Camberley Kindergarten

Education institution number:
5288
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
30
Telephone:
Address:

408 Lowe Street, Camberley, Hastings

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Camberley Kindergarten

1 ERO’s Judgements

Akarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.

ERO’s judgements for Camberley Kindergarten are as follows:

Outcome Indicators

(What the service knows about outcomes for learners)

Whakaū Embedding

Ngā Akatoro Domains

 

Learning Conditions
Organisational Conditions

Whakaū Embedding

Whāngai Establishing

2 Context of the Service

Camberley Kindergarten is one of 16 kindergartens governed and managed by Heretaunga Free Kindergarten Association. Most children enrolled are tamariki Māori or of Pacific heritages. There have been recent staff changes. The kindergarten’s philosophy emphasises empowerment for all, and it values whanaungatanga, manaakitanga and kaitiakitanga.

3 Summary of findings

Children’s learning is well supported through a culturally rich curriculum. Whānau Māori and Pacific aiga have authentic opportunities to influence and be involved in decision making. Philosophy values are effectively enacted. Children have meaningful opportunities to hear and use te reo Māori and Samoan language. Tuakana/teina (older/younger) relationships are highly evident and support all learners’ social competencies. Children’s cultural knowledge is valued.

Children’s wellbeing and learning needs are well considered. Teachers work with families and the wider community to support children with diverse learning needs. Younger learners experience a programme that is responsive to their choices and specific requirements. Assessment for learning is underpinned by kaupapa Māori frameworks and identifies children’s learning over time. Recent changes are beginning to improve teachers’ ability to evaluate successful teaching strategies and recognise barriers to children’s learning. Children’s identities as successful learners are enhanced.

Significant change in association leadership has impacted capacity to progress key next steps identified in previous ERO reports. Leaders are enacting an organisation-wide shift to further enable collaboration, relational trust and sustained improvement. A range of new initiatives has been developed. Professional learning opportunities are responsive to teacher learning goals. Some information is generated in relation to the quality of teaching and learning. Leaders are developing their evaluation capabilities. However, evaluation is not yet used to:

  • systematically seek evidence about the effectiveness of professional learning processes to improve teaching practice and children’s outcomes

  • understand the impact of improvement actions in relation to how these contribute to strategic priorities and achieve equitable and excellent outcomes for learners.

4 Improvement actions

Camberley Kindergarten will include the following actions in its Quality Improvement Planning:

  • Embed changes to assessment for learning practices and evaluate the impact in relation to equitable learning outcomes for individuals and groups of children.

Heretaunga Free Kindergarten Association will include the following actions in its Quality Improvement Planning:

  • Develop a systematic process that enables leaders to better understand and respond to the teaching and learning needs of each kindergarten.

  • Prioritise building internal evaluation capability and leadership at all levels to better monitor and evaluate the impact of improvement actions, including professional learning, on outcomes for individuals and groups of children.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Camberley Kindergarten completed an ERO 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; safety checking; teacher registration; ratios)

  • relevant evacuation procedures and practices.

All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.

Patricia Davey
Director of Early Childhood Education (ECE)

14 September 2023

6 About the Early Childhood Service

Early Childhood Service Name

Camberley Kindergarten
Profile Number 5288
Location Hastings

Service type

Free Kindergarten

Number licensed for

40 children aged over 2

Percentage of qualified teachers

100%

Service roll

38

Review team on site

June 2023

Date of this report

14 September 2023

Most recent ERO report(s)

Education Review, December 2017; Education Review, March 2014

Camberley Kindergarten - 15/12/2017

1 Evaluation of Camberley Kindergarten

How well placed is Camberley Kindergarten to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.

Background

Camberley Kindergarten is in Hastings. It opens Monday to Friday from 8:30am until 2:30pm for children aged from two to five years. The centre's vision is: whakamana mo tātou - empowerment for all.

The March 2014 ERO report identified areas for review and development, including: assessment, planning and evaluation for children's learning; intentional teaching; bicultural and culturally responsive practices; and best practice in relation to philosophy. Progress has been made in relation to all these key next steps.

A new head teacher was appointed in July 2017. All teachers are fully qualified.

Camberley is one of 16 kindergartens governed and managed by the Heretaunga Kindergarten Association (the association). An ongoing programme of restructuring began in 2016 and the association has experienced significant changes at all levels. A new general manager was appointed in January 2016. 

The previous ERO review identified that the association should establish, review and monitor the implementation of guiding documents in individual kindergartens and undertake self review at association level.

This review was part of a cluster of six in the Heretaunga Free Kindergarten Association.

The Review Findings

The recently developed philosophy promoting manaakitanga, whanaungatanga and kaitiakitanga is strongly evident throughout the centre. Indicators of what this should look like in practice and priorities for children's learning align with parent, whānau, community and teacher aspirations for children.

The curriculum and centre environment effectively foster children's exploration and sense of self.  Children make choices about their play and lead their own learning. They see themselves, their whānau and their culture represented within the centre. Children are confident, curious and independent. 

Resources that reflect te āo Māori support a well-developed bicultural curriculum. Children confidently use waiata, te reo and tikanga Māori. During the on-site review, ERO observed some teachers authentically weaving te reo Māori into conversations. Teachers should continue to develop their use of te reo Māori to enhance children's learning.

Teachers are responsive to children's interests, needs and ways of learning. They work collaboratively to provide support for sustained play. Teachers are proactive in seeking appropriate advice to achieve positive learning outcomes for children with diverse needs. An inclusive environment enables these children to participate alongside their peers.

Relationships between teachers, parents and families are strong. Children's sense of belonging supports their daily transitions between centre and home. Teachers acknowledge who each child is and where they come from, engaging parents in decisions about their child's education. These partnerships promote educational success for Māori and for children of Pacific heritage.

Group assessment and planning is well established. Assessment of group and individual learning is used together with parent aspirations to plan the programme. Leaders and teachers have identified that developing assessment, planning and evaluation for individual children is a key next step. ERO affirms this direction. Consideration should be given to how well teachers plan to extend and deepen individual children's learning over time.

The head teacher has established a strong team culture that empowers teachers. Leadership opportunities and access to professional learning support teacher growth. Self review is regular and ongoing. Staff should continue to implement their newly devised framework for internal evaluation to promote improved outcomes for children.

The governance and leadership team is well placed to manage change and to set the strategic direction for the association to promote future sustainability. They are making good progress in addressing the key next steps identified in the previous ERO review. Continuing to strengthen systems to monitor progress in individual kindergartens remains a key next step. 

Key Next Steps

ERO has identified that key next steps are for leaders and teachers to continue to strengthen:

  • meaningful use of te reo Māori to further enrich the curriculum
  • assessment, planning and evaluation to add complexity of learning for individual children
  • internal evaluation for continuous improvement in children's learning.

The senior management team of Heretaunga Kindergarten Association should continue to strengthen processes for monitoring the implementation of guiding documentation for programme delivery and kindergarten operation. Particular attention should be given to increasing consistency in reviewing, evaluating and improving teaching practice. 

Management Assurance on Legal Requirements

Before the review, the staff and management of Camberley 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Camberley Kindergarten will be in three years.

Patricia Davey
Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

15 December 2017 

The Purpose of ERO Reports

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. 

2 Information about the Early Childhood Service 

Location

Hastings

Ministry of Education profile number

5288

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children

Service roll

31

Gender composition

Girls 17, Boys 14

Ethnic composition

Māori
Pākehā
Samoan
Other Pacific groups

19
  5
  4
  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 2017

Date of this report

15 December 2017

Most recent ERO report(s)

 

Education Review

March 2014

Education Review

November 2010

Education Review

February 2006

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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. 

Camberley Kindergarten - 27/03/2014

1 Evaluation of Camberley Kindergarten

How well placed is Camberley Kindergarten to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.

Background

Camberley Kindergarten is located in Camberley, Hastings. It provides education and care for children from two to five years of age. It is licensed for up to 40 children and operates for six hours, five days a week. Children come from a range of backgrounds and for some families, English is an additional language.

The teaching team is fully qualified. The programme is further enhanced through a Pacific support person who acts as a liaison and cultural guide for teachers and families. The kindergarten has a positive reporting history with ERO.

Relationships are warm and welcoming and partnerships with families are valued. Environmentally sustainable practices are promoted and form part of the regular programme. Children and families display a sense of belonging in the kindergarten setting.

The kindergarten is governed by the Heretaunga Kindergarten Association (the association). Two Education Managers are employed by the association to provide professional support and guidance to teachers. This review was part of a cluster of eight kindergartens in the Heretaunga Kindergarten Association.

The Review Findings

Children engage for sustained periods of time in a child-centred, play-based programme. They confidently make choices about who they wish to play with and where. Tuakana teina interactions among children are promoted by teachers to support learning. Routines are well established and provide a framework for the day, giving all children a sense of security in being able to predict what will happen next. Excursions into the local community extend the programme.

Teachers know children well within the context of their family. They work with families to transition the child into the kindergarten. A range of appropriate strategies are used to support the transition to school process. Children with additional learning needs are well supported. Teachers liaise with external agencies where appropriate.

Learning spaces are thoughtfully presented and encourage exploration and investigation. Children have very good opportunities to be physically active in a spacious outdoor area. Teachers are responsive to children’s interests and support children as they engage in self-directed play.

These interactions should be strengthened further through more intentional use of strategies by teachers that extend and challenge children in their learning.

A recently developed philosophy is available to guide the operation of the kindergarten. To strengthen its implementation the teaching team should collectively determine and record indicators of what best practice looks likes for the curriculum.

Appropriate use of tikanga Māori is woven through the curriculum and some teachers use te reo Māori. A next step is for teachers to continue to develop their confidence and competence in the integrated use of te reo Māori. Success for Māori and Pacific families should be further enhanced through consulting with parents about cultural aspirations they may have for their child.

Portfolios are well presented. They highlight children’s engagement in the programme, individual interests, developing social relationships and at times dispositional learning. Assessment practices should be strengthened further through regularly revisiting and reflecting parents' aspirations. Teachers should consider their role in adding depth and complexity to children’s learning and how they can more consistently highlight progress over time.

Spontaneous review is used to reflect on aspects of the programme and make ongoing improvements. In order to strengthen self review and evaluation teachers should develop a clearer understanding of the process and build their evaluative capacity.

The association provides guidance and support to teachers for the continuous improvement of teaching and learning. The recently developed strategic plan provides a clear long term direction for the association. Teachers are well supported through regular visits from the education managers who provide support and guidance and access to a wide range of professional learning opportunities.

There is a commitment by the association to increase teachers’ capabilities in te reo me ngā tikanga Māori through the introduction of the Haere Whakamua project. This project is based around progressing the organisation’s journey in becoming bicultural.

The association identifies and ERO agrees that key areas for development include:

  • updating the appraisal process and policy
  • providing clear expectations through guiding documents for programme delivery and kindergarten operations, and monitoring their implementation.

In addition, education managers should undertake strategic review and evaluation across the association to establish a deeper understanding of the ongoing professional learning needs of teachers and use this information to inform future decision making.

Key Next Steps

ERO and kindergarten leaders agree that they should continue to improve:

  • the use of intentional teaching strategies

  • best practice relating to the philosophy

  • assessment, planning and evaluation

  • bicultural practice and strategies to support success for Māori as Māori and success for Pacific as Pacific

  • self review and evaluation.

The association should:

  • establish and review current guiding documents and monitor implementation
  • build and strengthen strategic self review at association level.

Management Assurance on Legal Requirements

Before the review, the management of Camberley 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:

  • administration

  • health, safety and welfare

  • personnel management

  • financial and property management.

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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Camberley Kindergarten will be in three years.Image removed.

Joyce Gebbie

National Manager Review Services

Central Region (Acting)

27 March 2014

The Purpose of ERO Reports

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.

2 Information about the Early Childhood Service

Location

Hastings

Ministry of Education profile number

5288

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children

Service roll

46

Gender composition

Boys 26

Girls 20

Ethnic composition

Māori

NZ European/Pākehā

Samoan

Other ethnic groups

18

18

5

5

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratio of staff to children.

Over 2

1:10

Meets minimum requirements

Review team on site

February 2014

Date of this report

27 March 2014

Most recent ERO report(s)

Education Review

November 2010

 

Education Review

February 2006

 

Education Review

February 2003

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.