5 Trigg Place, Melville, Hamilton
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.
Melville Kindergarten located in Hamilton, is licensed for 40 children. The kindergarten offers both full and part-day education and care to children from two years to school age. At the time of this ERO review 42 children were enrolled, including 24 who identify as Māori. The kindergarten also caters for families from a diverse range of ethnic backgrounds.
The kindergarten is one of 29 kindergartens that operate under the Waikato Kindergarten Association (WKA), which is a charitable trust. The strategic direction of the association is guided by the overarching statement, ‘Our children are strong in heart, head and hand’. The WKA has a commitment to providing quality, inclusive services that effectively meet the diverse educational needs of all children attending. Advice, guidance and support is provided to the organisation by a kaumātua from Tainui.
All kindergartens in the WKA are involved in a ‘Cool 4 School’ transition programme and sustainable education, environment and health programmes such as Enviroschools and Sport Waikato 'Under 5 Energise'. The kindergarten's education, operational and administrative responsibilities are supported by experienced association personnel.
The kindergarten’s philosophy states that they ‘believe in the power of whanaungatanga’ and strive to uphold their commitment to Te Tiriti o Waitangi. They aim to value the knowledge that tamariki and whānau bring with them and through collaborative relationships provide a holistic, play-based programme underpinned by Te Whāriki.
Since the last ERO review in 2014 a new head teacher and two teachers have been appointed. The kindergarten responded effectively to the key area for development identified in the report.
This review was part of a cluster of three reviews in the Waikato Kindergarten Association.
Teachers have positive and respectful relationships with children, parents and whānau. They understand the child in the context of their family and community, providing a strong foundation for learning and development. Teachers support children's growing social competence through the values of empathy and care and utilise effective positive guidance strategies. A calm and well-resourced learning environment promotes children’s oral language development, independence and sustained engagement in their learning. Excursions into the local and wider community enrich curriculum learning. Children benefit from learning in a nurturing and caring environment.
The curriculum is highly responsive to all cultures. Māori and other children’s language, culture and identities is strongly reflected in the physical environment and learning experiences. Teachers seek ways to maintain children’s connectedness to their first language. Māori children’s sense of belonging is enhanced through the natural integration of te reo and tikanga Māori, positive tuakana teina relationships and a warm whānau-based learning environment. These well established and inclusive practices support Māori children and their whānau to feel valued and affirmed as Māori within the centre.
Effective partnerships support children's learning and development. An individualised planning framework is informed by children’s interests and parent and whānau contributions are acknowledged and valued. Leaders and teachers liaise effectively with specialist services to provide individualised education programmes for children with additional learning and behavioural needs. Transitions into and out of the kindergarten are well supported for children and their whānau. Regular visits to local schools develop children's confidence and school readiness.
Leadership is highly collaborative and focused on continual improvement. Priority is given to gathering whānau and teacher voice to inform kindergarten planning and development. Strong links to local iwi through the kaumatua, has strengthened the kindergarten's bicultural practices. Systems for internal evaluation are well developed and aligned to the kindergarten’s priorities. Professional learning and development, linked to centre and teachers’ inquiries, builds teacher capability. Leadership strongly advocates for children and their whānau and provides equitable opportunities to learn.
Education services managers (ESMs) work closely with the head teacher and provide well-informed professional leadership to support kindergarten operation. The WKA has recently reviewed its teacher appraisal process. Ensuring this new process is fully implemented is a priority for ESMs.
The WKA provides comprehensive systems, policies and procedures to guide kindergarten practice. Teachers have access to ongoing and targeted professional development to promote improved practice and contribute to positive outcomes for children. Effective governance by the WKA is contributing to inclusive and equitable services for children.
The key next step for leaders and teachers is to further develop their understanding about the expectations of the revised Te Whāriki particularly in relation to:
reviewing the kindergarten's philosophy and formalising a local curriculum of valued learning in consultation with the kindergarten community
consistency of intentional teaching linked to the planning and assessment cycle
deepening and increasing complexity of children’s learning, particularly for older children.
Before the review, the staff and management of Melville 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.
ERO identified an area of non-compliance.
The service provider must ensure that equipment, premises and facilities are checked on every day of operation for hazards to children and that hazard's to the safety of children are eliminated, isolated or minimised. [Licensing Criteria for Early Childhood Education and Care Centres 2008, HS12]
The next ERO review of Melville Kindergarten will be in three years.
Phil Cowie
Director Review and Improvement Services
Central Region
20 December 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.
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Location |
Hamilton |
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Ministry of Education profile number |
5151 |
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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, including up to 0 aged under 2 |
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Service roll |
42 |
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Gender composition |
Boys 25 Girls 17 |
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Ethnic composition |
Māori |
24 |
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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 |
1:10 |
Meets minimum requirements |
|
Review team on site |
November 2018 |
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Date of this report |
20 December 2018 |
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Most recent ERO report(s) |
Education Review |
August 2014 |
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|
Education Review |
September 2011 |
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|
Education Review |
July 2008 |
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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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Melville Kindergarten is located in Hamilton and provides both all-day and sessional education and care for children from two years to school age. The kindergarten is licensed for up to 40 children over the age of two years at any one time. At the time of this ERO review, 49 children were enrolled, of whom 20 are identified as Māori.
The kindergarten operates under the umbrella of the Waikato Kindergarten Association (WKA), which is a charitable trust, and does not operate for profit. The strategic direction of the association is guided by the overarching statement, ‘Every child reaching their full potential’. The WKA has a commitment to providing quality, inclusive services that effectively meet the diverse educational needs of all children attending. All kindergartens provide an Enviro-School focus as a key curriculum feature to encourage children to better understand caring for the environment.
The Educational Service Manager (ESM) monitors and reports to the association on the kindergarten’s quality of education. A kaumātua from Tainui provides advice, guidance and support about Māori language, culture and identity. The kindergarten’s administrative responsibilities are well supported by association resource personnel.
The kindergarten benefits from the WKA's clear guidelines and expectations for practice and the availability of good self-review processes for monitoring and evaluating the quality of education and care it provides for children.
The kindergarten has a positive ERO reporting history and teachers have continued to review and improve the quality of education and care. Teachers have a shared vision to support responsive, respectful and trusting relationships with children, whānau and the wider community. They are committed to te ao Māori and providing a bicultural curriculum.
This review was part of a cluster of 12 kindergarten reviews in the Waikato Kindergarten Association.
Melville Kindergarten is very well placed to promote positive learning outcomes for children.
The head teacher provides staff with effective professional leadership and is supported by a highly experienced ESM. Teachers are strong advocates for children and their families, and have established a culture where all children and their families are celebrated and affirmed for who they are.
Teachers know children and their families well. A stand out feature of the kindergarten is the trusting and respectful relationships at all levels. Teachers use this knowledge to promote a community of learners and ensure that learning is meaningful and relevant. Teachers are also highly responsive to children’s emotional wellbeing and nurture their self esteem and confidence. Children are viewed in the context of their family, and teachers have introduced whānau placements where children are able to attend with older and younger members of their extended whānau. Teachers have reviewed their routines and programme to cater for the diverse age range of children. Whānau placements support children’s smooth transitions into the kindergarten and promote tuakana-teina relationships where older children support younger children in their learning.
Teachers provide a holistic curriculum that is responsive to children’s strengths and interests. Teachers use highly effective interactions with children. They encourage children to be innovative, creative and use their imagination. Teachers involve themselves in children’s play and use learning conversations that successfully extends children’s thinking and learning. Children have many opportunities to be engaged in sustained and complex learning and develop as capable and confident learners.
Children have ongoing experiences to support their social skills and encourage them to take collective responsibility, care and respect for people and the environment. Kaupapa Māori concepts such as manaakitanga, wairuatanga, whanaungatanga and kaitiakitanga are integral to the kindergarten’s curriculum.
Children enjoy learning in a stimulating, challenging and thoughtfully prepared environment where they can initiate their own learning. Literacy and mathematical learning is naturally included in children’s play. Children confidently use computer technologies to research, inquiry and support their learning.
Teachers work collaboratively to ensure an equitable and inclusive programme. They work in partnership with families and plan programmes to include aspirations for each child’s learning. Portfolios show children’s successes in learning while at the kindergarten.
Teachers keep up-to-date with current research about best practice in early childhood education. They participate in relevant professional development. Teachers regularly reflect on and review their practice which is resulting in ongoing improvement and increasingly positive outcomes for children and families. Teachers closely monitor and evaluate how effectively they implement the kindergarten’s vision, values and strategic goals.
ERO supports the teaching team’s future plan to review on-line assessment processes. This has the potential to further strengthen assessment practices and partnerships with families.
Before the review, the staff and management of Melville 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 Melville Kindergarten will be in four years.
Dale Bailey
National Manager Review Services
Northern Region
13 August 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 |
Hamilton |
||
|
Ministry of Education profile number |
5151 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, including up to 0 aged under 2 |
||
|
Service roll |
49 |
||
|
Gender composition |
Girls 28 Boys 21 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Cook Island Samoan Tongan Fijian Indian Other |
20 8 5 4 3 2 2 5 |
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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 |
June 2014 |
||
|
Date of this report |
13 August 2014 |
||
|
Most recent ERO report(s) |
Education Review |
September 2011 |
|
|
Education Review |
July 2008 |
||
|
Education Review |
May 2005 |
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.