1 King Street, Ngaruawahia
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.
Newcastle Kindergarten, located in the town of Ngaruawahia, is licensed for 50 children. The kindergarten offers both full and part-day education and care for children from two years to school age. At the time of this ERO review 50 children were enrolled, including 23 who identify as Māori.
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 kindergartens’ education, operational and administrative responsibilities are supported by experienced association personnel.
The kindergartens’ philosophy aims to encourage children to develop a love of learning, imagination and creativity. It states that they 'promote a sense of belonging for all children and their families through responsive and reciprocal relationships'. The Treaty of Waitangi is valued and what children and their families bring with them is respected. The kindergarten believes that through sustainable practices and nurturing the environment children develop to their potential.
Since the last ERO review in 2014, there have been extensive renovations to the exterior of the kindergarten and some changes to the teaching team. Assessment practices have been strengthened and an online portfolio system has been implemented.
This review was part of a cluster of three reviews in the Waikato Kindergarten Association.
Collaborative and respectful relationships with children and their whānau are effectively fostered and valued by teachers. Connections between the kindergarten and home supports teachers' knowledge of children, their whānau and the local community. Teachers genuinely listen to, recognise and celebrate children’s interests and strengths. They encourage children's language development through rich conversation. Teachers successfully focus on developing positive relationships between children, creating a culture of care and empathy. Children are considered confident, competent and are curious about the world around them.
The curriculum is effective and promotes wellbeing and a sense of belonging for all. Teachers' facilitate meaningful and authentic learning experiences that promote children's dispositional learning. They have good knowledge of children as learners and follow their interests. High levels of collaboration with whānau that supports a responsive approach to meeting children's abilities, needs and strengths. Assessment builds a picture of what children experience as they participate in the learning environment. Literacy and numeracy is authentically woven throughout play, it is visible and acknowledged. Children experience a curriculum that provides a wide range of experiences for learning.
The environment is well prepared and resourced promoting learning that is inclusive for all children. Children with additional needs are effectively supported to achieve their learning outcomes. Transitions into and out of the kindergarten are individualised and responsive. Authentic learning through the 'bush kindy' programme and connections with the community enrich the meaningful local curriculum. Children’s learning and sense of self is enhanced through real-life learning experiences where strong connections and links to the natural environment and community are well supported.
Māori learners are supported to achieve success as Māori. A bicultural curriculum is visible and te ao Māori is a strong and vibrant feature of the kindergarten where Māori perspectives such as manaakitanga, whanaungatanga, kotahitanga, and ako are highly valued. Te reo and tikanga Māori are promoted through the use of waiata and karakia. Children are supported to make connections to the unique heritage of Aotearoa New Zealand through a localised curriculum which acknowledges Kingitanga, Tainui and through a strong sense of tūrangawaewae.
Leaders promote an effective approach for teachers to build their professional knowledge. Strong community relationships and connections through agencies, schools, local iwi and places of significance are championed by leaders. Internal evaluation has been strengthened, it is responsive and leads to change and improvement. The philosophy has been recently reviewed in consultation with the community. Leaders promote strong advocacy for children and their whānau.
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 steps for leaders and teachers are to further strengthen their understanding about the expectations of the revised Te Whāriki particularly in relation to:
individual planning, assessment and evaluation of children's learning to prioritise learner outcomes
strengthening the visibility of all children's language, culture and identity throughout the programme
progress and increasing complexity of children's learning over time
embedding online systems to support teaching and learning.
Teachers and leaders also need to review the programme and opportunities that children have to manage themselves and make their own choices.
Before the review, the staff and management of Newcastle 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 Newcastle 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 |
Ngaruawahia |
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Ministry of Education profile number |
5153 |
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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 |
50 children, including up to 0 aged under 2 |
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Service roll |
50 |
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Gender composition |
Boys 27 Girls 23 |
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Ethnic composition |
Māori |
23 |
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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 |
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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 |
February 2011 |
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|
Education Review |
November 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:
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.
Newcastle Kindergarten is a well-established service located in Ngāruawāhia. It 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, 54 children were enrolled, nearly half of whom 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.
There have been recent upgrades to the indoor and outdoor environments. A carved sign has been placed at the entrance way, in recognition of the Māori heritage of Ngāruawāhia and children and whānau at the centre. The centre’s connection with Enviro-schools is evident in the improvements to sustainability, demonstrated by recycling facilities, water tanks, and a garden and orchard area.
During the past year, there have been some temporary changes in teaching staff. The head teacher was seconded to lead another kindergarten for two terms, and returned at the beginning of 2014. Her role was filled by a permanent staff member. In 2014 a previous teacher was appointed to replace a permanent teacher on maternity leave.
Teachers have undertaken professional development in guiding children's behaviour to extend their practice in maintaining a climate of respect and cooperation. The kindergarten statement of
philosophy has been reviewed. It includes references to Te Tiriti o Waitangi, environmental education, respect for cultures, and partnership with whānau and the kindergarten community.
This review was part of a cluster of 12 kindergarten reviews in the Waikato Kindergarten Association.
Newcastle Kindergarten is very well placed to promote positive learning outcomes for children.
Children engage in sustained play and exploration in an attractive, well-planned and presented environment. They enjoy choosing from a wide variety of indoor and outdoor activities, having fun, expressing their creativity, and learning about the natural world. Children benefit from the meaningful inclusion of literacy, mathematics and te reo and tikanga Māori throughout the programme. They develop positive, respectful relationships with others, gaining social skills and a sense of responsibility for meeting expectations and caring for their environment. Children have many opportunities to visit in the wider community. They gain experience of community events, local schools and natural environments and become familiar with Māori culture and heritage. Children are developing as confident, competent learners in a calm, welcoming environment.
Teachers acknowledge children’s efforts and successes, set consistent expectations and encourage children’s independence. They know children and their families well, and have responsive, reciprocal relationships with children, parents and whānau. They develop a partnership with parents that strengthens the links between home and kindergarten. Teachers work with parents to include their children in the life of the kindergarten, and later to support their transition to school. Parents’ input into the curriculum is welcomed, and contributes to the quality and variety of children’s experiences. Teachers acknowledge diversity and seek to nurture children’s language, culture and identity. Children are valued celebrated and affirmed for who they are and what they bring to their learning.
Profile books inform parents about their children’s activities. Children enjoy sharing these with adults to revisit their earlier experiences and learning.
The head teacher is an experienced, knowledgeable leader. She has a commitment to what is best for children and their families, and a clear idea about the future direction for the service. The head teacher has led the development of a collaborative team of teachers, who support one another and acknowledge each other’s strengths. Teachers have opportunities for leadership. This is evident in the work the centre has done to support the initiative for sustainable environments, locally and within the Waikato Kindergarten Association. Teachers are committed to enhancing their professional practice, and to using reflection and effective self-review processes for ongoing improvement. They recognise the value of focusing their reflections and evaluations on the quality of outcomes for children.
Teachers are currently reviewing and further developing their assessment practices. The kindergarten has identified, and ERO agrees, that the review should continue. Improvements to current practice are likely to strengthen the visibility of links between the centre philosophy, teaching programmes and outcomes for children.
Before the review, the staff and management of Newcastle 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 Newcastle 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 |
Ngāruawāhia |
||
|
Ministry of Education profile number |
5153 |
||
|
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 |
54 |
||
|
Gender composition |
Boys 29 Girls 25 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Tongan |
24 29 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 |
June 2014 |
||
|
Date of this report |
13 August 2014 |
||
|
Most recent ERO report(s) |
Education Review |
February 2011 |
|
|
Education Review |
November 2007 |
||
|
Education Review |
July 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.