116 Clawton Street, New Plymouth
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.
Westown Kindergarten provides education and care for children from two to five years of age. The kindergarten is open for six hours daily, and is licensed for up to 34 children. All-day and sessional care is offered. The outdoor environment has recently been developed, to engage an increasingly mixed-age roll.
Families at the kindergarten come from a diverse range of cultural backgrounds. Of the total roll of 41, six children identify as Māori.
The teaching team is fully qualified and the programme is further assisted by support staff. Some teacher and leadership changes have occurred since the August 2013 ERO review.
The kindergarten is one of 24 governed by the newly established Kindergarten Taranaki (the association), formerly North and South Taranaki Kindergarten Associations. A chief executive was appointed to lead the association in 2014.
Two professional leaders (PLs) are employed by the association to provide professional support and guidance to teachers. Since the 2016 ERO reviews a programme manager and a human resource generalist have been appointed.
ERO's August 2013 report identified a need to embed self-review practice. The kindergarten has made good progress in this area. In addition, the association was asked to strengthen appraisal. Progress in this area is ongoing.
This review was part of a cluster of eight in the Kindergarten Taranaki Association.
Children benefit from a programme that is responsive to their strengths, needs and interests. The teaching team are highly effective. Team members use a range of strategies to foster children’s leadership and social skills. Children are encouraged to help themselves and one another. The highly motivated teaching team regularly engages with useful current research to inform its practice.
Te reo me ngā tikanga Māori is valued and visible throughout the curriculum. Elements of te ao Māori are meaningfully integrated into the kindergarten’s planning, teaching interactions and environment. The philosophy emphasises whanaungatanga/family, aroha/love, whakamana/empowerment and whakawhāiti/inclusion. These values are clearly evident in practice.
Teachers understand that the learning of tamariki Māori and tamaiti Pacific is embedded in their language, culture and identity. The wellbeing and education of priority groups are actively promoted through a range of effective strategies.
Parents are valued as partners in curriculum and strategic decisions. An inclusive sense of whānau is actively promoted. A well-considered induction process supports children and whānau to transition into the kindergarten. Regular excursions to a local school support children’s transition to the next stage of their learning journey.
A useful process is in place for assessment, planning and evaluation. Teachers plan collaboratively for the learning of groups and individual children. Planned programmes are highly responsive to parent aspirations, children’s home cultures and languages, and their strengths, needs and interests. Assessment documentation clearly highlights children’s progress against their plans. Currently, the evaluation component of this planning cycle is not explicit. Teachers should clearly document their evaluative reasoning for replacing, adjusting or retaining children’s learning goals.
Internal evaluation is effective. Teachers skilfully analyse data to inform positive shifts in practice. They agree that narrowing their focus, using a small number of clearly defined indicators, will deepen these evaluations.
Learners with diverse needs are welcomed. Teachers liaise closely with whānau and outside agencies to support their ongoing progress.
Leadership effectively guides and supports teacher practice. Regular appraisal occurs. Teachers are highly reflective. A recently revised appraisal procedure includes the use of formal observation of teacher practice. Once fully established this should assist leaders to strengthen the process. PLs should then undertake regular monitoring of how well appraisal is being implemented in each kindergarten.
The board works collaboratively with its community to establish vision, values and strategic priorities. Establishing clearer measures of success should enable the board to measure progress and evaluate how well practices support the realisation of its goals and vision.
The board's ongoing commitment to biculturalism is reflected by initiatives to support teachers to promote te ao Māori in the curriculum and to develop culturally appropriate practices. Senior leaders are focused on developing initiatives to better determine the impact of the curriculum delivery and teaching and learning in each kindergarten.
The association should establish clear expectations of the purpose and use of assessment, planning and evaluation in kindergartens. Professional leaders in partnership with teaching teams should then monitor the effective implementation of:
In addition, the association should establish a system for the ongoing monitoring of legislative requirements, including those related to health and safety.
ERO and kindergarten teachers agree that the key next steps are to:
The association should:
Before the review, the staff and management of Westown 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 Westown Kindergarten will be in four years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
10 May 2017
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 |
New Plymouth |
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Ministry of Education profile number |
5229 |
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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 |
34 children, aged over 2 |
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Service roll |
41 |
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Gender composition |
Boys 24, Girls 17 |
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Ethnic composition |
Māori |
6 |
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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 |
March 2017 |
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Date of this report |
11 May 2017 |
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Most recent ERO report(s)
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Education Review |
August 2013 |
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Education Review |
July 2010 |
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Supplementary Review |
December 2005 |
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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.
Westown Kindergarten is one of sixteen kindergartens managed by the North Taranaki Kindergarten Association (the association) and is situated in suburban New Plymouth. The association governing board is responsible for setting overall strategic and policy direction for the organisation. Senior teachers are employed by the association to support teaching and learning.
Since the July 2010 ERO report, teachers have worked to develop sound and meaningful relationships with whānau to support children's learning. The natural environment and ‘wild spaces’ to entice children to explore are a feature of the kindergarten.
This review was part of a cluster of eight kindergarten reviews in the North Taranaki Kindergarten Association.
Board members undertake regular training and have developed useful processes to support governance roles and responsibilities. The senior teacher provides effective professional leadership. She visits the kindergarten regularly and works alongside the teaching team to support development of practice. These association processes help to promote positive outcomes for children.
Teachers view each family and its knowledge of their child as an integral part of the kindergarten’s learning community. The philosophy has been developed collaboratively with parents, children and teachers. It is clearly reflected in teaching practice and curriculum delivery. Parents have many opportunities to contribute to overall operation and their children’s learning. Families feel welcome and experience high levels of caring and respect from staff, who value and act on their suggestions and ideas.
Children enthusiastically engage in a curriculum that is exciting and challenging. Children lead their learning and teachers guide gently. They support and facilitate a range of activities and events that follow children’s interests. Teachers select natural resources that children can adapt for many purposes. Learning experiences are enriched by frequent excursions and walks to nearby playgrounds and local shops. Children are confident and happy and play cooperatively.
Children have many opportunities to develop literacy and mathematics knowledge in appropriate and authentic ways. Print and number are evident throughout the environment. Wall displays are vibrant and illustrate children’s involvement in the programmes.
Effective teaching contributes to positive outcomes for all children. Adults establish a culture in which children are first and foremost valued and affirmed for who they are and what they bring to their learning. Teachers talk with children in ways that challenge their thinking. They include children in planning and setting up the learning environment. The atmosphere is relaxed and a sense of fun pervades.
Individual profiles are attractive records of learning. Written observations are analysed for recognising next steps in extending children's curiosity. These stories are linked to show how interests are sustained and developed, or change. The profiles illustrate children’s identity as successful learners and this information is used to plan the curriculum.
Information and communication technologies (ICT) are successfully integrated into many aspects of operation. Children are growing in confidence and skill in its use. Partnership with whānau has been enhanced through ICT.
Teachers strongly advocate for children and their families. They value, respect and celebrate their cultural backgrounds. Whānau aspirations for their children's success are promoted. Teachers support the learning of Pacific children and engage with their families. They work with other adults to assist the development of children with special needs through planned participation in the programme.
Children’s sense of belonging is nurtured when settling into kindergarten and moving on to school. Teachers support parents to settle children according to their needs.
Teachers form a collaborative, reflective team and are committed to professional growth beneficial for children's learning. Leadership is shared across teachers, parents and children. A high level of trust allows all who are involved in the kindergarten to exchange ideas, negotiate and problem-solve.
In October 2012 teachers worked with Massey University to review their philosophy, management plan, appraisal goals and job descriptions. They are in the early stages of developing planning, assessment and evaluation to better document and achieve learning outcomes for children. Children’s emotional and physical wellbeing are promoted through sound health and safety practices.
Teachers should continue to embed their newly developed, integrated approach to self review to keep improving outcomes for all children.
The association should continue to review appraisal and consider formal critique of teaching practice and feedback processes to improve teaching and learning.
Before the review, the staff and management of Westown 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 Westown Kindergarten will be in three years.
Joyce Gebbie
National Manager Review Services
Central Region (Acting)
2 August 2013
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 |
New Plymouth |
||
|
Ministry of Education profile number |
5229 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
34 children aged over 2 |
||
|
Service roll |
53 |
||
|
Gender composition |
Boys 24 Girls 29 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Other ethnic groups |
12 36 5 |
|
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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 |
Under 2 |
N/A |
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Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
June 2013 |
||
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Date of this report |
2 August 2013 |
||
|
Most recent ERO report(s) |
Education Review |
July 2010 |
|
|
Supplementary Review |
March 2007 |
||
|
Education Review |
December 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:
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.
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.