13 Cullimore Street, Pukete, Hamilton
View on mapNot well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Pukete Kindergarten, located in Pukete, is licensed for 40 children. The kindergarten offers both full and part-day education and care for children from two years to school age. Children come from a diverse range of ethnic backgrounds and for many English is a second language. At the time of this ERO review 60 children were enrolled, including 13 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 are involved in a ‘Cool 4 School’ transition programme, sustainable education, environmental 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 parents, whānau and children of Pukete Kindergarten aspire for children to learn and grow in a fun, nurturing environment full of aroha. The philosophy fosters the key themes whakamana - empowerment, manaakitanga - caring, kotahitanga - holistic development and whanaungatanga - relationships. These themes empower children to reach their potential, experience a welcoming and caring environment, and thrive in an inclusive and collaborative community. The kindergarten has recently completed a thorough review of the philosophy to align with parent and whānau aspirations, the new teaching team and the revised Te Whāriki.
A new head teacher was appointed in 2016 and since the previous ERO review in 2015 there have been some change to the teaching team. In 2016 the hours of operation were extended. The outdoor area has been significantly redeveloped in 2017.
This review was part of a cluster of eight kindergarten reviews in the Waikato Kindergarten Association.
Positive interactions and nurturing relationships with children and whānau support children's sense of belonging. Sustained and independent play is evident. There are high expectations for children. Children know and respond well to the routines of the kindergarten. Children's self-responsibility and decision-making skills are successfully fostered.
Teachers know children and their whānau well. A strong focus of manaakitanga for children, their whānau and staff is highly evident. There is deliberate promotion and fostering of strong oral language, numeracy and literacy. Deep conversations with children highlights how teachers value their authentic experiences and understandings. Teachers are extending the use of te reo and tikanga Māori, and culturally responsive practice enhancing the bicultural curriculum for learners.
A wide range of experiences and provocations is provided that engage and extend children’s thinking and creativity in a rich learning environment. Excursions into the community extend children’s understanding of the world around them. The spacious environment enhances children's curiosity, challenge, risk-taking and active play.
Children's learning portfolios reflect a strong integrated focus on literacy and numeracy. Parents appreciate children’s engagement and participation in the learning programme. Teachers support children's social and emotional competence well. A new approach to planning has been introduced recently. Implementing and embedding this approach should enhance the visibility of children's culture, language and identity throughout assessment.
An effective approach to children and their whānau transition into and beyond the kindergarten is evident. This approach includes consideration of parent aspirations. The process for transition-to-school has been recently reviewed and strengthened. The kindergarten is also strengthening their relationships with schools.
An inclusive culture celebrates and acknowledges children's diversity. Collaborative discussions among the teaching team ensures consistent strategies are implemented. Plans are developed alongside parents and external expertise. These plans focus on responding to needs and the progress of children's developing foundation skills. Teachers support children with additional needs well to fully participate and engage in the programme.
Leadership has effectively built a cohesive and collaborative team to promote positive learning outcomes for children. Highly organised systems and documentation contribute to effective communication and consistency. Emergent leadership is actively fostered. The leader is building her understanding of coaching and mentoring to further support improving teacher capability, including formal observations of teacher practice. A clear framework guides centre-wide reflection and review for improvement. Deepening the understanding of high quality indicators of good practice should enrich evaluation for ongoing improvement.
Education services managers (ESMs) work closely with the head teacher and provide well-informed professional leadership to support kindergarten operation. The association has recently reviewed its teacher appraisal process. Ensuring this new process is fully implemented is now 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:
Before the review, the staff and management of Pukete 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:
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 Pukete 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.
| Location | Hamilton | ||
| Ministry of Education profile number | 5155 | ||
| 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 | 60 | ||
| Gender composition | Girls 32 Boys 28 | ||
| Ethnic composition | Māori Pākehā Chinese Other ethnic groups | 13 37 3 7 | |
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 | October 2018 | ||
| Date of this report | 20 December 2018 | ||
Most recent ERO report(s)
| Education Review | February 2015 | |
| Education Review | March 2012 | ||
| Education Review | October 2008 | ||
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.
Pukete Kindergarten is located in Hamilton and provides 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 the time of this ERO review, 81 children were enrolled, of whom nine are identified as Māori, and a number of other ethnic groups.
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 Enviroschools 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.
Pukete Kindergarten demonstrates a strong commitment to bicultural practice. Teachers continue to maintain a strong sense of community. The kindergarten’s philosophy is strongly evident in the programme and children’s development as confident learners is promoted. The head teacher is newly appointed and she is making a positive impact on the kindergarten's operations and practices.
This review was part of a cluster of five kindergarten reviews in the Waikato Kindergarten Association.
Pukete Kindergarten is very well placed to promote positive learning outcomes for children.
Children experience a high-quality curriculum within a well-organised learning environment. Children have access to stimulating resources that promote self-directed exploration and play. Play spaces are freely available for them to work collaboratively in groups, or independently. Both the indoor and outdoor environments are interesting and challenging and cater well for children's wide range of abilities and interests.
Literacy and mathematics are strongly promoted and integrated throughout the curriculum. Children have extensive opportunities to develop their knowledge and understanding about mathematical and literacy concepts. Tikanga and te reo Māori is valued and promoted through stories, karakia, waiata, tuakana-teina processes and supportive relationships.
Teachers have engaged in ongoing professional development in current early childhood theory and practice. They use highly effective teaching strategies that support children’s learning. Teachers build on children’s prior knowledge, use open-ended questions and encourage children to problem solve and extend their thinking. Teachers also provide children with ongoing positive affirmation for their efforts and contributions. They promote social competencies and encourage them to consider other viewpoints.
Teachers establish strong relationships with families. Parents and whānau contribute to decision making about the curriculum, assessment of children's learning and participate in events such as Matariki celebrations. Parents appreciate the opportunities to network with one another and value the positive relationship they have with teachers. Teachers advocate well for children. A strength of the kindergarten continues to be the way that children with special abilities and needs are cared for in an inclusive culture.
Children develop a real sense of belonging at the kindergarten. They develop a belief in themselves as capable, competent learners, and their emotional wellbeing and independence are strongly promoted. Children take the lead in their interactions with others. They engage in sustained and complex learning, often using computer technologies as tools for learning. Transition-to-school processes are managed well by the teachers, and positive relationships have been established with the neighbouring primary school.
Children’s learning is recorded in learning stories, and shared with parents and whānau both in portfolios and electronically on a web-based programme. This allows parents and whānau to share and celebrate their child’s learning.
Self-review processes are well developed, clear and purposeful. Information is gathered, many perspectives are sought and there is a strong focus on improving practice. Teachers use spontaneous and planned reflections to review the quality of teaching and learning.
The head teacher continues to build on the inclusive and positive practices, systems and processes that have been established. She fosters a collaborative approach to decision making and is highly supportive of all in the kindergarten community. The kindergarten continues to benefit from professional support and guidance of the education support manager and the association.
ERO and the kindergarten leaders agree that a next step for the teachers is to strengthen the analysis of the evidence gathered from self review projects. This process should assist them to continually evaluate the extent to which intended goals have been met, and the quality of outcomes for children.
Before the review, the staff and management of Pukete 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 Pukete Kindergarten will be in four years.
Dale Bailey
Deputy Chief Review Officer Northern
3 February 2015
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 |
5155 |
||
|
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 |
81 |
||
|
Gender composition |
Boys 46 Girls 35 |
||
|
Ethnic composition |
Māori Pākehā Asian Indian Chinese Samoan Other European |
9 59 4 3 2 1 3 |
|
|
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 |
November 2014 |
||
|
Date of this report |
3 February 2015 |
||
|
Most recent ERO report(s) |
Education Review |
March 2012 |
|
|
Education Review |
October 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.