Waitohi Kindergarten

Education institution number:
65182
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
22
Telephone:
Address:

25 York Street, Picton

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Waitohi Kindergarten

1 ERO’s Judgements

Akarangi | 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 are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.

ERO’s judgements for Waitohi Kindergarten are as follows:

Outcome Indicators

(What the service knows about outcomes for learners)

Whāngai Establishing

Ngā Akatoro Domains

 

Learning Conditions
Organisational Conditions

Whakaū Embedding
Whāngai Establishing

2 Context of the Service

Waitohi Kindergarten is governed by the Marlborough Kindergarten Association (MKA). A head teacher oversees day-to-day operations. A senior teacher provides teaching and learning support, and the general manager has oversight of the association. Some Māori and a small number of children of Pacific heritage attend. Progress has been made in relation to the key next steps in the 2018 ERO report.

3 Summary of findings

Children experience a rich bicultural curriculum consistent with Te Whāriki, the early childhood curriculum. The kindergarten has a well-established relationship with local iwi. Children learn about and experience their local area and pūrākau | stories relevant to iwi. Teachers intentionally integrate te reo Māori and tikanga Māori into the daily programme.

Children are seen as confident and competent learners. The newly developed learning priorities are evident in practice in the way teachers support children’s social and emotional development, foundation skills for early literacy and mathematics and cultural identity. Teachers work alongside parents, whānau and external agencies. They develop individual planning, and provide resourcing to enable children with additional needs to have full access to the well-resourced and language-rich curriculum.

Assessment documentation makes children’s learning visible, and teachers are intentional in their planning. Whānau aspirations and perspectives are regularly gathered, and these contribute to children’s learning and assessment documentation. The learning outcomes from Te Whāriki have been unpacked with whānau but are not yet prominent in documented assessment, planning, and evaluation.

Leaders and teachers have regular opportunities to engage in professional learning and development. They have well-established relationships with, and are actively involved in, the local kāhui ako.

Resources are allocated that align to the MKA’s values and vision. Those in governance are yet to use internal evaluation to inform decision making to evaluate what is and is not working, and for whom, and to determine what changes are needed. Continuing to build a shared understanding within the kindergarten of how to do and use effective evaluation for improvement is also required.

A kaiārahi Māori guides biculturally responsive practice within the kindergartens. The senior teacher and general manager work alongside the governing board to implement the organisation’s systems and processes. A stronger reporting focus on outcomes for children is required to inform decision making.

4 Improvement actions

Waitohi Kindergarten will include the following actions in its Quality Improvement Planning:

  • Make the learning outcomes from Te Whāriki more explicit in documented assessment to show children’s progression of learning over time.

  • Continue to embed, evaluate, and monitor the kindergarten’s newly implemented learning priorities.

  • Develop understanding of internal evaluation at governance level to know how well the MKA vision, values, goals, and priorities that focus on outcomes for learners are being realised.

  • Continue to build capability across the Marlborough Kindergarten Association to do and use internal evaluation for improvement.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Waitohi Kindergarten completed an ERO 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; safety checking; teacher registration; ratios)

  • relevant evacuation procedures and practices.

All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements. 

Patricia Davey
Director of Early Childhood Education (ECE)

9 October 2023 

6 About the Early Childhood Service

Early Childhood Service Name

Waitohi Kindergarten

Profile Number

65182

Location

Picton

Service type

Free Kindergarten

Number licensed for

22 children over 2 years of age

Percentage of qualified teachers

100%

Service roll

25

Review team on site

June 2023

Date of this report

9 October 2023

Most recent ERO report(s)

Education Review, September 2018
Education Review, August 2014

 

Picton Kindergarten - 04/09/2018

1 Evaluation of Picton Kindergarten

How well placed is Picton Kindergarten to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.

Background

Picton Kindergarten is licensed for 22 children aged over two years. It provides all-day education and care four days a week, with a half day on Fridays. All permanently-appointed teachers are qualified and certificated early childhood teachers. The kindergarten is located in the Picton School grounds.

The kindergarten is administered and supported by the Marlborough Kindergarten Association (MKA). The association is a not-for-profit community-based provider. A general manager is responsible for the operation of the kindergartens. A senior teacher provides ongoing advice and guidance to the kindergartens. A kaiarahi Māori supports culturally responsive practice. Strategic direction and governance decisions are the responsibility of an elected board of trustees.

The kindergarten philosophy gives emphasis to children learning in an environment that focuses on te ao Māori, positive relationships, wellbeing and the local environment.

Since ERO's 2014 report, Picton Kindergarten has had staff changes. The kindergarten has improved assessment, planning and evaluation practices. The quality of annual planning is now highly effective.

The association is involved in the Piritahi and Te Wheke Akoranga Kāhui Ako |Communities of Learning. Picton Kindergarten is a member of the Te Wheke Akoranga Kāhui Ako|Community of Learning.

This review was part of a cluster of seven kindergarten reviews in the Marlborough Kindergarten Association.

The Review Findings

Children have a wide range of choice and a rich learning environment with many opportunities to lead their own learning. They learn in a calm, well-considered learning environment. Children are well supported by teachers and the kindergarten’s routines to develop their confidence and leadership. Routines are consistently implemented, giving children a sense of security. Teachers support children well, to problem-solve and relate to others.

Teachers actively respond to and care for children with diverse needs. They nurture a sense of belonging through positive, sensitive and responsive relationships with children. Teachers effectively meet children's needs through intentional teaching strategies. They are very deliberate about the way they interact with children to extend their learning and support their social development.

Teachers effectively promote literacy, mathematics and oral language development. Teachers' planning identifies children's learning needs and goals and the strategies teachers use to monitor children's progress. Teachers foster a respectful and inclusive culture. Individualised learning processes and practices value each individual child. Group-based learning encourages children to explore, and provides them with extended opportunities for sustained play and learning.

Strong, responsive and respectful relationships are formed with whānau to support children’s sense of belonging. Teachers know families well and integrate whānau knowledge and wishes for their children into the learning programme.

Children are well supported in transitions into and from the kindergarten. Transitions to school are carefully managed through a thoughtful and nurturing process. Tuakana-teina (where older children look after younger children) is evident in transitions to school.

Teachers have a strong commitment to teaching and learning that provides meaningful learning contexts for children. Children benefit from a localised bi-cultural curriculum. The kindergarten has strong connections within the local community. Teachers foster these relationships to increase learning opportunities for children to be engaged with and connected to their wider community.

Te reo Māori is used in meaningful contexts as part of everyday language and woven into the learning programme. Whanaungatanga (working together with a sense of belonging) and kaitiakitanga (guardianship of the environment) are evident in the interactions that occur at the kindergarten. Planning and assessment records show children’s identity as successful learners. These practices support Māori children to identify as Māori and know what Māori success looks like.

Teachers are well supported by professional learning opportunities. Leadership ensures the service’s vision and goals are focused on learning. Staff effectively use internal evaluation processes to improve outcomes for children. Teachers are focused on extending internal evaluation practices to give more emphasis to deeply inquiring into teaching practices.

Since ERO’s 2014 reviews of kindergartens in the association, a new general manager, senior teacher and office administrator have been appointed. The board is working towards a new strategic plan. Managers and leaders have proactively addressed ERO’s recommendation for the association identified in previous reports, by strengthening the appraisal policy and processes. However this is in the early stages of implementation.

The MKA is strongly committed to ensuring all children have equitable access to inclusive education. This is highly evident in the association's philosophy that promotes facilitating learning opportunities through positive relationships, celebrating diversity and ensuring equitable access to education. The philosophy is reflected in decisions made by the board and leadership.

Kindergartens receive a high level of support from the Marlborough Kindergarten Association. With a number of new head teachers, attention has been placed on growing leadership and building a cohesive culture across the kindergartens. MKA’s involvement in the Kāhui Ako|Communities of learning is making a significant difference to developing teaching as inquiry, transition to school and culturally responsive practices. Teachers are well supported by the kaiarahi Māori to build culturally responsive practices.

The board and leadership work well together with clear roles and responsibilities. Leadership provides quality reports to the board so they are well informed. Trustees and leaders make good use of internal evaluation to consult with the parent community and staff, to reflect on their own practice and support decision-making.

The board and association have identified that strategic planning is a key next step. ERO and the association acknowledge that:

  • plans need to be more focused on strategic goals

  • significant board decisions need to be underpinned by action plans

  • the association's values need to be more clearly articulated.

Leaders and ERO also agree that there is a need to:

  • develop guidelines that outline association expectations for teaching and learning to better support consistency of practice and sustainability across the kindergartens

  • fully implement planned observations into appraisal practices in all kindergartens.

Key Next Steps

Kindergarten leaders and teachers have clearly identified, and ERO agrees, that the next step is to:

  • further consolidate and embed the evaluation of individual and group planning.

Management Assurance on Legal Requirements

Before the review, the staff and management of Picton 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Picton Kindergarten will be in four years.

Alan Wynyard

Director Review & Improvement Services Southern

Te Waipounamu - Southern Region

4 September 2018

The Purpose of ERO Reports

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.

2 Information about the Early Childhood Service

Location

Blenheim

Ministry of Education profile number

65182

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

22 children, aged over two years

Service roll

29

Gender composition

Girls: 18

Boys: 11

Ethnic composition

Māori
Pākehā
Other ethnicities

5
23
1

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported rations of staff to children

Over 2

1:10

Meets minimum requirements

Review team on site

July 2018

Date of this report

4 September 2018

Most recent ERO reports

Education Review

August 2014

Education Review

March 2011

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.