2 York Street, Solway
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.
York Street 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. It is licensed for up to 40 children. At the time of this evaluation, 15 Māori children were enrolled.
All teachers are qualified and registered. The programme is further assisted by support staff.
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.
Many aspects of the kindergarten's philosophy are evident in practice. Children are respectful and caring of the learning environment and others. Curiosity, independence, having fun and learning together are promoted and celebrated.
Teachers know children well. They work alongside them to support and extend their learning. Relationships are warm and responsive. Literacy and mathematics are meaningfully integrated into the context of play.
The kindergarten's programme has a focus on promoting a sustainable environment to help extend children's learning. Leaders and teachers have identified the need to be more responsive to younger children who attend the centre. ERO's evaluation affirms this direction.
A welcoming environment supports positive relationships with whānau. Celebrating Māori children's culture, language and identity is a key feature. Promotion of te ao Māori is evident in the programme. An inviting outdoor learning environment reflects te ao Māori kaupapa, celebrating the local maunga, awa and takutai moana of Masterton. Developing links with hapū and iwi whānau continues to be a focus for the kindergarten.
Information from individual and group assessment is used to plan the curriculum. Children are part of a whānau group and planning is based on their interests and ideas. More specific planning for children as individuals, that includes learning outcomes and teaching strategies, should assist teachers to clearly identify the next learning steps for each child.
Children's portfolios highlight their participation in the programme, what they know, and their interests and progress over time. An online assessment tool enables parents to contribute more frequently to their child’s learning profile.
Teachers are improvement focused. They are reflective, and regularly meet to share ideas about teaching and learning. The association is providing support to build teachers' evaluative understanding and capability to help them to measure how positively their practices impact on children's learning.
The head teacher provides experienced and effective leadership. Teachers are encouraged to further develop expertise and experience as leaders.
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 processes. Managers undertook an internal review of the appraisal system. The revised model is being implemented across the kindergartens. The process includes focussed goals that build teacher and leader capability and clearer links with the Practising Teacher Criteria.
The senior teacher, head teacher, staff and ERO agree on the following key next steps for York Street Kindergarten, to:
develop a more responsive programme that supports younger children
build teachers' understanding of internal evaluation
strengthen aspects of assessment, planning and evaluation.
The association should continue to support the development of formal critique of teaching practice.
Before the review, the staff and management of York Street 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.
The next ERO review of York Street Kindergarten will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
22 December 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.
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Location |
Masterton |
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Ministry of Education profile number |
5312 |
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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 years |
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Service roll |
52 |
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Gender composition |
Girls 34, Boys 18 |
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Ethnic composition |
Māori Pākehā Pacific Other ethnic groups |
15 32 2 3 |
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Percentage of qualified teachers |
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 |
October 2016 |
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Date of this report |
22 December 2016 |
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Most recent ERO report(s) |
Education Review |
August 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:
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
York Street Kindergarten is located in Masterton, Wairarapa. It is an all-day centre and licensed for 40 children from two to five years of age. At the time of this review there were 62 children enrolled.
The Rimutaka Kindergarten Association (the association) governs the kindergarten effectively, and provides senior teacher support. The association is committed to maintaining the ratio of 100% qualified teachers. Well-developed policy guidelines clearly outline association expectations for developing the programme and managing day-to-day operations.
The teaching team comprises a head teacher and four fully qualified teachers.
The philosophy emphasises the importance of being responsive to the interests and needs of children and welcoming parent and whānau involvement. There is a strong focus on respecting people and the natural environment.
The centre has a positive reporting history with ERO. Teachers and managers have responded in a well-considered way to the areas for development and review identified in ERO’s 2010 report.
This review was part of a cluster of eleven kindergarten reviews in the Rimutaka Kindergarten Association.
Teachers are responsive and model respect to foster children’s wellbeing and sense of belonging. They are attuned to children’s feelings, interests and curiosity. Teachers draw on a wide range of effective strategies to engage children in sustained conversations and deepen their learning.
Children work and play cooperatively for extended periods of time. They are involved in decisions that affect them and take leadership roles. Teachers encourage children to revisit and reflect on their prior learning and achievements. Older children are helpful and caring towards those who are younger in a tuakana teina model and teachers enjoy learning alongside the children.
Parents and whānau are well informed about their children’s progress and there is a strong focus on strengthening partnerships. Recent initiatives enhance parent engagement in their child’s learning.
Effective transition to school is a feature. Carefully considered strategies, such as valuing the child’s voice, support children and their parents during this process.
For children with additional needs, teachers observe, monitor closely and work collaboratively with parents and whānau to develop individual learning or behaviour plans. There is a clear focus on ensuring teaching practices and the environment are supportive and inclusive.
The child-centred programme and learning experiences are guided by a vision for the all round development of the child. The curriculum is innovative and provides challenges for children. Literacy and mathematics concepts are thoughtfully integrated. Children’s interests and capabilities are extended by identifying and responding to their interests. Excursions broaden children’s experiences.
The environment supports children’s awareness and respect for te ao Māori effectively. The outdoor area, with well-integrated natural materials, has been designed collaboratively. It shows a strong bicultural commitment and is aesthetically appealing. Children engage with the living world in authentic and meaningful ways.
Te reo me ngā tikanga Māori are effectively integrated throughout interactions and the programme. A sense of ako is evident with adults and children taking on dual roles of teachers and learners. Parents’ expertise and fluency in te reo Māori is valued. An appropriate association-wide review is currently being undertaken to evaluate and implement practices to enhance learning opportunities for Māori learners.
The head teacher is a collaborative leader who values the skills and knowledge of the diverse teaching team. She is improvement focused and receptive to change. There is a well-considered approach to using evidence-based self review to continually promote positive outcomes for children.
Senior teachers provide well-targeted, ongoing support and guidance for teachers. They promote regular professional development opportunities, and useful systems focused on positive outcomes for children. A planned development of the performance appraisal processes has the potential to better promote teacher development.
Children’s emotional and physical wellbeing is promoted through sound health and safety practices.
The reflective teaching team has identified appropriate next steps to continue improving outcomes for children. These are to:
Before the review, the staff and management of York Street 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 York Street Kindergarten will be in three years.
Joyce Gebbie
National Manager Review Services Central Region (Acting)
12 August 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 |
Masterton |
||
|
Ministry of Education profile number |
5312 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, aged over 2 |
||
|
Service roll |
62 |
||
|
Gender composition |
Boys 33, Girls 29 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Other ethnic groups |
1 55 6 |
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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 |
Choose an item. |
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Over 2 |
1:10 |
Meets minimum requirements |
|
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Review team on site |
June 2013 |
||
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Date of this report |
12 August 2013 |
||
|
Most recent ERO report(s) |
Education Review |
May 2010 |
|
|
Education Review |
January 2007 |
||
|
Accountability Review |
October 2002 |
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.