817 Frederick Street, Mahora, 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 (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Frederick Street Kindergarten are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whakaū Embedding |
Ngā Akatoro Domains |
ERO’s judgement |
|
He Whāriki Motuhake The learner and their learning |
Whakaū Embedding |
|
Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakaū Embedding |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whakaū Embedding |
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Kaihautū Leaders foster collaboration and improvement |
Whakaū Embedding |
|
Te Whakaruruhau Stewardship through effective governance and management |
Whakawhanake Sustaining |
Frederick Street Kindergarten is one of three services under shared ownership in Hawkes Bay. The philosophy is based on the principles of whakamana, whanaungatanga and mātauranga. A new general manager was appointed in 2020. She works with senior leaders to enact management responsibilities and lead teaching practice.
Children independently access the curriculum through an intentionally designed learning environment. Younger children are well engaged in quieter spaces and smaller groups as they become familiar with the centre. Shared expectations of behaviour, and support for children to understand and regulate emotions, promote predictability and a sense of security. Those with diverse learning needs achieve positive outcomes through the partnership of teachers, caregivers and external agencies. Children freely make choices that enable them to explore and engage with all areas of learning.
Children experience a curriculum grounded by te ao Māori values. They engage in te reo me ngā tikanga. Whānau Māori expertise supports teachers’ understanding of te ao Māori within the programme as they continue to develop their practice. Māori children are empowered navigators of their learning.
The cultures, languages and identities of all children are not yet consistently reflected in the environment or documented assessment. Teachers are collaboratively building their knowledge and response to those of Pacific heritage. Samoan children have opportunities to hear their language and culture celebrated. Partnerships with families enable teachers to gain insight into other cultures. Leaders’ commitment to Te Tiriti o Waitangi and responding to all cultures is not given prominence through systems and procedures that enhance children’s learning.
A range of recently developed processes are building the capability of teachers to use internal evaluation for improvement. They collaborate to critically reflect on the curriculum and teaching, and identify how this influences children’s learning. They are yet to consider what is and isn’t working for groups of children, to understand how effectively they are achieving equitable outcomes.
The senior leadership team has effective systems and processes to move toward equity and excellence. They have a clear understanding of how well the service is meeting requirements and self-identify next steps for improvement.
Frederick Street Kindergarten will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Frederick Street 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.
Shelley Booysen
Acting Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
26 July 2021
| Early Childhood Service Name | Frederick Street Kindergarten |
| Profile Number | 55490 |
| Location | Mahora, Hastings |
|
Service type |
Education and care service |
|
Number licensed for |
54 children aged over 2 years. |
|
Percentage of qualified teachers |
80%+ |
|
Service roll |
43 |
|
Ethnic composition |
Māori 21, NZ European/Pākehā 12, Samoan 4, other ethnic groups 6. |
|
Review team on site |
June 2021 |
|
Date of this report |
26 July 2021 |
|
Most recent ERO report(s) |
Education Review, May 2018; Education Review, February 2014. |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Frederick Street Kindergarten is a privately owned, early learning service licensed for 54 children aged over two. At the time of this review there were 43 children enrolled, including 10 Māori, and two of Pacific heritage. In consultation with families, the majority of children transition to the centre from the adjacent Freckle Frederick Street Family Centre.
The general manager and staff are well established in their roles. A kaiawhina was appointed in 2016.
Reciprocal relationships are at the heart of the philosophy.
The February 2014 ERO report identified that self review and appraisal were areas requiring strengthening. Limited progress has been made and these remain areas requiring development.
Children are engaged learners. Teachers are responsive to their interests and needs and work alongside them to support their learning. Children play well with their peers and show care and concern for one another.
Teachers build responsive and reciprocal relationships with parents and whānau, supporting a sense of belonging and wellbeing for children and their families. They know the children well, and are positive and respectful in their interactions.
The service is well resourced. There are a wide range of learning activities and challenges for children to play with, explore and become fully involved.
Children have some opportunities to learn about te ao Māori through implementation of routines, participation in celebrations, visits to local marae, and regular kapa haka. Teachers are continuing to improve their skills in te reo Māori. Strengthening their response to Māori and Pacific learners' cultures, languages, and identities is a next step.
Assessment practices require further development. Learning stories, as the centre's assessment approach, provide a useful record of children’s participation in the programme. Parents frequently comment on learning in e-portfolio messages. Teachers notice group interests over time and respond appropriately. They are currently refining a new approach in planning for individual learners.
Children with additional learning needs are well supported to fully engage in the programme. Teachers collaborate with external agencies and parents to support children to meet their learning goals.
Leaders and teachers work with local schools to support children and families as they prepare for the transition to school. A recent revisit of the centre's review of transition-to-school processes has confirmed the centre's approach. Teachers acknowledge that this is an area of practice that requires strengthening.
Improving the appraisal process is a priority for the centre to better align with Education Council requirements and more effectively support teachers to develop their professional practice.
Understanding of internal evaluation is developing. Continuing to strengthen approaches to internal evaluation is an important next step for leaders and teachers to sustain and improve outcomes for children.
Leaders and teachers should continue to focus on fully addressing ERO's 2014 findings. In addition they should strengthen:
the appraisal system to more effectively support teachers and leaders to develop their professional practice
teaching practices and strategies that promote and support Māori and Pacific children to achieve success
internal evaluation for improvement.
Before the review, the staff and management of Frederick Street 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 found an area of non-compliance in the service. The service provider must ensure:
that the general manager, who has oversight of teaching staff and works with children, is regularly appraised.
[Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA7]
In order to improve current practice, the service provider should:
ensure managers strengthen processes associated with any complaints received.
The next ERO review of Frederick Street Kindergarten will be in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
31 May 2018
The Education Review Office (ERO) is the government department that, as part of its work, reviews early childhood services throughout Aotearoa New Zealand. ERO’s reports provide information for parents and communities about each service’s strengths and next steps for development. ERO’s bicultural evaluation framework Ngā Pou Here is described in SECTION 3 of this report. Early childhood services are partners in the review process and are expected to make use of the review findings to enhance children's wellbeing and learning.
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Location |
Hastings |
|
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Ministry of Education profile number |
55490 |
|
|
Licence type |
Education & Care Service |
|
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|
|
Number licensed for |
54 children |
|
|
Service roll |
43 |
|
|
Gender composition |
Girls 23, Boys 20 |
|
|
Ethnic composition |
Māori |
10 |
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
|
|
Reported ratios of staff to children |
1:7 |
Better than minimum requirements |
|
Review team on site |
March 2018 |
|
|
Date of this report |
31 May 2018 |
|
|
Most recent ERO report(s) |
Education Review |
February 2014 |
|
Education Review |
May 2010 |
|
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.