1006 Campbell Street, Raureka, 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 Raureka 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 |
Raureka Kindergarten is one of 16 kindergartens governed and managed by Heretaunga Free Kindergarten Association. Almost half of tamariki attending are of Māori heritage. There have been changes in staffing, including a new head teacher. The service philosophy values children’s sense of belonging through manaakitanga and whanaungatanga.
Children learn through an inclusive curriculum where their sense of belonging is well promoted. They lead their own learning. Social and emotional competency is prioritised. Children with diverse learning needs are well supported. Learner-focused relationships with whānau Māori promote tamariki Māori success. Children’s mana is valued.
Childrens’ interests and preferred ways of learning consistently inform the curriculum. Teachers use parents’ goals for their children to guide individual learning. They have identified a need to document specific learning goals for each child, to improve planning of intentional teaching and evaluation of how well these promote children’s intended learning. ERO affirms this direction.
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.
Raureka Kindergarten will include the following actions in its Quality Improvement Planning:
Strengthen planning and evaluation processes to set individual learning goals for children, identify intentional teaching strategies to progress these and understand how well these intended outcomes are being met.
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 Raureka 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 |
Raureka Kindergarten |
|
Profile Number: |
5298 |
|
Location |
Hastings |
|
Service type |
Free Kindergarten |
|
Number licensed for |
40 children over the age of 2 |
|
Percentage of qualified teachers |
100% |
|
Service roll |
34 |
|
Review team on site |
June 2023 |
|
Date of this report |
14 September 2023 |
|
Most recent ERO report(s) |
Education Review, January 2018; Education Review, May 2014 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Raureka Kindergarten is in Hastings. It opens Monday to Friday from 8:30am until 2:30pm for children aged from two to five years. The philosophy statement reflects high expectations for all tamariki and views children and whānau as the seed of all potential.
The May 2014 ERO report identified a number of areas for review and development, including: assessment, planning and evaluation for children's learning; intentional teaching; culturally responsive practices; transition to school processes; working with younger children; and best practice in relation to philosophy. Progress has been made in relation to all these key next steps.
There have been a number of staff changes including a new head teacher who was appointed in July 2017. All staff are fully qualified.
Raureka 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; undertake self review at association level; and monitor the strategic use of equity funding in this kindergarten.
This review was part of a cluster of six reviews in the Heretaunga Free Kindergarten Association.
The philosophy is highly evident in practice. Children are engaged in sustained play, sharing and turn taking. They are supported to develop their social competency skills. Children are empowered to contribute to the programme and to lead their own learning.
Children display a strong sense of belonging to their kindergarten whānau and community. Adults encourage them to develop their independence, problem-solve, inquire and take risks. Caring, respectful and trusting relationships between children, their peers and their teachers are evident.
The language and culture of Māori children are well supported. A range of te āo Māori resources promotes a well-developed, bicultural curriculum. Kaupapa Māori concepts of whanaungatanga, manaakitanga and wairuatanga are woven seamlessly throughout the curriculum, contributing to the environment, practices and routines. The leadership of teachers is promoting a shared understanding of te āo Māori.
Teachers continue to develop their knowledge and understanding of Pacific children's language and culture. They recognise this as an area for further development.
An inclusive environment is promoted for children who require additional learning support. Teachers work in partnership with whānau and external agencies to achieve positive learning outcomes
Teachers are continuing to strengthen their assessment of children's learning. They have accessed professional development to further support them. A new framework to guide practice is in place to better reflect children’s language, culture and identity and complexity of children’s learning over time.
Spontaneous reviews have been undertaken in response to the needs of younger children. These have led to improved outcomes. Internal evaluation is developing. Teachers recognise that evaluating the impact of curriculum decisions on outcomes for children is a key next step. ERO's evaluation affirms this direction.
A well-considered approach supports children and their whānau transition into the kindergarten and onto school. Relationships between teachers, parents and families are strong. They support children's daily transitions between centre and home. A key teacher model fosters relationships with children and their families.
Significant changes to the kindergarten since the previous ERO review are evident. A strong team culture is developing through a shared leadership approach that draws on teachers' strengths and interests. A comprehensive range of guiding documents promotes consistent practice.
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 future sustainability. Good progress is being made 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.
ERO has identified that key next steps are for leaders and teachers to continue to strengthen:
assessment, planning and evaluation of children's learning to embed the changes
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.
Before the review, the staff and management of Raureka 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:
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 non-compliance in relation to health and safety.
In order to address this the Heretaunga Kindergarten Association must ensure that:
the child protection policy meets the requirements of the Vulnerable Children Act 2014.
[Licensing Criteria for Early Childhood Education and Care Centres 2008, HS31]
Since the onsite phase of ERO’s evaluation the association is taking steps to address this matter.
The next ERO review of Raureka Kindergarten will be in three years.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
30 January 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 |
Hastings |
||
|
Ministry of Education profile number |
5298 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children |
||
|
Service roll |
38 |
||
|
Gender composition |
Girls 21, Boys 17 |
||
|
Ethnic composition |
Māori |
20 |
|
|
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 |
30 January 2018 |
||
|
Most recent ERO report(s)
|
Education Review |
May 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 |
The association is well placed to support the kindergarten’s key developmental needs.
ERO's findings that support this overall judgement are summarised below.
Raureka Kindergarten is located in Hastings and provides education and care for children from two to five years of age. It is licensed for up to 30 children, six hours daily. Children are representative of a diverse community. Teachers promote an awareness of sustainable practices and are members of the Enviroschool project.
Since the November 2010 ERO report, there have been a number of staff changes in the kindergarten. A permanent head teacher was employed in term one 2014, and two teachers remain in relieving positions. The teaching team is fully qualified and 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 was part of a cluster of eight kindergartens in the Heretaunga Kindergarten Association.
Children engage in a play-based programme for sustained periods of time. They play independently and cooperatively in groups of their own choosing. At times, teachers work alongside them following these self initiated interests. Some teachers use a range of appropriate responses to engage children in play and learning. A key next step is consistency in the use, by staff, of a wider variety of teaching strategies to support and extend children’s learning.
Teachers establish warm, welcoming and responsive relationships with children and whānau, supporting children’s sense of belonging. Flexible routines provide a framework for the day. Children with additional needs are supported by teachers. Staff liaise with external agencies to support the children and family where appropriate.
The kindergarten philosophy has recently been reviewed. Teachers have identified that a key next step in this process is to collectively develop clear indicators of what high quality practice looks like for the curriculum. ERO affirms this direction and suggests this consideration should also include assessment, planning and evaluation. These indicators of high quality practice will be useful in guiding self review and future decision making.
Profiles provide an insight into the activities children engage in and their developing relationships. A next step is for staff to show, through the assessment documentation, the significance of children’s interests. Teachers should clearly indicate how they plan to use this information to add depth and complexity to children’s learning to highlight progress overtime. Parents' aspirations should be more formally sought and reflected in each child’s learning.
Children’s social and emotional competence is not consistently supported by teachers. A shared understanding of the expectations of teachers needs to be developed and consistently enacted by all staff. The teaching team also need to be more aware of supporting one another when supervising children in the wider kindergarten environment.
Teachers are continuing to build their confidence and competence in the use of te reo Māori and strengthening their understanding of te ao Māori through participating in initiatives supported by the association. Success for Māori and Pacific families should be further enhanced through consulting with whānau and families about cultural aspirations they may have for their children. Teachers should work as a team to promote a planned and culturally responsive approach.
There is awareness by teachers of the importance of celebrating aspects of multiculturalism. This practice requires ongoing development to deepen teachers’ knowledge and responsiveness to the cultures reflected in the kindergarten community. In addition, consideration should be given to how the strengths of this approach can be embedded in practice to ensure sustainability.
A recent development has been an increase in the number of children attending kindergarten who are under three years of age. Teachers reflect on the curriculum to ensure it meets the specific requirements of a group of younger children. Teachers have identified a key next step for them is to participate in professional learning opportunities focusing on working with younger children. ERO's evaluation affirms this key step.
A range of relevant information is available for parents to support them in their child’s transition to school. Teachers have identified this as an area that is under development.
Self review is in the early stages of development. 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 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 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 affirms 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.
ERO and kindergarten leaders agree that the key next steps are to:
The association should:
Before the review, the staff and management of Raureka 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 Raureka Kindergarten will be in three years.
Joyce Gebbie
National Manager Review Services Central Region (Acting)
14 May 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 |
Hastings |
||
|
Ministry of Education profile number |
5298 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children |
||
|
Service roll |
33 |
||
|
Gender composition |
Girls 19, Boys 14 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Indian Other ethnic groups |
12 10 6 5 |
|
|
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 |
14 May 2014 |
||
|
Most recent ERO report(s)
|
Education Review |
November 2010 |
|
|
Education Review |
November 2006 |
||
|
Education Review |
March 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 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.