17 Karen Crescent, Hamilton Central, Hamilton
View on mapNot well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Grasslands Kindergarten is one of 29 kindergartens located in the Waikato that operate under the Waikato Kindergarten Association (WKA). It is located in the Hamilton suburb of Frankton and licenced for 40 children from two years to school age. The kindergarten offers full-day and sessional education and care in mixed-age groups. All teachers are qualified and registered. The organisation provides 20 free hours for children. At the time of this ERO review there were 59 children on the roll, of whom 22 identify as Māori and 12 have Pacific heritages.
Since the 2014 ERO review, the head teacher has remained in her position but other staff have been appointed to the kindergarten teaching team. Teachers have engaged in a range of professional development opportunities to improve assessment, bicultural practices and internal evaluation processes. There have been ongoing improvements to indoor and outdoor play areas.
Grasslands Kindergarten's vision is to promote high-quality education and care by working in partnership with the tangata whenua of Aotearoa, our whānau, hapori and the tamariki. There are emphases on establishing responsive relationships with parents/whanau, welcoming families into a strong culture of whanaungatanga, and celebrating children's personal qualities and beliefs.
The kindergarten participates in the North West Hamilton Community of Learning|Kāhui Ako.
The kindergarten operates under the umbrella of the Waikato Kindergarten Association (WKA), which is a charitable trust, and does not operate for profit. The strategic direction of the association is guided by the overarching statement, ‘Every child reaching their full potential’. The WKA has a commitment to providing quality, inclusive services that effectively meet the diverse educational needs of all children attending. All kindergartens in Waikato Kindergarten Association are involved in sustainable programmes promoting the care of people and environment, such as Enviroschools, Sport Waikato Under 5 Energise and a ‘Cool for School’ transition programme. A kaumātua from Tainui provides advice, guidance and support to the organisation. The kindergartens’ education, operational and administrative responsibilities are well supported by Association specialist personnel.
This review was part of a cluster of six kindergartens in the Waikato Kindergarten Association.
The kindergarten's warm, family-like atmosphere reflects the aspirations and values of its philosophy and vision. Teachers know children and their families/whānau well, actively support children’s holistic development and establish warm and welcoming family/whānau relationships. They maintain a strong focus on positive guidance and the development of children’s social skills. Tuakana teina relationships are valued and encouraged. Older children play well with younger children supporting their learning and play. Well-considered rhythms provide a structure for the programme and a sense of belonging and wellbeing for children. Interactions between teachers and children are responsive and reciprocal. Parents and children feel welcome and valued.
Oral language is intentionally developed through ongoing conversations and play. Teachers effectively tune into children’s recognised interests and play to ensure that their learning is extended and enjoyable. Te reo Māori kupu, karakia, waiata and stories are regularly integrated within the programme. Children can use and respond to simple te reo Māori words and phrases.
Transition to school is smoothly facilitated by visiting and sharing information about local schools and providing opportunities for older children to extend their learning. Literacy, mathematics, science, music and creative expression are well integrated into the programme. There is an appropriate balance between child-led play and intentional teaching to broaden learning and challenge thinking. Children have continual opportunities to become confident, competent learners.
The attractive, indoor environment reflects the kindergarten’s family and sustainability focuses. Wall displays reflect Māori language and culture, celebrate children’s work and make learning visible to children and parents. The outdoor area is well organised to maximise space and provides a wide range of opportunities for children to explore nature, develop physical skills and engage in social play. Readily accessed resources are appropriate for the range of age groups. Children sustain engagement in a wide range of child-selected play and learning experiences.
Planning is well informed by children’s interests and knowledge of parents’ aspirations gained from formal and informal hui with family/whānau. A strength of the centre is the way assessments are regularly shared with parents through digital communication, written portfolios and teacher conversations. Children are invited to participate in planning and assessing their own learning journey. Teachers continue to review and revise assessment practices. Children have opportunities to revisit their learning through access to booklets about previous programmes. Parents and whānau are kept well informed about children’s progress and have many opportunities to contribute to the programme in action. They can discuss their children's learning and development with teachers at any time. Strong and educational parternship's with parents and whānau promote positive learning outcomes for the many Māori and other children that attend the centre.
The head teacher is an effective professional leader and a strong role model for professional practice and leadership. She has established a collaborative and reflective teaching team, where teachers engage readily in professional, high-quality internal evaluation processes and individual learning and development. The WKA's recently revised system for staff appraisal helps teachers to evaluate their practice in relation to annual planning goals and children's learning. Strong professional support from the association's Education Support Manager encourages continual review and improvement in professional practice. Leaders and teachers continually improve the quality of education and care through systematic internal evaluation. The kindergarten team has established a very positive staff culture where professional discussions are valued. Teachers are encouraged to use their strengths and interests to support the programme and promote positive outcomes for young learners.
The WKA provides sound, comprehensive systems, policies and procedures to guide kindergarten practice. The organisation has a commitment to providing high-quality, inclusive services that meet the diverse educational needs of all children attending. Teachers have access to ongoing and targeted professional development to support improved practices, and lead to improved outcomes for children. Education support managers work closely with the head teacher and provide well-informed, professional leadership to support kindergarten operations.
ERO and kindergarten teachers agree to continue to enrich assessment, planning and evaluation practices to further promote successful learning outcomes for all learners.
Before the review, the staff and management of Grasslands 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.
The next ERO review of Grasslands Kindergarten will be in four years.
Lynda Pura-Watson
Deputy Chief Review Officer
Te Tai Miringa - Waikato / Bay of Plenty Region
16 November 2017
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 | Hamilton | ||
| Ministry of Education profile number | 5551 | ||
| Licence type | Free Kindergarten | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 40 children, including up to 0 aged under 2 | ||
| Service roll | 59 | ||
| Gender composition | Boys 30 Girls 29 | ||
| Ethnic composition | Māori Pākehā Pacific Other | 22 22 12 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 | August 2017 | ||
| Date of this report | 16 November 2017 | ||
Most recent ERO report(s)
| Education Review | August 2014 | |
| Education Review | May 20011 | ||
| Education Review | May 2008 | ||
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 |
ERO's findings that support this overall judgement are summarised below.
Grasslands Kindergarten is located in south-west Hamilton. It provides all day and sessional education and care for a maximum of 30 children from two years and six months to school age. At the time of the ERO review, the roll of 49, included 22 Māori and three Pacific children. The kindergarten caters for the children of families from Dinsdale and Temple View.
It operates under the umbrella of the Waikato Kindergarten Association (WKA), which is a charitable trust, and does not operate for profit. The strategic direction of the association is guided by the overarching statement, ‘Every child reaching their full potential’. The WKA has a commitment to providing quality, inclusive services that effectively meet the diverse educational needs of all children attending. All kindergartens provide an Enviro-School focus as a key curriculum feature to encourage children to better understand caring for the environment.
The Educational Service Manager (ESM) monitors and reports to the association on the kindergarten’s quality of education. A kaumātua from Tainui provides advice, guidance and support about Māori language, culture and identity. The kindergarten’s administrative responsibilities are well supported by association resource personnel.
The kindergarten benefits from the WKA's clear guidelines and expectations for practice and the availability of good self-review processes for monitoring and evaluating the quality of education and care it provides for children.
The teaching team of four includes three fully qualified teachers and one in training. Since the 2011 ERO report, the team has done well to continue to maintain the high quality of education and care despite many short-term changes of personnel.
The kindergarten has a positive ERO reporting history. In accordance with agreed priorities in its 2011 ERO report, teachers have increased their knowledge of te reo and tikanga Māori and have introduced systems to increase parent and child input in portfolios and the learning programme. The kitchen, storage areas and the outdoor environment have also been substantially upgraded.
The team’s philosophy emphasises the importance of relationships, family and whānau involvement, biculturalism and having fun in a welcoming, attractive, stimulating environment.
This review was part of a cluster of 12 kindergarten reviews in the Waikato Kindergarten Association.
Grasslands Kindergarten is well placed to promote positive learning outcomes for children.
Children are capable and competent learners and communicators. They have a strong sense of belonging and display a high level of trust in adults. Children confidently initiate learning and access the equipment and resources needed to implement their ideas. They enjoy physical challenges, and many show particular skills in art, music and dance, and construction. Children learn to be independent, think for themselves and take sensible risks. They relate well to one another and tutor their peers to master new learning. Children act as responsible leaders, caring for the environment and each other.
Teachers’ interactions with children are respectful, responsive and affirming. They know children well, make links to their home experiences, and build on their interests and ideas. Teachers carefully prepare the environment to stimulate play and exploration, and ask challenging questions to extend children’s thinking and learning. They integrate literacy, mathematics and science concepts and aspects of te reo and tikanga Māori throughout the programme in meaningful ways. Children are becoming increasingly confident to use Māori words, perform waiata-a-ringa (action songs) and say karakia.
The teaching team maintains strong and supportive partnerships with families, specialist agencies and the extended community. Families feel welcome, valued and included, and are kept well informed about their children’s participation in the programme. The introduction of e-portfolios should further strengthen parent and whānau involvement in their children’s learning.
The head teacher provides effective and inclusive leadership that promotes high levels of collaboration and cooperation. She empowers parents, teachers and colleagues to use their strengths and interests in imaginative and innovative ways. This approach has created an enthusiastic learning community that responds flexibly to changing circumstances. Teachers are capable, confident and reflective communicators and leaders who support one another personally and professionally. The team advocates strongly for children and families, and prioritises equitable outcomes for children. Self review results in ongoing improvements to the programme and learning environment.
Teachers effectively notice, recognise and respond to children’s emerging strengths and interests. ERO agrees with the teaching team that the next steps are to:
Before the review, the staff and management of Grasslands 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.
The next ERO review of Grasslands Kindergarten will be in three years.
Dale Bailey
National Manager Review Services Northern Region
13 August 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 |
Hamilton |
||
|
Ministry of Education profile number |
5551 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, including up to 0 aged under 2 |
||
|
Service roll |
49 |
||
|
Gender composition |
Boys 25 Girls 24 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Indian Samoan Filipino Tokelauan |
22 21 2 2 1 1 |
|
|
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 |
June 2014 |
||
|
Date of this report |
13 August 2014 |
||
|
Most recent ERO report(s) |
Education Review |
August 2011 |
|
|
Education Review |
May 2008 |
||
|
Education Review |
May 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.