14 A Mcparland Street, Upper Hutt CBD, Upper Hutt
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Upper Hutt Kindergarten operates from 8:30am until 2:30pm, Monday to Friday. Daily sessional places are available for children aged two to five years.
The kindergarten philosophy stresses the importance of children's holistic development, cultural partnerships, manaakitanga, and tuakana teina.
Upper Hutt 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. This is the first review for this kindergarten since the merger.
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 this and other ex-Rimutaka Kindergartens occurred during 2015, with each kindergarten adapting it to respond to their community.
The November 2013 ERO report for Upper Hutt Kindergarten identified areas for review and development in relation to success for Māori and Pacific children and self review.
This review was part of a cluster of nine reviews in the He Whānau Manaaki o Tararua Free Kindergarten Association Incorporated.
The curriculum is highly responsive to the interests, strengths and abilities of all children. Robust systems and processes contribute to sustaining and improving kindergarten practices. Teachers have responded successfully to the key next steps identified in the previous ERO report.
Children benefit from a curriculum that places relationships at the heart of the programme. They are empowered to lead their own learning and to take responsibility for the wellbeing and learning of others.
Teachers have a strong understanding of the purpose and use of assessment and evaluation for children's learning. Purposeful and regular use of whānau aspirations for their children contributes effectively to curriculum design.
The incorporation of te ao Māori perspectives are a significant feature of the kindergarten. The culture, language and identity of Māori children are cherished. Teachers recognise whakapapa as integral to the development of children's sense of self and belonging. It is effectively woven throughout all aspects of the programme.
Inclusive practice is highly evident. Children requiring additional learning support play and learn alongside their peers. Teachers work in partnership with parents and external agencies to successfully meet individual learning needs.
There is an ongoing focus on improving teachers' response to Pacific learners. This has led to positive changes in the environment and teacher practice. As a result, participation by Pacific fanau and children has increased.
Leaders and teachers are focused on improving outcomes for children through ongoing, systematic internal evaluation. This is valued, championed and effectively led. It successfully informs decision making in all aspects of the programme.
The senior teacher provides termly written feedback on agreed development priorities and the quality of teaching and learning. Annual internal evaluation supports strengthening of these termly reports. There is a deliberate focus on outcomes for children and teacher/leader performance.
A strengthened appraisal model is being implemented across the kindergartens. This includes focused goals that build teacher and leader capability and clearer links with the Practising Teacher Criteria. Leaders and teachers at Upper Hutt Kindergarten are continuing to strengthen their appraisal practice.
Leaders and teachers are improvement focused. Teamwork is highly evident. A shared vision sets a clear direction for the kindergarten and reflects a commitment to high quality early childhood education.
Through their effective internal evaluation, the senior teacher, head teacher and teachers should continue to identify contributing factors and establish priorities to enhance children's wellbeing and learning.
The association should continue to support the development of formal critique of teaching practice.
Before the review, the staff and management of Upper Hutt 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 Upper Hutt Kindergarten will be in four years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
22 May 2017
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 |
Upper Hutt |
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Ministry of Education profile number |
5324 |
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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 |
43 |
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Gender composition |
Girls 23, Boys 20 |
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Ethnic composition |
Māori |
11 |
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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 |
March 2017 |
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Date of this report |
22 May 2017 |
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Most recent ERO report(s)
|
Education Review |
November 2013 |
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|
Education Review |
May 2010 |
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Education Review |
January 2007 |
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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:
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Upper Hutt Kindergarten is situated on Savage Park Reserve in close proximity to the centre of Upper Hutt city. It is licensed for children aged two years and over. It has an all-day licence for 40 children in the mornings five days per week where older children attend, and 30 children in the afternoon three days per week where younger children attend. The majority of children move to five main local schools that surround the kindergarten.
The teaching team is long standing. The head teacher is a strong leader. They have responded well to the May 2010 ERO report. Developments made over the three years are highly evident. In consultation with parents and whānau they reviewed their philosophy. This is clear in practice.
The Rimutaka Kindergarten Association (the association) coordinates the Upper Hutt Professional Learning Community (UPLC) cluster. This focuses on teachers from both the early childhood and primary sectors regularly meeting to support positive transitions to school for children. Upper Hutt Kindergarten is part of this cluster.
The association governs the kindergarten effectively, and provides senior teacher support. The association is committed to maintaining 100% of teachers being qualified. Clear policy guidelines outline association expectations for developing the programme and managing day-to-day operations.
This review was part of a cluster of eleven kindergarten reviews in the association.
Teachers are warm, welcoming and respectful. They know their children, parents and whānau well. They work effectively to seek the aspirations of parents and whānau and are purposeful in the way these contributions are used. The well-established partnerships, children’s interests and the professional knowledge of teachers all contribute well to the design of the curriculum. Because of this, children have ample opportunities to enjoy successful learning. Teachers regularly use self review to make changes to the programme.
Numeracy and literacy are effectively integrated in the programme. Information and communications technologies (ICT) are used well by teachers to support children’s learning. They encourage children to think, problem solve, articulate their ideas and make links to their home experiences. This is achieved effectively though use of a wide range of teaching strategies. Children are busy in their play and enjoy engaging for long periods of time, both independently and in groups of their choosing.
Assessment and planning relates directly and well to the changing aspirations of parents and whānau, for their children. Portfolios clearly show children’s development and learning over time, how teachers plan to support, encourage and extend children’s learning, and how children have been successful in achieving these goals.
Children with additional learning needs and those with English as a second language are well supported. Teachers use external agencies where appropriate and plan to support each child to achieve success. This is done is partnership with parents and whānau. Teachers encourage children who speak another language to share their expertise in the kindergarten.
Te reo Māori, waiata and appropriate tikanga practices are valued and used, mainly within routines. Teachers identify that these practices should be more integrated throughout the day. They have worked to develop plans that identify a range of strategies that teachers will include in the programme for Māori and Pacific learners. These plans focus on using the good partnerships established with families, and the bicultural programme to promote success for children. Once the strategies have been implemented teachers should measure the impact they have had on teaching and learning.
Transition to school information is readily available for children, parents and whānau. Teachers work closely with local schools through the UPLC cluster and through developed relationships with schools. Regular visits to some local schools occur and teachers are working on further improvements for children to gain a wider perspective of school life.
The head teacher works collaboratively to provide ongoing support and guidance for teachers. Teachers are provided with opportunities to lead and use their strengths and skills to support the programme. Children are provided with many opportunities to take on leadership roles.
Senior teachers provide well-targeted, ongoing support and guidance for staff. They promote regular professional development opportunities and useful systems that are focused on positive outcomes for children. The recently implemented performance appraisal process has the potential to enhance teacher practices.
Teachers, leaders and ERO agree that the key next steps are to:
Before the review, the staff and management of Upper Hutt 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.
The next ERO review of Upper Hutt Kindergarten will be in three years.
Joyce Gebbie
National Manager Review Services Central Region (Acting)
1 November 2013
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 |
Upper Hutt |
||
|
Ministry of Education profile number |
5324 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children aged two and over - mornings 30 children aged two and over afternoons |
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|
Service roll |
65 |
||
|
Gender composition |
Girls 34, Boys 31 |
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Ethnic composition |
Māori NZ European/Pākehā Pacific Asian Other ethnic groups |
20 34 4 5 2 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
August 2013 |
||
|
Date of this report |
1 November 2013 |
||
|
Most recent ERO report(s)
|
Education Review |
May 2010 |
|
|
Education Review |
January 2007 |
||
|
Supplementary Review |
August 2004 |
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:
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.