Una Williams Kindergarten

Education institution number:
5311
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
35
Telephone:
Address:

12 Macara Street, Masterton

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Una Williams Kindergarten - 22/12/2016

1 Evaluation of Una Williams Kindergarten

How well placed is Una Williams 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

Una Williams Kindergarten is located in Masterton. It 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. This is the first review for this kindergarten since the merger.

The kindergarten provides education and care for children aged from two to five years. Six-hour daily sessions are offered, five days a week. The kindergarten is licensed for up to 30 children. At the time of this evaluation, nine Māori and seven Samoan children were enrolled.

All teachers are qualified and registered. The programme is further assisted by support staff. Since the August 2013 ERO evaluation, a new head teacher has been appointed.

The board and managers provide governance for the organisation. Senior teachers have delegated kindergartens. Their role is to provide regular support and a range of professional learning and development opportunities for teachers.

In 2012, the Wellington 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. Its introduction within the exRimutaka Kindergartens occurred during 2015 with kindergartens adapting it to respond to their community.

The August 2013 ERO report for the kindergarten identified that self review, learning partnerships with Pacific families and assessment, planning and evaluation needed strengthening. Good progress has been made in these areas.

This review was part of a cluster of 10 reviews in the He Whānau Manaaki o Tararua kindergartens. 

The Review Findings

The philosophy of the kindergarten is evident in practice. Children's culture and language is promoted and celebrated. They have opportunities to work independently and are encouraged to take risks. Teachers work alongside children to support and extend their learning. Relationships are warm and responsive.

Teachers work well with families, whānau and external agencies to support children with additional learning needs. These children are fully included in the programme.

Te reo me ngā tikanga Māori and Samoan language are highly valued and promoted in the kindergarten. Teachers use both languages in general conversation with children. Waiata Māori and Samoan songs are popular learning activities. Children's cultures are appropriately reflected in the environment, resources and celebrations.

Strong relationships with whānau Māori have been developed. Parents and whānau have many opportunities to participate in and contribute to their child's learning. Whānau expertise is used to extend the programme.

Promoting educational success for Pacific children is highly evident. A weekly play group for Pacific children and their parents is led by the head teacher. This provides an opportunity for the Pacific community to encourage their children to participate and learn with other children.

Teachers have drawn on the strengths of the head teacher and the kindergarten’s community to support their developing understanding of how to better reflect and celebrate Pacific cultures in the curriculum.

Planning is visible to parents and whānau on planning walls at the kindergarten. The current learning focus is linked to how teachers support children's interests. A key next step is to enhance the evaluation aspect of their planning. This should assist leaders to measure the impact of the programme to ensure positive outcomes for children.

Learning stories provide a useful record of children's interests, friendships and participation in the programme. Celebrating children's culture, language and identity are key features. Leaders have identified the need to strengthen assessment practice by showing clearer progression and next steps of learning for each child. ERO's evaluation affirms this development.

Leaders and teachers are improvement focused. They seek to improve the quality of education and care through use of ongoing, systematic internal evaluation. The head teacher promotes a culture of reflection and inquiry. The skills of teachers are valued and they are supported to take leadership roles within the kindergarten.

The senior teacher provides termly written feedback that outlines agreed development priorities and progress in relation to the quality of teaching and learning. They complete 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.

Key Next Steps

The senior teacher, head teacher, staff and ERO agree on the following key next steps for Una Williams Kindergarten, to:

  • strengthen aspects of assessment, planning and evaluation
  • deepen the focus of internal evaluation to encourage teachers to inquire into their own practice.

The association should continue to support the development of formal critique of teaching practice and strengthening of responsiveness to Māori children.

Management Assurance on Legal Requirements

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

Joyce Gebbie

Deputy Chief Review Officer Central

22 December 2016 

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

Masterton

Ministry of Education profile number

5311

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, aged over 2 years

Service roll

24

Gender composition

Boys 19, Girls 5

Ethnic composition

Māori

Pākehā

Samoan

9

8

7

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Over 2

1:10

Meets minimum requirements

Review team on site

October 2016

Date of this report

22 December 2016

Most recent ERO report(s)

 

Education Review

August 2013

Education Review

May 2010

Education Review

February 2007

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.

Una Williams Kindergarten - 05/08/2013

1 Evaluation of Una Williams Kindergarten

How well placed is Una Williams 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

Una Williams Kindergarten is located in the diverse community of South Masterton. There are five experienced teachers in the teaching team.

The kindergarten is licensed for 40 children over two years of age and operates five days a week. Approximately half of the children enrolled in the kindergarten identify as Māori or Samoan.

Since the 2010 ERO review, teachers have built on their approaches to assessment for children’s learning and shared their knowledge with other kindergartens. Self review has been used to support these developments.

The kindergarten philosophy states teachers’ commitment to developing respectful partnerships with parents, whānau and aiga. A core value is the importance of play to provide opportunities for children to experience a sense of wonder and fun.

All teachers are qualified. The Rimutaka Kindergarten Association (the association) effectively governs the kindergarten, and provides senior teacher support for the kindergarten. They are committed to maintaining the ratio of 100% of teachers qualified. Well-developed policy guidelines clearly outline association expectations for developing the programme and managing day-to-day operations.

This review was part of a cluster of eleven kindergartens reviews in the Rimutaka Kindergarten Association.

The Review Findings

Children and their families show a positive sense of belonging. Relationships between staff, parents, whānau and aiga are affirming and encouraging. Teachers know children and their families well.

Children's independence is fostered by teachers, who empower them to make choices and lead their learning. Children enjoy the company of their peers and develop friendships. They confidently approach others, listen and share ideas. They are involved in their play for extended periods of time. Teachers and children have fun together. Teachers provide clear expectations that support children’s wellbeing. The curriculum provides many opportunities to be creative and expressive. Children’s work is displayed with care and respect.

Teachers are committed to providing a bicultural curriculum. Some teachers confidently use te reo Māori throughout the programme. Useful resources and 'Wā Kotahitanga' (together time) help teachers and children to learn alongside each other and increase their knowledge of te reo me ngā tikanga Māori.

Children with additional needs participate in all aspects of the programme alongside their peers and are well supported by teachers and other adults. Teachers are responsive, and make good use of a range of successful approaches to meet the needs of priority learners.

The experienced head teacher provides effective leadership. She encourages a team culture where teachers reflect on their teaching to make changes to benefit children’s learning. ERO observed the team working well together and communicating successfully.

The kindergarten has established some good connections with local schools that help with the move to school for children and families. The use of established links to the local community successfully supports children and their families. There are many ways parents, whānau and aiga are involved in the life of the kindergarten. Teachers value their contributions.

Senior teachers provide well-targeted, ongoing support and guidance for teachers. They promote regular professional development opportunities and useful systems that are focussed on positive outcomes for children. A planned development to performance appraisal processes has the potential to better promote teacher development.

Teachers, with the association's support, are making good use of self review to build on and extend their practice in giving significance to Māori learners’ culture, language and identity. ERO's evaluation supports this development.

Key Next Steps

Teachers focus on improving the quality of teaching and learning. The next steps to continue strengthening the programme are to:

  • continue to build on teachers' understanding of self review to enhance successful outcomes for children
  • strengthen learning partnerships with Pacific families
  • further develop assessment, planning and evaluation processes.

Management Assurance on Legal Requirements

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

Joyce Gebbie National Manager Review Services Central Region (Acting)

5 August 2013Image 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

Masterton

Ministry of Education profile number

5311

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, aged over 2

Service roll

40

Gender composition

Boys 20, Girls 20

Ethnic composition

Māori

NZ European/Pākehā

Samoan

Cambodian

Dutch

12

19

6

2

1

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

N/A

 
 

Over 2

1:10

Meets minimum requirements

Review team on site

June 2013

Date of this report

5 August 2013

Most recent ERO report(s)

Education Review

May 2010

 

Education Review

February 2007

 

Accountability Review

October 2002

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.