Gladstone Road, Waihi
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.
Waihi Kindergarten’s philosophy is underpinned by the values of tuakiri (identity), ngakau tapatahi (integrity), maia (courage), houtupu (authenticity), takaro (playfully), and arohanui (compassion). The vision aspires to ‘gift each child with the skills, knowledge, attitude and confidence - with the support of parents and whānau - to choose their own path in life’. Strong reciprocal relationships with children, their whānau and families encourages active engagement across all areas of Waihi Kindergarten, nurturing a strong sense of belonging.
The kindergarten operates under the umbrella of Tauranga Regional Kindergartens (TRK), which is a not-for-profit early childhood education service, governed by a board of parent-elected community representatives. Senior Teachers oversee and support the professional work of kindergarten. This work is supplemented by a Resource Teacher Māori who provides professional learning and support for TRK staff in te ao Māori.
The association sets the strategic direction of its kindergartens with emphasis on nurturing reciprocal relationships with whānau and communities, education for sustainability, meeting community needs, and honouring the Treaty of Waitangi. The TRK provides kindergarten staff with clear guidelines and expectations for practice. There are systematic processes and highly effective self-review practices to monitor and evaluate the quality of teaching, education and care provided by this kindergarten.
Since the 2013 ERO review a head teacher and new teachers have been the appointed. The head teacher has led an effective transition of change across all aspects of the kindergarten. The contribution of funds from the local business community has enabled the kindergarten to upgrade the environment to enhance learning opportunities for children.
The areas identified for development in the 2013 ERO report have been effectively addressed. These include the strategic and annual plan reflecting the aspirations of the community, and the implementation of a very effective emergent curriculum.
Waihi Kindergarten operates six hour daily sessions from Monday to Friday. The current roll of 38 children includes seven who are of Māori descent.
This review was part of a cluster of four kindergarten reviews in the Tauranga Regional Kindergarten Association.
The head teacher’s passion and commitment to the vision of ‘realising the positive potential in all children’ is well supported by a very effective and experienced teaching team. She leads by setting clear expectations for teaching staff, recognising individual strengths and expertise. The senior teacher works collaboratively with the head teacher to develop a culture of continual growth. This is built on a solid foundation of relational trust and the provision of effective mentoring and professional support.
Whanaungatanga is integral to all aspects of the kindergarten respecting the funds of knowledge of children and whānau. A key characteristic of this kindergarten is accepting, acknowledging and valuing people for who they are and what they bring. Men are highly visible and present in the centre. They feel welcome, involved and empowered to work and play alongside their children. This provides positive male role models for all children as well as valuing the male perspective on learning. Children, parents and whānau have a strong sense of ownership and are actively involved in all aspects of the programme.
Self review is robust, includes the voices of parents and children, and uses current research to inform teaching and learning. Parents are engaged and provided with opportunities to review and participate in programmes that inform them about transition from kindergarten to school.
The environment invites children’s ‘urge to play’ through thoughtful provocation that enables children to lead their own learning. Children identify their interests, plan and develop their own areas of inquiry, and access the resources to engage in sustained play. A wide range of physical challenge is available to children, contributing to their child’s confidence and competence as successful learners.
The teaching team is an effective facilitator of learning for children and whānau. Teachers utilise a wide range of teaching strategies that enhances teaching and learning outcomes. They provide opportunities and encourage children to express their points of view and be involved in decisions that affect them.
Teachers provide authentic opportunities for complex learning to occur across all curriculum levels. Science concepts, early literacy and mathematics, and the exploration of the natural world are integrated through meaningful play. Teachers actively integrate te ao Māori perspectives as an integral part of the programme with a specific focus on sustainability – partnership, protection and participation. The kindergarten ngahere is seen as a taonga for children to develop a sense of kaitiaki (guardianship and nurturing) of the environment. Māori children are affirmed as Māori because their language, identity and culture is highly valued.
Children’s social and emotional wellbeing is paramount and qualities of self-management and independence are fostered. Effective strategies are utilised to enhance children’s understanding of responsibility, consequences, and the influence on others and the environment. Risk taking is seen as a learning opportunity which empowers children to problem-solve and develop resilience and resourcefulness. The teaching team has identified and ERO agrees that the next step is to further develop an assessment framework that reflects the culture and uniqueness of Waihi Kindergarten.
Before the review, the staff and management of Waihi 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 Waihi Kindergarten will be in four years.
Lynda Pura-Watson
Deputy Chief Review Officer
27 January 2016
| Location | Waihi | ||
| Ministry of Education profile number | 5552 | ||
| Licence type | Free Kindergarten | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 35 children, including up to 0 aged under 2 | ||
| Service roll | 38 | ||
| Gender composition | Boys 19 Girls 19 | ||
| Ethnic composition | Māori Pākehā Other | 7 30 1 | |
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 2015 | ||
| Date of this report | 27 January 2016 | ||
| Most recent ERO report(s) | Education Review | January 2013 | |
| Education Review | April 2010 | ||
| Supplementary Review | June 2007 |
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.
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.
Waihi Kindergarten is well placed to promote positive outcomes for children.
Waihi Kindergarten is located in Waihi East and caters for children from two years to school age. This well-established kindergarten operates under the governance and management of Tauranga Region Kindergartens (TRK).
Since ERO’s last review in 2010 there have been significant changes to kindergarten operations and practices. These changes include:
The teaching team consists of four qualified and registered teachers. The head teacher and two of the teachers have been working in the kindergarten for a number of years. Parents interviewed by ERO appreciate the stability and continuity these teachers provide. In addition extra staffing to support the participation of younger children in the Friday sessions is seen as beneficial to younger learners.
Teachers have developed a programme philosophy that places high value on relationships as the basis for developing children's emotional and social wellbeing. They emphasise the importance of creating safe, secure and consistent interactions as the foundation for children’s learning through play and exploration.
This review was conducted as part of a cluster approach to reviews in four early childhood education services within the TRK umbrella organisation.
The experienced, skilled and knowledgeable head teacher provides collaborative professional leadership. She is focused on fostering children’s social and emotional competence. Her quiet determination inspires teachers and parents to contribute to positive learning outcomes for children. She shares leadership opportunities through encouraging teachers and parents to develop and share their strengths and interests to enrich children’s learning.
Through its philosophy, strategic direction and policies, the association ensures that the kindergarten remains focused on improving outcomes for children. A respectful and reciprocal relationship between the association and kindergarten community is highly evident. The experienced senior teacher provides ongoing support, guidance, professional feedback and learning for the head teacher and her team.
Teachers interact in ways that affirm and include children as individuals, fostering caring and respectful relationships. They value and acknowledge the importance of parents as partners in their children’s care and education. Teachers use a range of strategies that successfully engage children in play and conversations about their learning. They listen carefully to children, respond to their interests and encourage them to persist with difficulty, and experience enjoyment in their achievements.
The kindergarten’s participation in Poumaomao, a community-wide project to strengthen the partnership with Māori, has increased teachers’ knowledge and ability to enhance the presence and perspective of Māori in the kindergarten.
Teachers have worked hard on developing their curriculum and assessment practice. Learning outcomes for children have been identified, are aligned to the philosophy and are guiding the development of an emergent programme and assessment practice. Changes to the way that teachers document children’s learning enables parents and children to be more actively involved in the assessment process. A feature of the Waihi Kindergarten curriculum is the meaningful connections that children make with the wider community and adjacent school. Children enjoy their time at kindergarten, develop close friendships and have the confidence to participate and contribute to the group.
ERO, the association and kindergarten staff, agree on the following areas for ongoing development:
Before the review, the staff and management of Waihi 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.
ERO is likely to carry out the next review in three years.
Dale Bailey
National Manager Review Services Northern Region
25 January 2013
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Location |
Waihi |
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Ministry of Education profile number |
5552 |
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Licence type |
Kindergarten |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
35 children, including up to 0 aged under 2 |
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|
Service roll |
35 |
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Gender composition |
Boys 20 Girls 15 |
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Ethnic composition |
NZ European/Pākehā NZ Māori Tongan Other |
27 3 2 3 |
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Percentage of qualified teachers |
80% |
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Reported ratios of staff to children |
Under 2 |
Not applicable |
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Over 2 |
1:10 |
Meets minimum requirements |
|
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Review team on site |
November 2012 |
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Date of this report |
25 January 2013 |
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Most recent ERO report(s) |
Education Review Supplementary Review Education Review |
April 2010 June 2007 May 2006 |
The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.
ERO's education reviews in early childhood services focus on the factors that contribute to positive learning outcomes for children. ERO evaluates how well placed the service is to make and sustain improvements for the benefit of all children at the service. To reach these findings ERO considers:
Within these areas ERO considers the effectiveness of self review and partnerships with parents and whānau.
ERO reviews do not cover every aspect of service performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.