7 Colman Street, Hamilton Central, Hamilton
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 (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Kindy Tweenz are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whāngai Establishing |
Ngā Akatoro Domains |
ERO’s judgement |
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He Whāriki Motuhake The learner and their learning |
Whāngai Establishing |
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Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whāngai Establishing |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whakaū Embedding |
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Kaihautū Leaders foster collaboration and improvement |
Whāngai Establishing |
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Te Whakaruruhau Stewardship through effective governance and management |
Whāngai Establishing |
Kindy Tweenz is one of four privately-owned education and care services, catering for children three to school age. The centre owner is actively involved in daily centre operation across the service. The centre philosophy places value on a semi-structured approach to literacy, numeracy and oral language learning.
Children and their whānau have warm relationships with teachers. Parents are invited to participate in learning and social events. Most children transition between Kindy Tweenz and Kindy Kidz at lunchtime each day, experiencing two sets of teachers and environments. While in Kindy Tweenz, aspirations for them are shared in formal and informal ways and are at the beginning stages of informing curriculum. Children and their whānau feel welcomed and included.
Children benefit from a curriculum where oral language, literacy and numeracy are cultivated. The centre philosophy promotes a semi-structured programme. It is embedded in practice and well understood by teachers and parents. Inside and outside activities occur at planned times of the day or in response to children’s requests. Further consideration for encouraging children to explore the full range of play-based curriculum opportunities more flexibly throughout the day, would support them to further develop dispositions for learning and working theories.
Children’s home languages are evident within the environment. Language weeks are used as opportunities for children and families to share and experience te reo Māori and other languages. Teachers are developing their cultural competencies. Elements of te reo and tikanga Māori are experienced at group mat times. Teachers and leaders are working towards implementing a responsive curriculum that reflects all children’s culture, language and identity.
The service has developed sound systems, processes and practices that guide daily operation. Networked relationships between the services and agencies support the inclusion of children with additional learning needs. A positive working environment encourages the retention of staff and promotes continuity of quality adult-child relationships. Kindy Tweenz governance and leadership builds capability through the professional growth cycle, evaluation, mentoring and reflection, using these to inform some changes to practice.
Kindy Tweenz will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Kindy Tweenz 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.
Shelley Booysen
Acting Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
24 February 2022
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Early Childhood Service Name |
Kindy Tweenz |
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Profile Number |
30088 |
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Location |
Hamilton |
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Service type |
Education and care service |
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Number licensed for |
25 children aged over 2 |
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Percentage of qualified teachers |
100% |
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Service roll |
57 |
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Ethnic composition |
Māori 8, NZ European/Pākehā 32, Chinese 9, other ethnic groups 8 |
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Review team on site |
September 2021 |
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Date of this report |
24 February 2022 |
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Most recent ERO report(s) |
Education Review, June 2017; Education Review, February 2014. |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Kindy Tweenz is one of a group of four privately owned education and care services, located in the Queenwood suburb of Hamilton. The centre is licensed for up to 25 children aged from 3 to 5 years. At the time of this review the centre roll was 66 including five Māori children. The centre offers a full-day, morning or afternoon sessions.
The centre philosophy states that it offers a semi-structured programme with a focus on mathematics and literacy for children in a safe, warm, nurturing learning environment. An emphasis is also placed on developing positive, reciprocal relationships with children, parents and whānau.
Kindy Tweenz and the neighbouring Kindy Kidz centre work very closely together. Children learn and play in two age-based groups and throughout the week, each group alternates between both.
The 2014 ERO report identified the need to continue to review and further develop assessment, planning, evaluation and to increase the focus on children's learning dispositions. These areas are being addressed but further development is required. Good progress has been made in integrating literacy and mathematics into children's play.
Teachers have established strong respectful, reciprocal relationships with children and their families. They are responsive to children’s interests, learning, social and emotional needs. Teachers engage in children's play encouraging and supporting them to develop their interests. Children experience success through responsive teaching strategies and well-planned environment. Teachers have identified a need to strengthen their use of te reo Māori and have undertaken self review to develop their confidence in using words and waiata.
Children who require educational support are clearly identified and teachers work in close partnership with parents and external agencies. Highly inclusive practice supports these children to experience positive learning outcomes.
A newly implemented appraisal system has been introduced to build teacher capability. Teachers use inquiry goals to strengthen capacity to promote positive outcomes for children. An effective process for internal evaluation is being implemented and is focussed on learning outcomes for children.
An experienced centre leader values the views and opinions of the teaching team. She has developed a culture where teachers inquire into their teaching practice to make positive changes to children's learning. Teachers' inquiries are linked to the strategic direction of the service and focus on building their confidence and capability. Children benefit from knowledgeable and reflective leaders and teachers who are focused on strengthening teaching and learning.
Children experience a curriculum which offers a range of activities and resources to engage them in learning, including science, te reo Māori, technology and physical challenges. Literacy and numeracy is highly visible in the environment and is a strong focus of the programme. Children benefit from rich learning oral conversations.
Parents are well informed about their children's learning through portfolios. Child voice is highly evident and children are able to reflect on their own learning and set goals. There is a need to continue to strengthen the assessment process to include documented evidence of dispositional learning, and individual children's interests. Strengthening the focus on documenting language culture and identity for all learners is also a key next step. There is regular termly reporting to parents. Planning is visible for parents, and linked to the centre’s annual plan that includes teacher led topics and child’s emerging interests. Children benefit from an environment which is thoughtfully planned and provides opportunities for them to be sustained and engaged in purposeful learning.
Parents and whānau are highly valued as partners in their child’s learning. They work alongside each other contributing to the learning of their child. Parents contribute to the programme using their skills and expertise and find teachers approachable and welcoming. They are well informed about their children's learning. Children and their families have developed a strong sense of belonging.
Children's wellbeing and belonging are promoted as they learn to negotiate and make friends. Transitions within and between the centres are well supported by parents and teachers who work collaboratively.
There is a clear vision and direction for the centre. The centre owners have collaborated with the teaching teams and goals have been developed which are regularly monitored by management and the supervisors. There is alignment between the strategic plan, annual plan, philosophy and teachers professional development. Sound systems and practice focus on continuous improvement for children and their families.
The key next step for Kindy Tweenz is to:
strengthen bicultural assessment practices and the use of learning dispositions
consolidate the appraisal process to include regular mentoring and documented observations of teaching practice which includes specific feedback and feed forward.
Before the review, the staff and management of Kindy Tweenz 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 Kindy Tweenz will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Waikato/Bay of Plenty
6 June 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 |
Hamilton |
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Ministry of Education profile number |
30088 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
25 children, aged over 2 2 |
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Service roll |
66 |
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Gender composition |
Boys 37 Girls 29 |
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Ethnic composition |
Māori Pākehā Asian Other Tongan |
5 52 5 3 1 |
|
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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 |
1:7 |
Better than minimum requirements |
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Review team on site |
April 2017 |
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Date of this report |
6 June 2017 |
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Most recent ERO report(s)
|
Education Review |
February 2014 |
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|
Education Review |
March 2011 |
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Education Review |
April 2005 |
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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.