5 Stanley Street, Berhampore, Wellington
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Berhampore 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 transition to the new association is expected to be a three-year process.
The board and managers provide governance for the organisation. Senior teachers have delegated kindergartens. Their role is to provide regular support and a range of professional learning and development opportunities for teachers.
In 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 December 2011 ERO report for Berhampore Kindergarten identified that self review, appraisal and implementation of Te Manawa needed further development. Areas where the Wellington Kindergarten Association needed to strengthen its support for teachers were also identified. Improvement continues to be in some of these areas that the association has plans to address. These feature as key next steps in this report. The alignment of individual kindergartens' annual plans with the association’s strategic priorities has now been addressed.
All teachers at Berhampore Kindergarten are qualified. Since the previous ERO review, hours of operation have changed. A mixed–age approach now operates daily.
This review was part of a cluster of 16 reviews in the He Whānau Manaaki o Tararua kindergartens.
The kindergarten philosophy is well enacted in the programme where children are valued and their learning takes priority. Whanaungatanga and manaakitanga are highly evident. Children’s cultural heritage and identities are acknowledged. Children with additional needs are well supported within an inclusive environment.
The physical environment provided for children promotes challenge and discovery with an emphasis on sustainability and the natural world. Children are confident and capable. They take responsibility for their surroundings.
The curriculum is responsive to children's interests and promotes successful outcomes for them. A child-centred and holistic programme supports children’s learning. Teachers know children and their families well. This contributes to positive relationships. Transition to school is responsive to the wishes of families.
Children’s individual and group interests are successfully extended. Planning makes clear connections between individual interests and teaching strategies. A next step is to continue to increase the responsiveness to parents' and whānau aspirations through programme decision making and curriculum emphases.
Children’s portfolios clearly show how learning is fostered. There has been some progress in evaluating the effectiveness of teaching. Teachers should continue to refine their evaluation to inform programme development.
Positive gains in staff understanding of the use of self review are evident. More views are considered in reviews, particularly those of parents. Teachers are developing a culture of reflection that promotes positive outcomes for children.
Children at Berhampore Kindergarten have enriched opportunities to learn about Aotearoa New Zealand’s dual cultural heritage. Association leaders acknowledge that they need to build teachers’ capability to be responsive to Māori children’s culture, language and identity. This development should include establishing relationships with mana whenua and making use of Ministry of Education resources such as, Ka Hikitia - Accelerating Success 2013 - 2017 and Tātaiako: Cultural Competencies for Teachers of Māori Learners.
Leadership at Berhampore Kindergarten is supportive and collaborative. Teachers are reflective and work well together. Frequent opportunities for leadership support their professional growth. The senior teacher provides termly written reports that outline agreed development priorities and progress in relation to the quality of teaching and learning. The association has recently implemented new reports that should more deliberately focus on outcomes for children, teacher and leader performance. ERO's evaluation affirms this development.
The 2011 ERO report identified that the association needed to improve the appraisal processes. This continues to require development. A recently revised appraisal model, yet to be implemented, includes: more focused goals that build teacher and leader capability; more regular and targeted feedback and feed forward about teaching practice; and clearer links with the Registered Teacher Criteria.
The senior teacher, head teacher, staff and ERO agree that the following key next steps for Berhampore Kindergarten are to continue to strengthen:
The senior management team of He Whānau Manaaki o Tararua should continue to further improve processes for growing and developing the practice of teachers, head teachers and senior teachers. These should include:
Before the review, the staff and management of Berhampore 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.
When is ERO likely to review the service again?
The next ERO review of Berhampore Kindergarten will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
17 June 2015
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Location |
Wellington |
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Ministry of Education profile number |
5342 |
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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 |
40 children aged over 2 |
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Service roll |
69 |
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Gender composition |
Girls 39, Boys 30 |
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Ethnic composition |
Māori NZ European/Pākehā Pacific Other ethnic groups |
7 44 1 17 |
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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 |
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Review team on site |
April 2015 |
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Date of this report |
17 June 2015 |
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Most recent ERO report(s)
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Education Review |
December 2011 |
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Education Review |
April 2008 |
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Education Review |
August 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:
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.
Berhampore Kindergarten is affiliated to the Wellington Region Free Kindergarten Association (the association). The association has a governing board and a general manager. The general manager is the licensee of the kindergarten. The association employs a team of senior teachers, one of whom is responsible for leading the professional support and advice and guidance to the teaching team. She also liaises with the kindergarten community.
Berhampore Kindergarten is located in a southern suburb of Wellington. Children come from a wide range of backgrounds and for many, English is a second language.
The kindergarten tone is respectful and inclusive. Teachers are friendly and welcome children and their parents warmly. Parents are encouraged to participate in kindergarten life. A family like atmosphere is fostered.
The curriculum provides opportunities for children to explore a range of learning areas. Teachers work at children’s level, provide stimulating activities and encourage children to explore. Where children have free choice of learning experiences and materials, sustained play and high levels of engagement are evident.
Some effective practices are in place to support children develop early literacy skills and understanding in the context of their play or activities. Stories are regularly shared and the lending library gives parents access to a wide range of suitable books.
The environment is spacious and well resourced. The garden has a distinctive New Zealand flavour, is aesthetically pleasing and promotes children’s understanding about healthy food and sustainable practices.
Teachers are in the early stages of developing a team approach. They acknowledge that priorities for review and development include implementing effective self review, achieving consistency in positive guidance strategies and strengthening assessment for programme planning.
ERO is likely to review the service again in three years.
Before the review, the management of Berhampore Kindergarten was invited to consider its priorities for review using guidelines and resources provided by ERO. ERO also used documentation provided by the centre to contribute to the scope of the review.
The detailed priorities for review were then determined following a discussion between the ERO review team and the management and staff. This discussion focused on existing information held by the centre (including self-review information) and the extent to which potential issues for review contributed to positive outcomes for children atBerhampore Kindergarten.
All ERO education reviews in early childhood focus on the quality of education. For ERO this includes the quality of:
the programme provided for children;
the learning environment; and
the interactions between children and adults.
In addition, ERO decided to evaluate:
ERO’s findings in these areas are set out below.
Since the April 2008 ERO review, the kindergarten has restructured, increased session hours and expanded the teaching team. This has improved the teacher/child ratios. The teaching team comprises of a new head teacher, appointed in February 2011, and four teachers, one of whom is provisionally registered. Two teachers are new to the kindergarten this year.
Environment upgrades include improved kitchen and bathroom areas and provision of veranda coverings for winter play. Development of the outdoor area is a future priority.
Families’ multicultural backgrounds are acknowledged and respected. Children’s diverse needs are recognised. Artefacts are brought in by families and prominently displayed to reflect cultural identities. Teachers use home languages in greetings at kotahitanga times to encourage a family like atmosphere. Parents’ expertise in their language is used effectively for translation.
The tone is inclusive. Teachers are friendly and welcome children and their whānau warmly. This has been a key focus, particularly for families with non-English language backgrounds. Staff are continuing to develop processes to encourage parents to visit and children to familiarise themselves with the environment. Parents are invited to informally discuss their child’s learning and well-being and participate in kindergarten life.
The curriculum is broad and provides opportunities for children to experience the different learning areas. A range of mathematics resources is available. Children explore science concepts and apply them to practical activities. Some good teaching strategies are used, including working at children’s level to sustain interest, providing stimulating activities and encouraging children to explore them. Where children have free choice of materials and learning experiences, sustained play and high levels of engagement are evident.
Development of early literacy skills and understanding is appropriately supported. Opportunities are provided within the context of play and activities children are undertaking. Stories are regularly shared and the lending library gives parents access to a range of suitable books. Teachers are developing information and communication technologies to support learning.
There is a clear commitment to increasing children’s awareness of biculturalism. Gathering times reflect some aspects of te reo me ngā tikanga Māori and teachers are beginning to integrate basic te reo Māori naturally into conversations.
Teachers continue to review their approach to assessment, planning and evaluation. Some good quality assessment records provide well developed accounts of children’s significant interests, analysis of learning and suggestions for next steps in learning. Multiple teachers’ voices are evident in individual records and attention is being paid to further developing a bicultural perspective.
The environment is spacious and well resourced. The garden has a distinctive New Zealand flavour, is aesthetically pleasing and promotes children’s understanding about healthy food and sustainable practice. The outdoor area provides suitable development of motor skills and physical challenge and opportunities for construction and messy play.
Teachers are in the early stages of developing their team approach. Teachers agree that the following aspects of practice need development. In particular:
self review, while valued as a tool to promote improvement, is not yet well implemented. Strengthening the reference to quality indicators and a wider collection of evidence is likely to enhance the process
consistency in positive guidance of children
at times the programme is overly teacher-directed. There is a need to ensure activities are presented in response to children’s interests or ideas
the bicultural perspective in the programme, including strengthening the integration of te reo me ngā tikanga Māori
teachers identify they need consistency in their recording of children’s learning in portfolios, to increase parents’ input into learning records and make planning more responsive to this information. In addition, more of a focus on linking learning stories and illustrating the strategies teachers are using to promote learning should enhance their approach
planning for group programmes needs to be more responsive to children’s emerging interests and ideas and their next learning steps.
The 2008 ERO review of the association identified several strengths, including the provision of professional development, sound operation plans, support for property development and the use of a range of communication strategies to keep teachers and communities informed. Areas for improvement included the quality and depth of the written feedback given to teachers by the senior teacher and strengthening the appraisal process.
Since 2008, the association has led consultation with the community to modify session times and improve the ratio of teachers to children from 1:15 to 1:10 and maintained its policy of employing qualified, registered teachers in regulated permanent positions.
The association provides expectations and guidance to the kindergarten through its strategic plan, policies and procedures and more recently, the professional development strategy Te Manawa: Criteria for Curriculum Implementation.
The association continues to provide high levels of guidance and support to teachers for the continuous improvement of teaching and learning. These include:
the strategic plan, setting expectations for participation, parent/whānau involvement and quality teaching practices
clearly defined indicators of quality teaching and learning practice through Te Manawa
a wide range of professional development opportunities
ongoing support in property development, human resource management, finance and resourcing
The association, senior teachers and ERO have identified areas where the association can strengthen its support for teachers. These include:
further developing and supporting leadership, including a review of the appraisal process
reviewing senior teacher documentation to show how teachers have improved their practice as a result of feedback.
reviewing how kindergartens’ annual plans for teaching and learning could more explicitly show how teachers respond to the association strategic priorities.
ERO provides information about the education system as a whole through its national reports. This information will be used as the basis for long term and systemic educational improvement.
As part of this review ERO evaluated the extent to which:
There are currently a number of children attending the kindergarten who have been identified as having moderate to severe special needs.
Teachers are positive and inclusive in their interactions with children identified with moderate to severe special needs, and those supporting their care. Transitions into the centre are well considered and flexible to meet each child’s unique needs. Families, education support workers and agency staff, all of whom may also be part of the transition process, are welcome to attend at any time. Teachers regularly discuss these children to ensure goals and strategies outlined in individual education plans are understood and progress is monitored. The head teacher works closely with parents and external agency personnel to discuss goals, progress and ensure continuity of practice between home and the centre.
Staff have identified that they plan to enhance their support for children with moderate to severe special needs by spending more time working with them.
Before the review, the staff of Berhampore Kindergarten completed an ERO CentreAssurance Statement andSelf-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:
administration;
health, safety and welfare;
personnel management; and
financial and property management.
During the review, ERO looked at the service’s documentation, including policies, procedures and records of recent use of procedures. ERO also checked elements of the following areas that have a potentially high impact on outcomes for children:
emotional safety (including behaviour management, prevention of bullying and abuse);
physical safety (including behaviour management, sleeping and supervision practices; accidents and medication; hygiene and routines; travel and excursion policies and procedures);
staff qualifications and organisation; and
evacuation procedures and practices for fire and earthquake.
ERO and the kindergarten leaders agree that the priorities for development and review are those outlined in the report.
ERO is likely to review the service again in three years.
Kathleen Atkins
National Manager Review Services
Central Region
13 December 2011
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Type |
All Day Kindergarten |
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Licensed under |
Education (Early Childhood Services) Regulations 1998 |
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Number licensed for |
40 children over 2 years of age |
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Roll number |
78 |
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Gender composition |
Boys 43, Girls 35 |
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Ethnic composition |
New Zealand European/Pākehā 36, Asian 13, Māori 10, Middle Eastern 10, Pacific 6, Other ethnic groups 3 |
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Review team on site |
September 2011 |
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Date of this report |
13 December 2011 |
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Previous three ERO reports |
Education Review April 2008 Education Review August 2005 Accountability Review August 1998 |
These are the findings of the Education Review Office’s latest report on Berhampore Kindergarten.
Berhampore Kindergarten is affiliated to the Wellington Region Free Kindergarten Association (the association). The association has a governing board and a general manager. The general manager is the licensee of the kindergarten. The association employs a team of senior teachers, one of whom is responsible for leading the professional support and advice and guidance to the teaching team. She also liaises with the kindergarten community.
Berhampore Kindergarten is located in a southern suburb of Wellington. Children come from a wide range of backgrounds and for many, English is a second language.
The kindergarten tone is respectful and inclusive. Teachers are friendly and welcome children and their parents warmly. Parents are encouraged to participate in kindergarten life. A family like atmosphere is fostered.
The curriculum provides opportunities for children to explore a range of learning areas. Teachers work at children’s level, provide stimulating activities and encourage children to explore. Where children have free choice of learning experiences and materials, sustained play and high levels of engagement are evident.
Some effective practices are in place to support children develop early literacy skills and understanding in the context of their play or activities. Stories are regularly shared and the lending library gives parents access to a wide range of suitable books.
The environment is spacious and well resourced. The garden has a distinctive New Zealand flavour, is aesthetically pleasing and promotes children’s understanding about healthy food and sustainable practices.
Teachers are in the early stages of developing a team approach. They acknowledge that priorities for review and development include implementing effective self review, achieving consistency in positive guidance strategies and strengthening assessment for programme planning.