90 Chatham Road, Flaxmere, Hastings
View on mapAkarangi | 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 Ellen Stevenson Kindergarten are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whakaū Embedding |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whakaū Embedding Whāngai Establishing |
Ellen Stevenson Kindergarten is one of 16 kindergartens governed and managed by Heretaunga Free Kindergarten Association. Approximately a half of children enrolled are tamariki Māori, and half are of Pacific heritages. There has been a number of staff changes since the 2018 ERO report. The philosophy encompasses e alofagia oe, whanaungatanga and manākitanga.
Children’s learning is well supported by partnerships with families that are focused on learning and wellbeing. Teachers and parents collaborate to support children with diverse learning needs. Tamariki Māori and children of Pacific heritages hear, see and use te reo Māori and Pacific languages in meaningful contexts. Children experience a curriculum that increasingly responds to their cultures, languages and identity.
Children’s choice, decision making, and sense of security are well prioritised. Children up to the age of three are encouraged to contribute in their own way and in their own time. Intentional teaching fosters oral language and early maths learning.
Assessment for learning makes visible children’s learning over time, and recognises their efforts, successes and challenges. Teachers are growing their collective assessment capabilities to evaluate the impact of identified teaching strategies and to respond to inequities identified through assessment information.
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.
Ellen Stevenson Kindergarten will include the following actions in its Quality Improvement Planning:
Continue to strengthen evaluation of the curriculum to better understand the impact of planned teaching strategies on children’s learning and use this information to promote equitable outcomes.
Further develop assessment for learning practices to more deeply consider children’s cultural knowledge, attributes and skills.
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.
Before the review, the staff and management of Ellen Stevenson 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
|
Early Childhood Service Name |
Ellen Stevenson Kindergarten |
| Profile Number | 5291 |
| Location | Hastings |
|
Service type |
Free Kindergarten |
|
Number licensed for |
40 children, aged over 2 |
|
Percentage of qualified teachers |
100% |
|
Service roll |
40 |
|
Review team on site |
June 2023 |
|
Date of this report |
14 September 2023 |
|
Most recent ERO report(s) |
Education Review, May 2018; Education Review, April 2014 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Ellen Stevenson Kindergarten is in Flaxmere, Hastings. It opens Monday to Friday from 8:30am until 2:30pm. Kindergarten day places are available for children aged from two to six years. The philosophy is founded on the principles of manaakitanga, whanaungatanga and kaitiakitanga.
Of the 28 children enrolled, 18 are Māori and six are of Pacific heritage.
The April 2014 ERO report identified a number of areas for review and development, including assessment, planning and evaluation for children's learning; self review; and educational success for Māori and Pacific children. Some progress has been made in these areas.
There have been some changes in the teaching team since the previous review. A new head teacher was appointed in term 3 2017.
Ellen Stevenson 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 and an advisor - education delivery in November 2017.
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 10 reviews in the Heretaunga Free Kindergarten Association.
Children take ownership of their learning through a strong bicultural curriculum. Opportunities for challenge, curiosity and problem solving are promoted through a carefully considered environment. Children regularly revisit and celebrate their learning. They are confident and independent.
Strong positive relationships underpin the operation of the centre. Teachers cultivate relationships with parents to promote belonging. They use their knowledge of children and whānau well to create learning moments that connect to children's life experiences and prompt deeper thinking. Consistent teaching strategies to support children's social competence are highly evident.
A recent review of the centre philosophy has resulted in clearer identification of learning priorities and valued outcomes for children. Useful indicators support teacher and parent understanding of what this looks like in practice.
Kaupapa Māori principles underpin teaching practice and promote educational success for Māori children. Teachers recognise children's prior knowledge and reciprocal learning relationships, ako, are used to enhance learning. Children demonstrate a sense of belonging.
A range of strategies to support the educational success of children with Pacific heritage are being explored. Teachers actively seek connections within the community and invite parent contribution to the curriculum. Leaders have identified that strengthening their understanding of teaching practice in relation to the variety of Pacific cultures is a next step.
Transitions into and out of the centre are well considered. Teachers plan for these and work with parents and children to support this journey. Collaboration with whānau and external agencies supports children with additional learning needs to achieve positive outcomes.
Assessment, planning and evaluation of groups is currently being developed to more strongly reflect the new philosophy. A key next step is to create individual planning within this process that better responds to parent aspirations and seeks to make learning deeper and more complex over time.
Profile books show children's engagement in a range of learning experiences. They increasingly identify how each child's learning links to their cultural context, learning outcomes and progress over time. Further strengthening of these aspects should provide more comprehensive assessment for learning.
Leaders and teachers are improvement focused. Realistic strategic goals are regularly monitored and progressed. A range of self review leads to improved outcomes for children. Teachers have a newly developed understanding of effective internal evaluation. They should continue to consolidate the use of their framework and ensure they evaluate the impact of change on children's outcomes.
The governance and leadership team is well placed to continue to manage ongoing change and to set the strategic direction for the association to promote sustainability. They are making good progress in addressing the key next steps identified in the previous ERO review. Continuing to strengthen systems to monitor and evaluate progress in individual kindergartens remains a key next step.
Senior leaders and ERO agree on the following key next steps for Ellen Stevenson Kindergarten, to:
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.
Before the review, the staff and management of Ellen Stevenson 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.
In order to improve practice the association should:
The next ERO review of Ellen Stevenson Kindergarten will be in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
14 May 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 |
Flaxmere |
||
|
Ministry of Education profile number |
5291 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children aged over 2 |
||
|
Service roll |
28 |
||
|
Gender composition |
Girls 18, Boys 10 |
||
|
Ethnic composition |
Māori |
18 |
|
|
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 |
February 2018 |
||
|
Date of this report |
14 May 2018 |
||
|
Most recent ERO report(s)
|
Education Review |
April 2014 |
|
|
Education Review |
November 2010 |
||
|
Education Review |
November 2006 |
||
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.
Ellen Stevenson Kindergarten in Flaxmere is licensed for 30 children. It operates five days a week. At the time of the review 32 children, including 20 Māori, were enrolled. The teaching team comprises a head teacher and three teachers. They are fully qualified and registered.
The teaching philosophy acknowledges the key role of families. Teachers reflect a commitment to developing positive relationships with children, and their families and whānau.
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.
Teachers are warm, welcoming and respectful. Children enjoy working with others and engage in play for sustained periods. Their social skills are supported, and independence and problem solving are promoted by teachers. They use a range of effective teaching strategies to promote thinking, exploration and to extend play.
The curriculum provides a wide range of experiences and opportunities for children. Regular trips into the community increase children’s knowledge of the local and wider community. Staff are developing their confidence and use of te reo Māori to strengthen their practice. Effective processes support younger children, those with diverse learning needs, and children transitioning to school.
The programme integrates significant historical aspects of the region and taonga, including photographs and cultural artefacts, are on display. Parents and whānau members spoken with during the review talked of the kindergarten as a place of belonging for their children and their siblings, and grandchildren.
To improve practice, teachers need to show how they add depth and complexity to children’s learning. Including children’s cultures in portfolios and responding to parents' aspirations on a regular basis, should also strengthen assessment, planning and evaluation.
The head teacher provides effective leadership for teachers. The philosophy is evident in practice, and teachers are reflective and work in a collaborative way. Spontaneous self review has been used to consider aspects of practice and make ongoing improvements to the programme.
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 professional 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 identify, and ERO confirms, that key areas for development include:
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.
Appropriate next steps are:
The association should
Before the review, the staff and management of Ellen Stevenson 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 Ellen Stevenson Kindergarten will be in three years.
Joyce Gebbie
National Manager Review Services Central Region (Acting)
10 April 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 |
Flaxmere |
||
|
Ministry of Education profile number |
5291 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, aged over 2 years |
||
|
Service roll |
32 |
||
|
Gender composition |
Boys 18, Girls 14 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Pacific |
20 6 6 |
|
|
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 |
February 2014 |
||
|
Date of this report |
10 April 2014 |
||
|
Most recent ERO report(s)
|
Education Review |
November 2010 |
|
|
Education Review |
November 2006 |
||
|
Education Review |
February 2003 |
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 whanau.
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.