50 Aberdeen Drive, 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.
Aberdeen Kindergarten is one of 29 kindergartens located in the Waikato and operate under the Waikato Kindergarten Association (WKA). It is located in Dinsdale, Hamilton and licenced for 40 children aged from two years to school age. The kindergarten offers full-day education and care in mixed-age groups. All teachers are qualified and registered teachers. The organisation provides 20 free hours for children from two years old. At the time of this ERO review there were 40 children on the roll, of whom nine identify as Māori, a small number from a range of Pacific heritages and five children from a range of other cultures.
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.
Since the 2014 ERO review, the head teacher and most other teachers have remained in their positions. Teachers have engaged in professional development to more effectively implement a culturally responsive curriculum that is aligned to assessment and evaluation processes. The outdoor and indoor learning environments continue to reflect the cultural heritages of all children and their parents and whānau.
Aberdeen Kindergarten's philosophy is to provide high quality education and care by ensuring all staff have a good understanding of different cultures. The Treaty of Waitangi principles of rangatiratanga, kaitiakitanga and atua are interwoven into the kindergarten's philosphy.
This review was part of a cluster of six kindergarten reviews in the Waikato kindergarten Association.
Mutually trusting relationships between parents, whānau, carers and teachers are features of the service and are based on genuine attitudes of acceptance, respect and a willingness to listen. All children's learning is supported through mahi tahi - working together. The kindergarten's curriculum involves all stake holders who together play a significant role in leading and contributing to the curriculum. Participation is valued and parent and whānau aspirations guide teacher practice. This collaborative approach to decision making is beneficial to the growth and development of children.
Māori children are viewed in the context of their whakapapa. Teacher practice reflects a deep understanding of mana, wairua and mauri as the essence of being for Māori children. This contributes to a strong bicultural curriculum and the enactment of the concepts of whanaungatanga, manākitanga and kaitiakitanga are evident. These concepts underpin the kindergarten's culture and climate for learning. Children confidently use te reo Māori, which is naturally integrated throughout the daily programme.
Teaching strategies are highly effective in responding to the diverse cultures, languages and identity of all children and their families. Other cultures are valued and many children are developing multilingual abilities. Teachers are highly skilled and attuned to the individual attributes and interests of children. They intentionally recognise and respond to opportunities that effectively engage and extend children’s learning.
Children experience an environment that invites curiosity and active investigation. They engage in sustained and complex learning and are encouraged to be independent, problem solve and critically think about their learning. Children are confident, independent and free to explore their interests.
A well-considered literacy rich learning environment promotes oral language, early reading and writing skills. Literacy practices enable children to observe, listen and play with language, use literacy for a purpose and challenge their ideas. Children’s mathematical learning is enhanced through meaningful and interesting opportunities that use mathematics in everyday life. Open-ended resources for mathematical exploration and games challenge children's thinking.
Children have extensive, opportunities to be creative, use their imagination and to make sense of the natural, social and physical worlds. They confidently use information communication technologies to inquire into their learning. Children are encouraged to establish tuakana teina learning relationships to support the learning and wellbeing of all children.
Teachers foster socialisation practices for children entering the service. Children are encouraged and supported to build friendships and engage in a group activities. Teachers work with children and their whānau to ensure that all children experience successful transitions into the kindergarten and onto school.
Individual assessment portfolios are first and foremost about the child's learning. They provide a comprehensive record of each child's progress and achievement overtime and are an integral part of teaching and learning. Portfolios document different ways children learn and how they extend their confidence, independence, skills, knowledge and ways of learning. Children frequently use these booklets to see what they have done and often recognise how they have improved overtime.
On-line assessment practices provide all parents and extended whānau with a way of contributing to their children’s learning. The implementation of this technology provides parents and whānau with detailed and immediate information about their child's progress and achievements. Video vignettes and teacher parent conversations are informative and ongoing.
The head teacher builds high levels of relational trust and effective participation and collaboration at every level of the kindergarten community. She effectively facilitates culturally responsive strategies that contribute to teacher development. Children benefit from a safe learning environment where their identity and sense of belonging is valued.
Teachers work collegially, are well supported in their ongoing learning, and collectively make decisions about how to promote and extend children’s interests. They have developed positive relationships with local schools and the kindergarten is involved in the Northwest Hamilton Kāhui Ako / Community of Learning. They are well supported through regular professional learning and development and proactively implement innovative practices in their planning and teaching.
Leaders and teachers are focused on improving the quality of education and care through internal evaluation practices. Their evaluations include the gathering and analysis of useful information from a range of sources to make evidence based decisions about ways to improve outcomes for all children.
The kindergarten has sound internal evaluation processes. It would now be beneficial for leaders to implement a framework that provides a clear streamlined approach to spontaneous and planned evaluation.
Before the review, the staff and management of Aberdeen 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 Aberdeen Kindergarten will be in four years.
Lynda Pura-Watson
Deputy Chief Review Officer
Te Tai Miringa - Waikato / Bay of Plenty Region
6 October 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 | 5134 | ||
| 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 | 40 | ||
| Gender composition | Boys 13 Girls 27 | ||
| Ethnic composition | Māori Pākehā Pacific Other | 9 23 3 5 | |
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 | 6 October 2017 | ||
Most recent ERO report(s)
| Education Review | November 2014 | |
| Education Review | June 2010 | ||
| Education Review | April 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.
Aberdeen Kindergarten is located in Hamilton and provides sessional education and care for children from two years to school age. The kindergarten is licensed for up to 40 children over the age of two years at any one time. At the time of this ERO review, 82 children were enrolled, of whom 11 are identified as Māori and a range of other ethnicities.
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 provide an Enviroschools 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.
Aberdeen Kindergarten demonstrates a commitment to bicultural practice and teachers continue to build a strong sense of community. The kindergarten’s philosophy provides a sound foundation for the programme and promotes children’s development as confident learners.
This review was part of a cluster of 12 kindergarten reviews in the Waikato Kindergarten Association.
Aberdeen Kindergarten is well placed to promote positive learning outcomes for children.
Children, parents and whānau are warmly welcomed into the kindergarten. Respectful and sensitive relationships are features of the kindergarten and children are well supported to develop a strong sense of belonging. Teachers encourage children to follow their interests and choose freely from a wide variety of learning opportunities, including:
Children have opportunities to investigate science themes and teachers naturally integrate te reo Māori, literacy and mathematics as important aspects of the programme. Children are learning about sustainability, enhanced by the Enviroschools' initiative.
Teachers provide good quality support for children. They listen and talk respectfully with children in ways that help children build new understandings and make connections to their learning. Children are competent in using oral language and confidently play and interact together with their teachers and friends.
The programme reflects the centre philosophy and the principles of Te Whāriki, the early childhood curriculum. Teachers observe and respond to children’s emerging interests and themes in their play. This allows teachers to plan for possible learning outcomes that are significant and relevant for children. Teachers share their understanding of the learning with parents through displays around the kindergarten.
Parents and whānau have regular meetings with teachers sharing their aspirations for their child’s learning and development. This information is also accessed through e-portfolios. This approach supports parents and extended families to participate more regularly in children’s learning.
The kindergarten benefits from capable leadership and collaborative teamwork. Teachers work well together and are supported to take leadership roles. Their individual strengths are valued and contribute to a high-quality programme of education and care. Collaborative teacher performance management processes supports the ongoing improvements to teacher effectiveness.
The ESM and head teacher have established a constructive and professional partnership. The ESM contributes valuable support for ongoing development and improvement. Together they support teachers in their understanding of self review. Teachers have a variety of processes for regularly reflecting on their practice and considering ways to improve outcomes for children.
ERO and Kindergarten leaders agree that self review would be strengthened by developing specific and measurable criteria linked to best practice. This should enable the kindergarten to evaluate the effectiveness of centre operations in contributing to ongoing development and improvement of the kindergarten.
In addition, increase the recognition and visibility of children's cultural diversity both in the environment and in their individual learning profiles.
Before the review, the staff and management of Aberdeen 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.
The next ERO review of Aberdeen Kindergarten will be in three years.
Dale Bailey
National Manager Review Services
Northern Region
6 November 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 |
5134 |
||
|
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 |
82 |
||
|
Gender composition |
Boys 42 Girls 40 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Indian Cambodian Cook Island Māori Samoan |
11 65 3 1 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 |
September 2014 |
||
|
Date of this report |
6 November 2014 |
||
|
Most recent ERO report(s) |
Education Review |
June 2010 |
|
|
Education Review |
April 2008 |
||
|
Education Review |
May 2006 |
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.