181 Galloway Street, Hamilton Central, 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.
Peachgrove Kindergarten located in Hamilton, is licensed for 45 children. The kindergarten offers both full and part-day education and care to children from two years to school age. Children come from a diverse range of ethnic backgrounds and for many English is an additional language. At the time of this ERO review 51 children were enrolled. A small number of children 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 kindergarten's education, operational and administrative responsibilities are supported by experienced association personnel.
The kindergarten’s philosophy aims to provide children with an inclusive, rich, learning environment that celebrates positive relationships, cultural diversity and kaitiakitanga. It is currently undergoing review with teachers, parents and families.
Since the last ERO review in 2014 there have been significant staffing changes. The head teacher has held her position for two years.
This review was part of a cluster of four reviews in the Waikato Kindergarten Association.
Very effective teaching practices extend children's interests and thinking. Children benefit from warm, calm and respectful interactions with teachers at the child's level. Teachers promote children’s oral language development through open-ended questioning and meaningful conversations about real-life experiences. English language learners experience a literacy rich environment that supports their language development.
Teachers are responsive to, and value children’s ideas, choices and opinions. An effective key teacher approach supports children’s transitions into the kindergarten. Networks with local primary schools and responsive practices support children and their families as they move on to school. Children are well supported to become confident, capable and independent life-long learners.
Children experience an environment where they are empowered to lead their learning and their initiatives are fostered. The well-considered learning environment effectively promotes children's independence and self management. Open-ended resources engage children for sustained periods of time, promoting problem solving, imaginative construction and creativity. Children develop literacy and mathematical concepts in meaningful and collaborative contexts for learning. They are introduced to aspects of te ao Māori through celebrations and daily practices.
The inclusive culture supports children with additional learning needs. Their individual plans are developed in consultation with parents and relevant external agencies. Social competency is nurtured through a culture of empathy, respect and kindness. A stronger focus on individualised assessment is evident. Parents share their aspirations and contribute to goal setting. Children are well supported to develop dispositions for learning.
The head teacher has developed a collaborative team culture. She is effectively building teacher capability and supporting practice through targeted professional development. A strategic approach to internal evaluation promotes high-quality improvement over time. Children benefit from leadership that provides 'heart-based' practices in a warm and caring, family-like environment.
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 is to strengthen individualised assessment, planning and evaluation with a focus on:
more explicit use of learning outcomes of Te Whāriki
visibility of bicultural and multicultural perspectives in the environment, assessment and curriculum.
Before the review, the staff and management of Peachgrove 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 Peachgrove Kindergarten will be in four years.
Phil Cowie
Director Review and Improvement Services Northern
Central Region
21 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 |
5154 |
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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 |
51 |
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Gender composition |
Boys 29 Girls 22 |
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Ethnic composition |
Māori |
4 |
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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 |
December 2018 |
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Date of this report |
21 December 2018 |
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Most recent ERO report(s) |
Education Review |
August 2014 |
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|
Education Review |
March 2011 |
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Education Review |
April 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.
Peachgrove 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 eight 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 has addressed the areas for development from the previous ERO report about strengthening assessment practices to show children’s progress over time.
The kindergarten has a multi-cultural roll, which includes many children and families for whom English is an additional language. Teachers have established a shared philosophy. They believe in providing a child-centred approach to learning, where children can learn in the context of their interests and experiences beyond kindergarten. Teachers recognise the importance of a bicultural approach to learning and value working in partnership with families.
This review was part of a cluster of 12 kindergarten reviews in the Waikato Kindergarten Association.
Peachgrove Kindergarten is very well placed to promote positive outcomes for children.
The head teacher with the support and guidance of an experienced education service manager from the association provides strong professional leadership for staff.
Relationships between teachers, children and families are trusting and supportive. Teachers embrace the diversity of families and affirm children’s cultural identity and language development. A recent initiative has been the introduction of whānau placements when appropriate, which enable children from the same family or extended family to attend the kindergarten together.
The experienced teaching team implement high-quality teaching strategies. Examples of these practices include:
Children engage in sustained and complex learning. They experience a rich curriculum that is highly responsive to their emotional and social wellbeing. The environment is well prepared and children have extensive access to stimulating, interesting resources and equipment to extend their learning. Core curriculum areas such as literacy, mathematics, science and the arts are skilfully integrated into children’s play and experiences at the kindergarten. Children confidently use digital technology as a tool for learning and to research new information. Te reo Māori continues to be spoken by teachers and tikanga Māori practices are a valuable part of the programme.
Teachers work in partnership with families. They seek parents’ aspirations for their children, and make meaningful links between home and kindergarten experiences. High-quality child portfolios celebrate and show children’s success in learning and progress over time. Teachers effectively respond to teachable moments and plan learning experiences that build on children’s knowledge. With the introduction of on-line portfolios, many parents and extended family members are further able to contribute comments and stories about children's learning experiences. These contributions complement teachers learning stories and supports children’s holistic development.
The head teacher and staff work collaboratively as a team and in the best interest of children and their families. Together they have established robust self-review practices that enable them to effectively monitor and evaluate the quality of education and care. Teachers have ongoing access to professional development that keeps them up to date with recommended best practice in early childhood education. Effective self review and relevant professional development is resulting in ongoing improvement and increasingly positive outcomes for children and their families.
ERO supports the teaching team’s planned self review to strengthen the focus on ‘Enviro-schools’ in the curriculum. This project has a strong focus on developing sustainable communities that nurture, care and respect for people, the environment and nature.
Before the review, the staff and management of Peachgrove 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 Peachgrove 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 |
5154 |
||
|
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 |
Boys 26 Girls 23 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Indian Pacific Other |
8 22 6 6 7 |
|
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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 |
Mach 2011 |
|
|
Education Review |
April 2008 |
||
|
Education Review |
March 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.