Ezekiel Trust Community Kindergarten

Education institution number:
34014
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
41
Telephone:
Address:

Baptist Church Moorhouse Street, Morrinsville

View on map

Ezekiel Trust Community Kindergarten

ERO’s Judgements

Akarangi | 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 Ezekiel Trust Community Kindergarten are as follows:

Outcome Indicators

(What the service knows about outcomes for learners)

Whakaū Embedding

Ngā Akatoro Domains

 

Learning Conditions
Organisational Conditions

Whakaū Embedding

Whakaū Embedding

2 Context of the Service

Ezekiel Trust Community Kindergarten is a not-for-profit Christian service located in the Morrinsville Baptist Church complex. Governed by Morrinsville Ezekiel Trust, a centre supervisor oversees daily operations and leads the curriculum. Of the children enrolled at the time of review, a quarter were identified as Māori.

3 Summary of findings

Children are well engaged in a play-based curriculum that actively promotes positive social interactions, kindness and respect. Predictable routines and rhythms build children’s sense of security as they lead their own learning. Transition to school is well supported as emergent literacy, numeracy and children’s oral language skills are promoted. Calm, unhurried and responsive teacher interactions support younger learners to develop a sense of belonging. Children demonstrate sustained concentration as they learn alongside their peers.

Strategies that recognise success for tamariki Māori are being integrated. Tamariki experience authentic opportunities to hear and speak te reo Māori. Tikanga Māori practices are consistently incorporated into daily experiences. Tuakana-teina relationships support the mana of older tamariki and guide the learning of younger ones. The service is at an early stage of integrating whakapapa and local history into the curriculum.

Positive steps are in place to gather information about home, parent voice and aspirations to aid decision making. There is some reflection of parent aspirations in assessment documentation. Assessments regularly include children’s voice, showing their learning and progress over time. Children’s identity as successful learners is promoted.

Evaluation processes result in knowledge building and positive shifts in teaching practice. Leaders and teachers collaborate to implement changes and incorporate new knowledge. There is some monitoring of the impact of changes made to the curriculum on children’s learning outcomes.

Governance initiatives remove barriers to attendance and participation to meet the needs of the learning community. Group size supports quality education and care. Children experience inclusive opportunities to learn.

  1. Improvement actions

Ezekiel Trust Community Kindergarten will include the following actions in its Quality Improvement Planning:

  • Increase the visibility of teachers’ responsiveness to children’s cultural identities and parent aspirations in assessment, planning and evaluation to further strengthen learning-focused partnerships.

  • Strengthen collective capacity to use data within internal evaluation to pose focused questions, identify intended outcomes for children and gain insight into the impact of actions taken to progress towards these outcomes.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Ezekiel Trust Community 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.

6 Compliance

Since the onsite phase the service has provided ERO with evidence that shows it has addressed the following non-compliance:

  • Daily checks to equipment, premises and facilities for hazards to children including windows and other areas of glass (HS12).

Patricia Davey
Director of Early Childhood Education (ECE)

8 June 2023 

7 About the Early Childhood Service

Early Childhood Service Name

Ezekiel Trust Community Kindergarten

Profile Number

34014

Location

Morrinsville

Service type

Education and care service

Number licensed for

30 children aged over 2

Percentage of qualified teachers (delete if not applicable)

80-99%

Service roll

47

Review team on site

May 2023

Date of this report

8 June 2023

Most recent ERO report(s)

Education Review, April 2020; Education Review, July 2016

Ezekiel Trust Community Kindergarten - 09/04/2020

1 Evaluation of Ezekiel Trust Community Kindergarten

How well placed is Ezekiel Trust Community Kindergarten to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Ezekiel Trust Community Kindergarten is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

Ezekiel Trust Community Kindergarten is a Christian centre located in the Morrinsville Baptist Church complex. It serves the local community and surrounding rural areas. It is licensed to provide sessional and some full-day education and care for 30 children from two years to school age. The current roll of 45 children includes four who identify as Māori. The kindergarten is governed by the Morrinsville Ezekiel Trust which has charitable status. The Trust operates under the umbrella of the Morrinsville Baptist Church. The kindergarten is led by an experienced supervisor and she is supported by long-serving teaching and support staff.

The centre philosophy is based on Christian teaching and values. It prioritises quality education and care, fosters responsive and reciprocal relationships, operates as a community of learners, and supports successful transitions to school.

The kindergarten has responded well to the key areas identified in the 2016 ERO report.

The kindergarten is a member of the Morrinsville Kāhui Ako.

The Review Findings

Children benefit from teaching and learning practices that effectively promote positive learning outcomes. Children are empowered to take increasing responsibility for themselves as they play and learn. Oral language development is actively promoted through effective teacher questioning, with children’s talk encouraged, accepted and respected. Well-considered intentional teaching strategies extend learning opportunities.

Children and their families are warmly welcomed and there are respectful and reciprocal relationships. Ongoing communication between parents and the teachers build partnerships for learning. Transitions into and out of the kindergarten are well supported. Children with additional needs are included in the life of the kindergarten. There are referrals to outside agencies when required. Individual education plans map a pathway for learning. The kindergarten, whānau and specialists work together to ensure suggested strategies are fully implemented.

The curriculum is responsive to the needs, interests and aspirations of children and families. Early literacy and mathematical concepts are effectively integrated into learning opportunities. Authentic bicultural contexts are naturally woven into the programme and support a sense of belonging for all. Children have access to a range of indoor and outdoor resources to inspire and challenge their learning. The kindergarten should review the extent to which children are able to access resources independently.

Children’s learning and development is supported by an individualised assessment process. Teachers understand and identify progress and achievement. Children and whānau enjoy revisiting their learning captured in portfolios accessible in the kindergarten and online. Assessment is building children’s identity as successful learners.

The supervisor provides well-informed professional leadership and has successfully established a learning community to ensure positive outcomes for all children. The leader respectfully validates the Māori world with an ongoing commitment to learning and the active use of te reo Māori.

Teachers are supported to access targeted professional development. The team culture supports critical reflection among staff to challenge and improve current ways of working. Improving the quality of education and care is supported by ongoing systematic internal evaluation. The teaching team should refine this practice to include ongoing evaluation and monitoring of the changes implemented.

Effective governance is contributing to high quality, inclusive and equitable services for children. Christian philosophies underpin all kindergarten operations. Bicultural practices are part of the daily life of the centre. There is a thorough approach to collaborative strategic and annual planning, which prioritises positive outcomes for children. Families and whānau are regularly consulted and have opportunities to be involved in decision making. Comprehensive systems, policies and procedures guide kindergarten practice.

Key Next Steps

Useful refinements to further improve outcomes for children and their families are:

  • to review the extent to which children have independent access to resources, and

  • extend the internal evaluation process to determine the impacts of change on children’s learning.

Management Assurance on Legal Requirements

Before the review, the staff and management of Ezekiel Trust Community 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.

Darcy Te Hau

Acting Director Review and Improvement Services (Central)

Central Region - Te Tai Pūtahi Nui

9 April 2020

The Purpose of ERO Reports

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.

2 Information about the Early Childhood Service

Location

Morrinsville

Ministry of Education profile number

34014

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, aged over 2

Service roll

45

Gender composition

Male 24 Female 21

Ethnic composition

Māori
NZ European/Pākehā
Other ethnic groups

4
36
5

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

50-79%

Reported ratios of staff to children

Over 2

1:10

Meets minimum requirements

Review team on site

January 2020

Date of this report

9 April 2020

Most recent ERO report(s)

 

Education Review

July 2016

Education Review

February 2010

Education Review

February 2007

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement

The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:

  • Very well placed

  • Well placed

  • Requires further development

  • Not well placed

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.

Ezekiel Trust Community Kindergarten - 15/07/2016

1 Evaluation of Ezekiel Trust Community Kindergarten

How well placed is Ezekiel Trust Community Kindergarten to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.

Background

Ezekiel Trust Community Kindergarten is governed by a management committee that is part of the Ezekiel Trust which offers a range of additional community ministries. The centre is located in the Morrinsville Baptist Church complex in the central township and caters for children from Morrinsville and surrounding rural areas. It offers half-day sessions for a mixed age-group of children between two and a half and school age, and an all-day session on Wednesdays for four year olds. There are 57 children enrolled, including four children who identify as Māori.

Since the 2013 ERO review the centre has been extensively refurbished and the outdoor playground has been remodelled. Teachers have responded positively to the next steps identified in the 2013 report. They have extended their self-review processes and refined assessment, planning and evaluation practices. The centre has also made good progress in including Māori perspectives in the kindergarten programme and practices.

The centre is led by an experienced supervisor, who is supported by long-serving teaching and support staff. Two of the three staff are fully qualified. The centre includes children from a variety of backgrounds and cultures.

The kindergarten philosophy is strongly based on Christian teaching and values, supporting children to develop a sense of themselves as unique and special. The centre fosters children's development of:

  • healthy reciprocal relationships

  • confidence and social competence

  • independence and resilience

  • ability to work cooperatively.

The kindergarten aims to operate as a community of learners, creating strong learning foundations that enable children to experience continuity of learning and successful transitions to school.

The Review Findings

Children enjoy positive, caring and calm relationships with their teachers within a family-like environment. They are able to independently access a wide variety of outdoor and indoor resources. Their interests and contributions to the programme are respected and valued. Children are engaged in activities for sustained periods, showing concentration and persistence with authentic and meaningful learning experiences and activities.

Children are encouraged to care for and respect the kindergarten and wider environment. They are encouraged to be independent self-managers. Teachers support them with constructive positive guidance and help them to develop negotiation and problem solving skills. Children are friendly and confident with adults, communicate well and interact positively with one another.

Teachers include tikanga and te reo Māori as a natural part of the programme. They use te reo in their interactions with children. They introduce them to a range of resources and experiences related to Te Ao Māori, such as waiata, karakia, and through their participation in the local cultural festival.

Teachers' common beliefs and commitment to the special Christian Character underpins their professional practice and relationships with each other, the children, and their families. They bring extensive and relevant knowledge, skills and experience to their teaching and learning. Teachers engage in professional learning and development to enhance their teaching strategies and practices.

Features of the programme include:

  • inclusion of oral language, literacy, mathematics, and the arts

  • availability of resources and activities that incorporate everyday life skills

  • deliberate teaching of Christian values and beliefs

  • experiences of the local and natural environment.

Teachers' record children's involvement and learning in individual portfolios. Parents/whānau are encouraged to visit the portfolios, and contribute information about children's home interests. The kindergarten invites families to share their aspirations for their children. Teachers include these expectations in their programme and inform parents of the outcomes for their children.

The supervisor promotes the special Christian character of the kindergarten and role models high standards of professional practice. As the professional leader, she has established a culture in which children are first and foremost valued, celebrated and affirmed for who they are, and what they bring to their learning. She leads a collaborative, collegial and effective team.

The supervisor supports staff through mentoring and the appraisal process to grow their knowledge and capability. She welcomes and includes parents as partners who contribute to their children’s learning. She seeks feedback and organises events for parents to join in aspects of the programme. The supervisor reports regularly to the Kindergarten Management Committee and represents the kindergarten on this committee. Through self review, she brings about continuing improvements to the kindergarten’s capacity to provide the best outcomes for children.

The kindergarten is well supported by the Ezekiel Trust and the wider church community. The kindergarten committee maintains communication with the Ezekiel Trust and works closely with the supervisor to maintain the vision, values and philosophy

The kindergarten is currently engaged in a consultative process to develop a strategic plan that reflects its vision and values. This document has the potential to align all aspects of centre practice with agreed strategic goals. It's commitment to the Treaty Waitangi, the inclusion of te reo and developing relationships with local iwi is supported by the church‘s acknowledgement of these aspects of tikanga and te reo Māori.

The kindergarten committee has parent representatives, and welcomes consultation with parents about strategic direction and kindergarten policies and procedures. The committee has open and transparent systems that ensure the Kindergarten finances are well managed.

Key Next Steps

Teachers have continued to develop their planning and assessment processes. ERO and centre leaders agree that the next step for teachers is to refine assessment and evaluation processes to make learning more visible, and use this learning information to plan for individual children's next steps.

To support their continuing growth and development, leaders and teachers could show how their professional discussions and development are aligned to their strategic plan.

Management Assurance on Legal Requirements

Before the review, the staff and management of Ezekiel Trust Community 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Ezekiel Trust Community Kindergarten will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer

15 July 2016

The Purpose of ERO Reports

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.

2 Information about the Early Childhood Service

Location

Morrinsville, Waikato

Ministry of Education profile number

34014

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

25 children, including up to 0 aged under 2

Service roll

57

Gender composition

Girls 29 Boys 28

Ethnic composition

Māori

Pākehā

Indian

Fijian

Filipino

Other European

4

48

2

1

1

1

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

50-79%

Reported ratios of staff to children

Over 2

1:9

Better than minimum requirements

Review team on site

May 2016

Date of this report

15 July 2016

Most recent ERO report(s)

 

Education Review

May 2013

Education Review

February 2010

Education Review

February 2007

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.