39 Kenilworth Street, Waipawa
View on mapAkarangi | 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 Waipawa Kindergarten are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whāngai Establishing |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whāngai Establishing Whāngai Establishing |
Waipawa Kindergarten is one of 16 kindergartens governed and managed by Heretaunga Free Kindergarten Association. Approximately one quarter who attend are Māori, and a small number are of Pacific heritages. There have been recent staff changes. The philosophy emphasises whakawhanaungatanga, ako, whakaute, aroha and manaaki.
Children’s learning and wellbeing are supported by established relationships with parents and whānau. Teachers work alongside them and external agencies, enabling children with diverse learning needs to succeed. Whānau and families contribute to a curriculum that increasingly affirms children’s cultures, languages and identity. Children hear, and have opportunities to use, some te reo Māori and New Zealand sign language.
Children’s preferences, decision-making and interests inform the play-based curriculum. Younger learners’ social and emotional development is supported. Assessment for learning is affirming and acknowledges children’s efforts, challenges and successes. Teachers are not yet consistently and clearly identifying teaching strategies to support children’s goals. This is making it difficult to evaluate how well their teaching is promoting children’s progress and equitable outcomes for all learners.
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.
Monitoring of regulatory compliance has not enabled this kindergarten to maintain all requirements.
Waipawa Kindergarten will include the following actions in its Quality Improvement Planning:
Strengthen planning for individual children to consistently and clearly identify teaching strategies that support children’s learning priorities.
Continue to build collective understanding of assessment for learning to measure the effectiveness of teaching strategies in relation to children’s progress, and to identify and respond to inequities.
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.
Before the review, the staff and management of Waipawa 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.
ERO identified the following areas of non-compliance:
maintaining accident/incident records that are analysed to identify hazards and appropriate action being taken
ensuring assessment and management of risk are undertaken for regular excursions, adult:child ratios are determined accordingly, and records of regular excursions are kept.
[Licensing Criteria for Early Childhood Education and Care services 2008, HS12, HS17].
ERO recommends the Ministry follows up with the service provider to ensure non-compliances identified in this report are addressed.
Patricia Davey
Director of Early Childhood Education (ECE)
14 September 2023
|
Early Childhood Service Name |
Waipawa Kindergarten |
|
Profile Number |
5302 |
|
Location |
Waipawa |
|
Service type |
Free Kindergarten |
|
Number licensed for |
40 children over the age of 2 |
|
Percentage of qualified teachers |
100% |
|
Service roll |
63 |
|
Review team on site |
June 2023 |
|
Date of this report |
14 September 2023 |
|
Most recent ERO report(s) |
Education Review, May 2018; Education Review, May 2014 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Waipawa Kindergarten is in Central Hawke’s Bay. It opens Monday to Friday from 8:30am until 2:30pm. Kindergarten day places are available for children aged from two to six years. Of the 61 children enrolled, 12 are Māori. The philosophy statement places respectful, reciprocal and collaborative relationships with children and the community at the heart of the kindergarten.
The May 2014 ERO report identified that assessment, planning and evaluation for children's learning required improvement.
There have been no significant changes in the teaching team since the previous ERO review.
Waipawa 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 and an advisor - education delivery in November 2017.
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 10 reviews in the Heretaunga Free Kindergarten Association.
The philosophy is highly evident in practice. Respectful, reciprocal and collaborative relationships underpin kindergarten practice. An Enviroschool kaupapa supports children to understand how their actions contribute to creating a healthy and sustainable world.
Teachers have worked collaboratively to address the key next step identified in the previous report. Assessment practices have improved, and teachers are strengthening their skills in noticing, recognising and responding to children's interests and learning. Leaders have identified that strengthening monitoring systems will improve consistency across the teaching team. ERO's evaluation confirms this step.
Children and whānau are warmly welcomed into the kindergarten. Parents know they have a place here. They stay and socialise with one another and join in the children's play. A sense of friendship and community is apparent. Teachers liaise with external agencies to support children with additional learning needs.
A calm environment and responsive care giving supports the needs of younger children. Older children are well supported as they prepare for their move to school. Teachers successfully promote the dispositions and skills to assist children's smooth transitions. Established links with local schools encourage partnership in learning.
Bicultural practice is integral to the curriculum and fosters children's understanding of te ao Māori. Teachers are continuing to strengthen their cultural competence in supporting Māori children to experience success as Māori. They are seeking support from aiga and fanau to grow their knowledge of Samoan and other Pacific languages and cultures.
Internal evaluation is ongoing and has led to improvements in the kindergarten. A next step is for teachers to strengthen their evaluation skills to more consistently identify how well their teaching and kindergarten practices are promoting positive learning outcomes for children.
Teachers work collaboratively and share responsibility for curriculum delivery. The head teacher promotes a shared understanding of the kindergarten's philosophy and vision.
The governance and leadership team of the Heretaunga Kindergarten Association are well placed to continue to manage ongoing change and to set the strategic direction to promote sustainability. They are making good progress in addressing the key next steps identified in the previous ERO review. Continuing to strengthen systems to monitor and evaluate progress in individual kindergartens remains a key next step.
Senior leaders and ERO agree on the following key next steps:
The senior management team of Heretaunga Kindergarten Association should continue to strengthen processes for monitoring the implementation of guiding documentation for programme delivery and kindergarten operations. Particular attention should be given to increasing consistency in reviewing, evaluating and improving teaching practice.
Before the review, the staff and management of Waipawa 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.
In order to improve practice the association should:
The next ERO review of Waipawa Kindergarten will be in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
14 May 2018
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 |
Waipawa |
||
|
Ministry of Education profile number |
5302 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children aged over 2 |
||
|
Service roll |
61 |
||
|
Gender composition |
Boys 32, Girls 29 |
||
|
Ethnic composition |
Māori |
12 |
|
|
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 |
February 2018 |
||
|
Date of this report |
14 May 2018 |
||
|
Most recent ERO report(s)
|
Education Review |
May 2014 |
|
|
Education Review |
November 2010 |
||
|
Education Review |
December 2006 |
||
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.
Waipawa Kindergarten is located in Waipawa in the Hawkes Bay region. The kindergarten has 68 children enrolled and serves a large geographical area. The vision and philosophy are highly evident in practice.
The kindergarten received a Healthy Heart award recently, and is involved in the Enviro-Schools initiative which is evident throughout the programme and environment. Children display a strong sense of belonging and confidence. Relationships with parents are valued.
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 is part of a cluster of eight reviews of kindergartens in the Heretaunga Kindergarten Association.
Children are viewed as capable and confident learners. They have fun in the child-led, free-play programme. High quality teaching challenges and extends children’s learning.
Teachers support children’s social and emotional competence effectively. Relationships with children and families are warm, respectful and responsive. Teachers are positive, sensitive and show genuine interest in children. They work alongside them and encourage critical thinking and problem solving. The use of open-ended questions allows children to increase their understanding and reflect on and share their knowledge.
Shared staff leadership is highly evident. Leaders and teachers are strongly committed to the philosophy and vision of the kindergarten. Teachers are building a bicultural programme. Te reo Māori and appropriate aspects of tikanga are included in the programme. Teachers know children well and work to build and maintain relationships with parents to inform their teaching practice.
A focus on sustainable living is reflected in the thoughtfully prepared high quality programme. Teaching includes a focus on sustainable environmental practice. Literacy experiences are highly valued and integrated within the programme. Routines are flexible to meet children’s needs.
Parent feedback and aspirations for their children are regularly gathered and used to inform the programme. Success for Māori and Pacific families should be further enhanced through consulting parents about cultural aspirations they have for their children. Acknowledging children’s cultures within learning journals is also a next step.
Family and community members freely contribute their time and expertise, enhancing children’s learning and the programme. Successful transitions are supported by effective partnerships between families and the kindergarten and schools.
All teachers take full responsibility for the education and care of children with additional learning needs, ensuring they participate fully in the programme alongside their peers.
Learning journals are well presented. These highlight children’s interests, emerging friendships and ways they learn. Greater consistency is required by teachers in identifying the actual learning for children. Teachers should use this information to plan how they will add depth and complexity to learning and more effectively show progress over time.
Teachers are highly reflective and focused on building their provision of education and care through ongoing systematic review. This process is responsive to identified priorities and the impact of change made through self review is well monitored. Teachers should continue to build their evaluative capacity.
Waipawa Kindergarten's strategic plan has priorities and goals that are clearly linked to positive learning outcomes for children. Staff appraisal goals and professional development are effectively targeted to ensure continued development of teaching and learning practice.
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 support and guidance and access to a wide range of professional learning opportunities.
There is a commitment by the association to increase teachers’ capability in te reo me ngā tikanga Māori through the introduction of the Haere Whakamua project. This project is based around progressing the organisation’s journey to becoming bicultural.
ERO and Waipawa Kindergarten leaders agree that they should:
The association identifies and ERO affirms that key areas for development include:
In addition, education managers should undertake strategic review and evaluation across the association to establish a deeper understanding of the ongoing professional learning needs of teachers and use this information to inform future decision-making.
The association should:
Before the review, the staff and management of Waipawa 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 Waipawa Kindergarten will be in three years.
Joyce Gebbie
National Manager Review Services
Central Region (Acting)
27 May 2014
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 |
Waipawa |
||
|
Ministry of Education profile number |
5302 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children |
||
|
Service roll |
68 |
||
|
Gender composition |
Girls 37 Boys 31 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Cook Island Māori Sri Lankan |
10 55 2 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 |
March 2014 |
||
|
Date of this report |
27 May 2014 |
||
|
Most recent ERO report(s) |
Education Review |
November 2010 |
|
|
Education Review |
December 2006 |
||
|
Education Review |
July 2003 |
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.