460 State Highway 6, Wakapuaka
View on mapNot well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Hira Rural Kindergarten is part of the Nelson Tasman Kindergarten Association (NTKA). It is located in Wakapuaka, a semi-rural area close to Nelson city. The kindergarten provides for the education and care of up to 36 children, aged from two-to-five years. The association offers up to 30 free hours to support children's participation in early childhood education. It also provides a range of external expertise to help all children succeed in their learning. This includes te ao Māori expertise, teacher aides, a speech-language therapist, whānau support and parent- education opportunities.
All teachers are fully qualified. Teacher aides provide support for the children and teachers to help meet identified areas of need. An active parent committee leads fundraising initiatives to support ongoing resourcing, special outings and improvements to the kindergarten. The kindergarten is part the Enviroschools' initiative and has achieved a silver award.
The NTKA, including a Chief Executive Officer and board, is responsible for the governance of the kindergarten. A team of senior education advisors (SEA) oversees and supports the professional practice of the teaching team.
The kindergarten has made steady progress with the recommendations identified in ERO’s 2013 report. This includes improved appraisal and internal evaluation practices, developing understandings of te ao Māori and implementing a bicultural curriculum. Assessment, planning and evaluation processes and practices remain areas to improve.
This review was part of a cluster of seven kindergarten reviews in the NTKA.
The kindergarten's vision, emphasising the importance of nurturing partnerships, children and the natural world is strongly evident in practice. Environmentally sustainable practices are integrated into the programme.
This vision is supported by a philosophy of shared beliefs and caring ways of working with children. The following valued learning outcomes are evident in the ways teachers:
Teachers develop strong partnerships with parents, whānau and the community to support children's sense of wellbeing and belonging. Transitions into the kindergarten and onto school are personalised to meet the needs of each family. The contributions and involvement of parents, whānau and community enrich the curriculum provided for children.
The home language, culture and identity of children and families are acknowledged, respected and celebrated. Children have many opportunities to learn about bicultural practices and te ao Māori in ways that are meaningful to them and respectful of Māori culture.
Children with additional needs are well supported through sensitive interactions within an inclusive learning environment. Teachers work collaboratively with parents, and external agencies when required, to develop an individualised approach to children's learning and wellbeing.
Children benefit from a child-centred curriculum that is responsive to their interests, strengths and capabilities. Records of learning show children's involvement in a wide range of rich experiences that foster imagination and learning through play.
The head teacher is building teaching and leadership capacity. Teachers make good use of appraisal processes, reflective practice, internal evaluation and professional development to continually grow their practice, and provide positive outcomes for children.
Managers and leaders have proactively addressed ERO’s recommendations for the association, identified in previous ERO reports. There is strong alignment between the NTKA strategic priorities and each kindergarten’s priorities and plans.
The board is well informed about outcomes from association-wide strategic reviews and the progress being made to achieve strategic goals. The board and association managers are taking deliberate action to support Māori and Pacific children and children with diverse learning needs. NTKA leaders have developed strong, networked relationships with community organisations to support children and their whānau.
There are effective systems and processes to ensure that regulatory requirements are met. Relevant professional learning opportunities, improved teacher appraisal processes and effective ongoing coaching and mentoring by the education advisors are building leadership and teacher capability within the kindergartens.
A next step for association leaders and managers is to improve planning to support the achievement of the board’s strategic objectives. This includes ensuring that reporting is evaluative and focuses on outcomes for children.
The key next steps for the board are to:
The key next steps for Hira Rural Kindergarten are to:
Before the review, the staff and management of Hira Rural 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 Hira Rural Kindergarten will be in three years.
Alan Wynyard
Director Review & Improvement Services Southern
Te Waipounamu - Southern Region
20 September 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 | Nelson | ||
| Ministry of Education profile number | 65140 | ||
| Licence type | Free Kindergarten | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 36 children, aged over two years | ||
| Service roll | 32 | ||
| Gender composition | Boys: 18 Girls: 14 | ||
| Ethnic composition | Māori Pākehā Other ethnicities | 1 28 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 | June 2018 | ||
| Date of this report | 20 September 2018 | ||
Most recent ERO report(s)
| Education Review | September 2013 | |
| Education Review | March 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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Hira Rural Kindergarten is located in Wakapuaka, a semi rural area close to Nelson city. This service is operated by Nelson Kindergarten Association through an agreement with Hira Community Preschool Incorporated which owns and maintains the building.
Education and care for up to 30 children over the age of two years is provided at the kindergarten. Morning sessions are offered each day and three days a week there is the option of an extended six-hour day.
The teaching team is fully qualified and the programme is further assisted by support staff and volunteers from the community. The kindergarten vision, emphasising the importance of nurturing partnerships, children and the natural world, is strongly evident in practice.
Sustainable practices are promoted throughout the programme. The kindergarten is a member of the enviroschools initiative and has achieved a bronze award. An active parent committee leads fundraising initiatives to support ongoing resourcing and improvements to the kindergarten environment.
The kindergarten is governed by the Nelson Kindergarten Association (the association) and overseen by a team of Senior Education Advisors (SEAs). The kindergarten has a positive reporting history with ERO. This review was part of a cluster of eleven kindergartens and early childhood services reviews in the Nelson Kindergarten Association.
Children and families have a strong sense of belonging in the kindergarten. Partnership with parents and whānau is strong, positive and respectful. Parents spoken to by ERO indicated that teachers take time to genuinely listen to families’ aspirations and work collaboratively to implement these. Through doing so, each child's uniqueness is acknowledged and celebrated. The wider community is well used to enhance learning opportunities for children and extend their understanding of the living world.
High quality teaching challenges and extends children's learning. Children are viewed as competent learners. They make choices and follow their interests in play, and work collaboratively with their peers. Tuakana teina relationships are actively promoted by teachers where they facilitate opportunities for children to share their expertise and tutor their peers. Mathematics, music and high quality language experiences are an integral part of the programme.
The learning environment offers challenge and a wide range of interesting experiences that invite children to investigate. Children have very good opportunities to be physically active in a spacious outdoor area. Teachers work alongside children encouraging them to think and solve problems. Self management and independent skills are promoted.
Teachers demonstrate a high level of commitment to implementing a bicultural programme. Te reo Māori is valued and used by both teachers and children and appropriate tikānga practices are implemented. A culturally responsive approach is being implemented to promote success for Māori children as Māori. Teachers have identified that exploring success for Pacific children in this context is a next step.
A range of effective processes assist children and their families to successfully transition into the kindergarten and onto school. A transition to school programme offered to older children should be strengthened through evaluation that informs future programmes and identifies the impact on learning.
Well-presented portfolios highlight children’s engagement, developing relationships and, at times, progress. Parents frequently contribute to their child’s portfolios.
Teachers engage in ongoing research. They are highly reflective practitioners and are committed to keeping up-to-date with professional learning and development. Spontaneous review has been used to reflect on aspects of the programme to inform ongoing improvements. There is strong alignment between the guiding documents of the association and kindergarten and the resulting review. Teachers and the association are highly consultative, regularly requesting and receiving feedback from their parent community. The association has effectively led robust review and evaluation using a collaborative approach.
The association provides high levels of guidance and support for teachers for the continuous improvement of teaching and learning. These include:
The recently updated appraisal process is collaborative and provides clear guidance and support to staff. Leaders are engaging in ongoing professional learning in this area to support its successful implementation. ERO’s evaluation affirms this direction.
The SEA regularly visits the kindergarten and provides support and leadership to the teaching team. Through SEA guidance and identified next steps teachers are well supported to provide positive outcomes for children.
ERO and kindergarten leaders agree that the key next steps are to:
Before the review, the staff and management of Hira Rural 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 Hira Rural Kindergarten will be in four years.
Joyce Gebbie
National Manager Review Services Central Region (Acting)
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 |
Wakapuaka, Nelson |
||
|
Ministry of Education profile number |
65140 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children aged over 2 |
||
|
Service roll |
46 |
||
|
Gender composition |
Girls 23, Boys 23 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Japanese Other ethnic groups |
1 35 2 8 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
N/A |
|
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
June 2013 |
||
|
Date of this report |
2 September 2013 |
||
|
Most recent ERO report(s) |
Education Review |
March 2010 |
|
|
Education Review |
October 2006 |
||
|
Education Review |
February 2004 |
||
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.