Bette Christie Kindergarten - 20/04/2016

1 Evaluation of Bette Christie Kindergarten

How well placed is Bette Christie 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

Bette Christie Kindergarten in Napier is licensed for up to 42 children aged over two years. Most children attend six hour sessions. The roll includes 26 Māori and three Tongan children.

The kindergarten is part of the Napier Kindergarten Association, which oversees the operations of 16 kindergartens, including two based in Wairoa. A board of trustees oversees governance for the association with support of the general manager. Two educational managers have a responsibility for building teacher capability. The recently appointed head teacher is providing considered leadership to a new teaching team. A recently appointed Pou Whakarewa Mātauranga supports teachers to develop their knowledge and understanding of te ao Māori. He demonstrates a clear vision for Māori children and their whānau.

Since the September 2012 ERO report, the teaching team are using self review to build a shared understanding about successful kindergarten practices in a Māori setting. Good progress in establishing increased learning focused relationships with whānau and families is evident. Children, whānau and teachers have enriched their learning through their deepening commitment to education for sustainability. This was reflected in an achieving the Bronze Enviroschools award.

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

The Review Findings

The kindergarten philosophy reflects a strong focus on empowering children, and whānau participation in early childhood education and care. Children confidently lead their learning and communicate with staff. A calm and nurturing tone encourages them to make choices and explore individual interests. The curriculum increasingly supports both younger and older children's learning.

Teachers have immersed themselves in the bicultural curriculum over the past 18 months to support success for Māori. Teachers work closely with whānau to achievement a strong sense of whanaungatanga. The head teacher and teachers have revitalised relationships with local whānau and families. Children enjoy responsive teaching practices that celebrate their language, culture and identity. Teachers continue to grow their knowledge and practices in this key area.

Assessment to establish each child's emerging interests and learning over time is developing well. Learning profiles attractively record children's enjoyment in kindergarten activities and events. Staff plan to continue to respond to parents' aspirations in order to further support complexity of learning over time and to inform teacher planning and evaluation.

Access to a range of appropriate professional learning and development strengthens teachers' strategies to enhance te ao Māori. Increased whānau participation in children's learning promotes a sense of a community. Local expertise is shared with children. This practice enriches children's experiences and sense of belonging in the local community.

Older children benefit from a weekly transition-to-school programme. This initiative is a collaboration between teachers, parents and the adjacent school. Close ties help children to become familiar with school routines, staff and activities.

The head teacher provides well-considered, culturally responsive professional leadership. Collaborative teamwork and shared leadership roles and responsibilities encourage teachers to take on lead roles. Teachers are well supported to grow their child-centred practices.

The appraisal shows growth in reflective practices to improve teaching. Teachers are well placed to strengthen goal setting, evidence gathering and evaluation of enhanced teaching in relation to the Practising Teacher Criteria. A thorough provisionally registered teacher programme was provided by the association and head teacher.

A recent review on the bicultural curriculum provides a sound platform to more deeply consider success for Māori children and their whānau. Teachers continue to develop their understanding of review and internal evaluation to determine their impact on children's outcomes.

The association empowers teachers to use the team's strengths to respond to their children and the parent community. Education managers should continue to lead the implementation of systems and processes that effectively build teacher capability.

Key Next Steps

The kindergarten teachers and education managers should continue to improve:

  • the complexity of children's learning through assessment, planning and evaluation, including links to whānau aspirations

  • self review and internal evaluation to support ongoing improvement in children's learning and success as Māori.

Management Assurance on Legal Requirements

Before the review, the staff and management of Bette Christie 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 Bette Christie Kindergarten will be in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

20 April 2016

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

Napier

Ministry of Education profile number

5277

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

42 children, aged over 2

Service roll

29

Gender composition

Boys 16, Girls 13

Ethnic composition

Māori

Tongan

26

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

February 2016

Date of this report

20 April 2016

Most recent ERO report(s)

Education Review

September 2012

Education Review

May 2009

Education Review

April 2006

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.