Conclusion Street, Ascot Park, Porirua
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Ascot Park Kindergarten is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Ascot Kindergarten is situated in Porirua. It is licensed to provide full time education and care for up to 42 children aged over two years. Of the 48 children enrolled at the centre, 23 identify as Māori and 13 are of Pacific Heritage. Daily sessions are included for a mixed age group of children from two years to school age.
The kindergarten philosophy emphasises the importance of kanohi ora, ako me te ako hoki, manaakitanga, whanaungatanga and rangatiratanga.
Since the May 2016 ERO report, there have been some changes to the teaching team. A new head teacher has recently been appointed. All teachers are fully qualified, they represent a range of cultures and backgrounds.
Ascot Park Kindergarten is governed and managed by He Whānau Manaaki o Tararua Kindergarten Association (the association). The chief executive and a board of trustees are responsible for governance. A team of senior teachers oversees and supports the professional practice of the teaching team. The association governs 102 kindergartens, which include three Pacific kindergartens and a Pacific home-based service with two networks.
ERO's May 2016 report identified areas requiring further development including: reflecting culture, language and identity for all children in the curriculum, assessment, planning and evaluation, building teachers' capabilities through the appraisal process, and strengthening leadership in the centre. Progress has been made to address these areas.
Progress has been made by the association to improve the quality and monitoring of processes to support individual kindergartens and regular implementation of a robust appraisal system.
This review was one of eight in He Whānau Manaaki o Tararua Kindergarten Association, Wellington Region.
Children participate freely in a child-led, play-based programme. Purposeful learning spaces support their emerging interests. A wide range of resources invite exploration, wondering, investigation and challenge.
Respectful ways in which children engage with their teachers and peers are highly evident. Routines are consistently implemented, giving children a sense of belonging and being able to predict what will happen next.
Leaders and teachers have collaboratively developed the kindergarten’s philosophy. Parent and whānau aspirations, about what educational success means to them and their children, were included in this process. It is timely for the teaching team to review with parents, whānau Māori and the Pacific community, how well these valued learning aspirations and outcomes are evident in the centre's programmes, planning and practices.
An effective planning-for-learning framework guides teacher practice and is based on children’s emerging interests. A recently-implemented group and individual planning process supports the programme. Teachers are beginning to recognise what is important by identifying specific learning outcomes and developing intentional teaching strategies. The teaching team should continue to draw on parent aspirations to develop specific goals for children, to assist the individual planning process.
Leaders and teachers are building their knowledge and capability to effectively support children and families of Pacific heritages. Purposeful wall displays and artefacts that acknowledge these children's cultures, languages and identities enrich the learning environment.
Teachers effectively use te reo, waiata me ngā tikanga Māori in authentic group learning activities. Celebrating te ao Maori is highly evident in the kindergarten. Leaders should consider how best they can weave places of significant value to Māori and their community into the curriculum.
Children’s portfolios provide a record of their individual learning, developing friendships and participation in the programme. Leaders have identified the need to consistently:
document how teachers add complexity and progress of children’s learning
celebrate children’s cultures, languages and identities.
Leaders are improved focused. They use internal evaluation effectively to support decision making and identify next steps for development. They should now strengthen the teaching team's evaluative capabilities to better measure the impact of their practice on children’s learning.
Collaborative ways of working are fostered. The kindergarten has established a culture in which children and their whānau are valued and celebrated for who they are.
A well-considered appraisal process has recently been improved to grow and develop teacher practice. Teachers are expected to inquire into the effectiveness of their teaching. Purposeful appraisal goals focus on improving aspects of leadership and practice to support children’s learning and wellbeing.
Senior leaders work together effectively They are reflective and highly improvement focused. They successfully foster a collective sense of responsibility to implement the vision, values, strategic goals and objectives of the association for the benefit of children, whānau and the community. Systems and processes have been well developed to guide teachers' capability and positively impact on children’s learning. Well-considered resource allocation supports and enhances children’s learning and wellbeing.
The key next steps for teachers are to:
review the kindergarten's philosophy with parents, whānau Māori and the Pacific community
integrate places of significant value to Māori and their community into the curriculum
enhance aspects of assessment and planning for learning processes
continue to build teachers' evaluative capabilities.
ERO and senior leaders agree that the association's next step is to:
continue to follow the strategic direction set through Tūmanako, Te Tiriti o Waitangi Based Strategic Priority Framework.
Before the review, the staff and management of Ascot Park 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.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region - Te Tai Tini
28 April 2020
The Education Review Office (ERO) is the government department that, as part of its work, reviews early childhood services throughout Aotearoa New Zealand. ERO’s reports provide information for parents and communities about each service’s strengths and next steps for development. ERO’s bicultural evaluation framework Ngā Pou Here is described in SECTION 3 of this report. Early childhood services are partners in the review process and are expected to make use of the review findings to enhance children's wellbeing and learning.
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Location |
Porirua |
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Ministry of Education profile number |
5341 |
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Licence type |
Free Kindergarten |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
42 children over two years of age |
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Service roll |
48 |
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Gender composition |
Female 26, Male 22 |
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Ethnic composition |
Māori |
23 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
|
Review team on site |
December 2019 |
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Date of this report |
28 April 2020 |
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Most recent ERO report(s) |
Education Review |
May 2016 |
|
|
Education Review |
May 2012 |
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ERO’s overarching question for an early childhood education review is ‘How well placed is this service to promote positive learning outcomes for children?’ ERO focuses on the following factors as described in the bicultural framework Ngā Pou Here:
Pou Whakahaere – how the service determines its vision, philosophy and direction to ensure positive outcomes for children
Pou Ārahi – how leadership is enacted to enhance positive outcomes for children
Mātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children
Tikanga whakaako – how approaches to teaching and learning respond to diversity and support positive outcomes for children.
Within these areas ERO considers the effectiveness of arotake – self review and of whanaungatanga – partnerships with parents and whānau.
ERO evaluates how well placed a service is to sustain good practice and make ongoing improvements for the benefit of all children at the service.
A focus for the government is that all children, especially priority learners, have an opportunity to benefit from quality early childhood education. ERO will report on how well each service promotes positive outcomes for all children, with a focus on children who are Māori, Pacific, have diverse needs, and are up to the age of two.
For more information about the framework and Ngā Pou Here refer to ERO’s Approach to Review in Early Childhood Services.
The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:
Very well placed
Well placed
Requires further development
Not well placed
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.
Ascot Park Kindergarten is in Porirua, Wellington. The service caters for up to 40 children. Of the 61 children enrolled, 24 are Māori and 14 are of Pacific heritage.
Since the 2012 ERO report, hours of operation have changed and a full-day service now operates for children from two years to school age. Currently there is one full time head teacher and four part-time staff. All five teachers are qualified and registered.
The kindergarten philosophy is based on children experiencing a learning environment that is respectful and affirms their language, culture and identity. It promotes independence, manaakitanga, inclusive practices and positive relationships. Partnerships with whānau are a priority.
Ascot Park Kindergarten is one of 85 kindergartens and three home-based education and care networks governed and managed by He Whānau Manaaki o Tararua Free Kindergarten Association Incorporated (the association). This is a new kindergarten association created from joining the Rimutaka and Wellington Kindergarten Associations in 2014.
The board and managers provide governance for the organisation. Senior teachers have responsibility for kindergartens. Their role is to provide regular support and a range of professional learning and development opportunities for teachers.
In May 2012, the association developed a framework to guide the implementation of its curriculum, Te Manawa. This document outlines criteria for curriculum delivery including expectations for assessment and planning for children’s learning.
The previous ERO report for Ascot Park Kindergarten identified that self review, assessment, planning and evaluation, teaching strategies and responding more effectively to parent aspirations needed further development.
Areas where the association could strengthen its support for teachers were also identified and positive progress has occurred. The alignment of individual kindergartens’ annual plans with the association’s strategic priorities have now been appropriately addressed.
This review was part of a cluster of 10 reviews in the He Whānau Manaaki o Tararua kindergartens.
Children are encouraged to explore, take risks and be nurturers. They demonstrate sustained engagement in the programme. Children respectfully and positively relate to their peers and adults and are viewed as confident and capable communicators. They are encouraged to self-manage and lead their learning.
Individual interests and strengths and parent aspirations inform the kindergarten curriculum. Teachers, children and families know each other well. Parents are welcomed and have opportunities to contribute to their children's learning.
There is an emphasis on literacy, maths and science development. Children's wellbeing is supported through building social competencies. A clear focus on healthy foods and physical activity is encouraged through flexible and responsive food routines. The recently redeveloped outside environment provides increased challenge and access to resources that promote physical development.
Children with diverse learning needs engage in a programme and environment that affirms them as individuals. Teachers skilfully and sensitively support children. External agencies are accessed to strengthen inclusive practices.
Māori children's culture, language and identity are validated and affirmed. The curriculum reflects the kindergarten's commitment to te ao Māori. Concepts of ako, manaakitanga, whakapapa and te reo me ngā tikanga Māori are evident. A relationship with the local marae has been established. Māori staff and kaumatua expertise lead and guide kindergarten practices.
Teachers identify that further development is needed to build their knowledge and understanding of the Pasifika Education Plan 2013-2017 for Pacific children and their families. The next step is for the curriculum to better reflect the ethnicities of all children who attend the kindergarten.
Portfolios are attractive and inviting for children and parents. They reflect each child's learning and progress over time, and, at times, next steps. These records need to better reflect the depth and breadth of learning. Further developing teacher's assessment, planning and evaluation is a next step.
The kindergarten provides parents and whānau with information to support children's transition to school. Staff should continue to strengthen relationships with local schools.
Strengthening kindergarten professional leadership to support improved outcomes for children is a key next step. The senior teacher is providing suitable guidance.
Self review is used to make positive changes and improvements for children and their families. ERO agrees with leaders, that teachers need to continue to develop their knowledge and understanding of internal evaluation.
The senior teacher provides termly written feedback that outlines agreed development priorities and progress in relation to the quality of teaching and learning. She completes an annual internal evaluation that supports strengthening of these termly reports. There is a deliberate focus on outcomes for children and teacher/leader performance.
The 2012 ERO report identified that the association needed to improve the appraisal process. Managers undertook an internal review of the appraisal system. The revised model is being implemented across the kindergartens. The process includes focused goals that build teacher and leader capability and clearer links with the Practising Teacher Criteria.
The introduction of the revised appraisal system acknowledges individual teachers' strengths and development. A next step is for leaders to provide evaluative input to better support building teacher capability in the appraisal process.
The senior teacher, head teacher, staff and ERO agree on the following key next steps for Ascot Park Kindergarten:
affirm and reflect the culture, language and identity for all children in the curriculum
further develop assessment, planning and evaluation of individual children's learning
ensure leaders provide evaluative input to build teacher capability in the appraisal process
continue to build leadership in the centre
The association should continue to support the development of formal critique of teaching practice and strengthening responsiveness to Māori children.
Before the review, the staff and management of Ascot Park 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 Ascot Park Kindergarten will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
24 May 2016
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 |
Porirua |
||
|
Ministry of Education profile number |
5341 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, aged over 2 years |
||
|
Service roll |
61 |
||
|
Gender composition |
Boys 35, Girls 26 |
||
|
Ethnic composition |
Māori Pākehā Samoan Cook Island Kiribati Asian Other ethnic groups |
24 13 7 6 1 7 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 |
March 2016 |
||
|
Date of this report |
24 May 2016 |
||
|
Most recent ERO report(s) |
Education Review |
May 2012 |
|
|
Education Review |
July 2008 |
||
|
Education Review |
July 2005 |
||
ERO’s overarching question for an early childhood education review is ‘How well placed is this service to promote positive learning outcomes for children?’ ERO focuses on the following factors as described in the bicultural framework Ngā Pou Here:
Pou Whakahaere – how the service determines its vision, philosophy and direction to ensure positive outcomes for children
Pou Ārahi – how leadership is enacted to enhance positive outcomes for children
Mātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children
Tikanga whakaako – how approaches to teaching and learning respond to diversity and support positive outcomes for children.
Within these areas ERO considers the effectiveness of arotake – self review and of whanaungatanga – partnerships with parents and whānau.
ERO evaluates how well placed a service is to sustain good practice and make ongoing improvements for the benefit of all children at the service.
A focus for the government is that all children, especially priority learners, have an opportunity to benefit from quality early childhood education. ERO will report on how well each service promotes positive outcomes for all children, with a focus on children who are Māori, Pacific, have diverse needs, and are up to the age of two.
For more information about the framework and Ngā Pou Here refer to ERO’s Approach to Review in Early Childhood Services.
The overall judgement that ERO makes and the timing of the next review will depend on how well placed a service is to promote positive learning outcomes for children. The categories are:
ERO has developed criteria for each category. These are available on ERO’s website.
ERO reviews are tailored to each service’s context and performance, within the overarching review framework. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.