager is a priority.
ERO and association leaders agree that teachers should:
continue to focus on sustaining and improving teaching and learning by building on and extending internal review processes.
Before the review, the staff and management of Somerset 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 Somerset Kindergarten will be in four years.
Joyce Gebbie
Deputy Chief Review Officer Central
11 February 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 |
Palmerston North |
||
|
Ministry of Education profile number |
5255 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, aged over 2 |
||
|
Service roll |
56 |
||
|
Gender composition |
Boys 33, Girls 23 |
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Ethnic composition |
Māori Pākehā Samoan Tongan Nepalese |
33 16 4 2 1 |
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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 |
Under 2 |
N/A |
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Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
November 2015 |
||
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Date of this report |
11 February 2016 |
||
|
Most recent ERO report(s) |
Education Review |
October 2012 |
|
|
Education Review |
May 2009 |
||
|
Education Review |
May 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.