Irongate Kindergarten

Education institution number:
5293
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
34
Telephone:
Address:

4 Walton Way, Flaxmere, Hastings

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Irongate 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 Irongate Kindergarten are as follows:

Outcome Indicators

(What the service knows about outcomes for learners)

Whāngai Establishing

Ngā Akatoro Domains

 

Learning Conditions
Organisational Conditions

Whāngai Establishing

Whāngai Establishing

2 Context of the Service

Irongate Kindergarten is one of 16 Kindergartens governed and managed by the Heretaunga Kindergarten Association. Almost half of enrolled children are Māori, and just under half are Samoan or Tongan. The philosophy prioritises ngākau nui-alofa through whanaungatanga mitamita i lau aganuu, manaakitanga – afifio mai and kotahitanga – galulue faatasi.

3 Summary of findings

Children learn in an environment that supports their growing social and emotional wellbeing. Their verbal and non-verbal cues are responded to. Those with diverse learning needs are well supported. They are given space and time to lead their own learning and explore their interests. 

Children’s cultures are reflected through the curriculum. Leaders and teachers have developed learning partnerships with Pacific families, which has strengthened their cultural knowledge and understanding. Te reo Māori is used in daily practices. Meaningful conversations with whānau Māori to identify what success looks like for their children as tamariki Māori, are being developed.

Teachers are currently developing a system of assessment, planning and evaluation that demonstrates how well children are progressing in relation to the learning outcomes of Te Whāriki, the early childhood curriculum. Parents’ goals for their children guide their learning. Assessment identifies children’s interests and strengths.

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.

Improvement action

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

  • Further develop relationships with whānau Māori to deepen knowledge and understanding of strategies that will support tamariki Māori to succeed.

  • Strengthen evaluation of individual learning to identify how well children are progressing in relation to the intended learning outcomes of Te Whāriki over time, as a result of planning.

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 Irongate 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)

3 November 2023 

6 About the Early Childhood Service

Early Childhood Service Name

Irongate Kindergarten

Profile Number

5293

Location

Flaxmere, 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

August 2023

Date of this report

3 November 2023

Most recent ERO report(s)

Education Review, May 2018; Education Review, May 2014

Irongate Kindergarten - 14/05/2018

1 Evaluation of Irongate Kindergarten

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

Not well placed

Requires further development

Well placed

Very well placed

With Heretaunga Kindergarten Association support and an explicit, time bound action plan this kindergarten is well placed to bring about necessary improvements.

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

Background

Irongate 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. Of the 40 children enrolled, 31 are Māori and five are Samoan.

The May 2014 ERO report identified a number of areas for review and development, including assessment, planning and evaluation for children's learning; self review; and understanding of the philosophy in practice. Limited progress has been made in these areas.

There have been ongoing fluctuations in the teaching team since the previous ERO review. Two teachers have been involved in secondment to new entrant classes in primary schools.

Irongate 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.

The Review Findings

Children lead their own learning within a play-based programme. A range of learning experiences and resources are provided by teachers, who work alongside children to support their exploration. Te reo Māori is increasingly used to enhance the bicultural curriculum. Children are engaged, curious, confident and independent. 

The centre's philosophy is currently under review, in consultation with whānau. A strategic focus for 2018 is the establishment of the philosophy across all areas of operation. ERO's evaluation confirms this is a priority, to support identification of valued outcomes for children and a curriculum that promotes these.

Teachers know children and their families well. They have a focus on supporting wellbeing and social competence. Leaders work effectively with outside agencies to implement strategies to achieve positive learning outcomes for children with additional learning needs. Children demonstrate a sense of belonging.

Developing relationships with whānau Māori to support educational success for their children is an ongoing focus. Further strategies to strengthen these into learning partnerships should be explored. A next step is for teachers to continue to grow their knowledge of te ao Māori and consider how this is integrated into the curriculum.

Leaders continue to investigate ways to connect children of Pacific heritage to their culture, language and identity. ERO's evaluation confirms this direction.

Assessment, planning and evaluation of children's learning is yet to be fully developed. Portfolios show children's participation in activities and these are regularly shared with parents. Further strengthening is required to show:

  • planning and intentional teaching for individuals
  • how learning is progressed over time
  • connections to culture, language and identity
  • response to parent aspirations and perspectives.

Changes in the kindergarten's operational environment prior to ERO's 2014 review continue to have a significant impact on the consistency of teaching practice. Teachers should further develop their understanding of high quality practice which reflects the current setting. Growing practice that effectively responds to children under the age of three is necessary to promote positive outcomes for these children. Collaborative ways of working should also be fostered to ensure shared understanding across the team.

Regular self review is undertaken to support decision making. Understanding of internal evaluation is not yet evident. Leaders and ERO agree that developing collaborative understanding and use of evaluation is needed to help determine what the centre priorities are for taking action to improve outcomes for children.

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. 

Key Next Steps

Senior leaders and ERO agree on the following key next steps for Irongate Kindergarten, to:

  • use the philosophy review to align the curriculum to valued outcomes for children
  • strengthen teacher understanding of high quality practice which responds to children's needs and interests
  • further develop assessment, planning and evaluation practice to inform and enhance the programme
  • strengthen understanding and implementation of evaluation for improvement.

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.

Recommendation

Heretaunga Kindergarten Association will develop an action plan that details how they plan to address these priorities. Progress against this plan will be monitored by ERO.

Management Assurance on Legal Requirements

Before the review, the staff and management of Irongate 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. 

ERO identified an area of non-compliance in care practices.

The service provider must ensure that nappy changing facilities are suitably constructed and uphold children's dignity and right to privacy.

[Licensing Criteria for Early Childhood Education and Care Centres 2008, PF25.]

In order to improve practice the association should:

  • ensure robust regular policy review and strengthen systems to promote teachers’ understanding and implementation of guiding policies
  • implement robust social media and online policies and procedures to ensure that all reasonable steps have been made to protect children's online safety and that parents are well informed of these.

Next ERO Review

When is ERO likely to review the service again?

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

Patricia Davey
Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

14 May 2018 

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

Flaxmere

Ministry of Education profile number

5293

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children aged over 2

Service roll

40

Gender composition

Girls 26, Boys 14

Ethnic composition

Māori
Pākehā
Samoan
Other ethnic groups

31
  2
  5
  2

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

May 2014

Education Review

November 2010

Education Review

December 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.

Irongate Kindergarten - 27/05/2014

1 Evaluation of Irongate Kindergarten

How well placed is Irongate 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

Irongate Kindergarten in Flaxmere, Hastings provides education and care for children aged from two to five years. It is licensed for 40 children and operates six hours, five days per week. Children come from a range of backgrounds and, for some, 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. Teachers work with the associations Pou Āwhina to improve their level of te reo Māori and tikanga practices in the kindergarten.

Teachers value the contributions and support made to the kindergarten by the surrounding community. The philosophy is based on whanaungatanga and is highly valued by teachers. To further support this, developments such as a new whānau room and a whānau garden have taken place. The kindergarten has a positive reporting history with ERO.

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 is part of a cluster of eight reviews of kindergartens in the Heretaunga Kindergarten Association.

The Review Findings

Children show a strong sense of belonging and enjoyment when attending the kindergarten. Their wellbeing is paramount to teachers who are warm and welcoming. Staff have positive, sensitive and responsive relationships with children. They know them and the community well.

Teachers take time to genuinely listen to children and parents. They offer support in a range of ways. They are highly committed to the vision and philosophy and this is evident in practice. A collaborative approach to leading the team and working together is evident. The programme is underpinned by Te Whāriki, the early childhood curriculum.

Science, literacy and numeracy are well integrated in the programme. Children initiate their own learning and are engaged in this for sustained periods. Routines allow children to predict what will happen next. Children’s independence is fostered and their language and vocabulary are well extended.

Teachers use a range of strategies to support children’s learning and value opportunities for tuakana teina relationships. Te reo Māori is part of their everyday language. Teachers take personal responsibility for ensuring correct pronunciation and the use of this in the programme.

The environment provides ample opportunity for children to explore, investigate, problem solve and test ideas. It includes a range of natural and cultural artefacts that reflect the backgrounds of children, their families and whānau.

Links with external agencies have supported community connections through donations of Māori and Pacific carvings. This supports children to recognise the importance of their culture and the value placed on this by teachers.

Transitions into the kindergarten and on to school are well supported by positive relationships with whānau and local schools. Teachers are responsive to the individual needs of children.

A playgroup has been set up for parents and children who are waiting to be enrolled in the kindergarten. This supports their ability to participate in early childhood education as early as possible. Teachers work with outside agencies to support children who require additional support to participate in the programme and alongside their peers.

Opportunities for Māori children to enjoy being successful as Māori are deliberately implemented. Children have leadership opportunities in their own culture. Children from Pacific backgrounds are also provided with opportunities to enjoy success. Teachers identify that continuing to seek parent and whānau contributions to the programme, and to working with them, will benefit children's learning.

Assessment profiles are well presented and show how teachers are capturing children’s learning in the moment. Information and communication technologies are being trialled as an assessment tool so teachers can better capture children’s voices.

Group planning is evident and a recent individual planning process is in the initial stages of implementation. Ensuring that review of planning looks at how well this has improved outcomes for children, should be a consideration for teachers.

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 on progressing the organisation’s journey to becoming bicultural.

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

  • updating the appraisal policy and process

  • 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:

  • strengthen management plans to be more useful as guidelines and procedures for future staff

  • improve assessment and planning to more effectively show children’s significant learning and progress over time

  • further unpack aspects of the philosophy and identify measurable indicators of quality for future review

  • clarify the use of evaluative self review as a tool to improve outcomes for children.

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 staff and management of Irongate 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 Irongate Kindergarten will be in three years.Image removed.

Joyce Gebbie

National Manager Review Services

Central Region (Acting)

27 May 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

Flaxmere, Hastings

Ministry of Education profile number

5293

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children aged over two years

Service roll

40

Gender composition

24 Boys

16 Girls

Ethnic composition

Māori

Pacific

NZ European/Pākehā

28

8

4

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

March 2014

Date of this report

27 May 2014

Most recent ERO report(s)

Education Review

November 2010

 

Education Review

December 2006

 

Education Review

August 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.