Bette Christie Kindergarten - 25/09/2019

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

Bette Christie Kindergarten is well placed to promote positive learning outcomes for children.

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

Background

Bette Christie Kindergarten is located in the Napier suburb of Maraenui. It is licensed to provide early childhood education and care for up to 42 children, aged over two years. At the time of this ERO evaluation there are 37 children attending and the majority are Māori. The kindergarten is a member of the enviroschools programme.

Since April 2019, the kindergarten operates from 8.30am until 4pm all year, except for two weeks over Christmas and New Year and public holidays. Since the April 2016 ERO report there have been several staffing changes.

The kindergarten philosophy emphasises valuing tamariki and whānau through an environment rich in positive learning experiences.

Bette Christie Kindergarten is one of 16 kindergartens operating under the governance and management of the Napier Kindergarten Association (the association). The governing board is responsible for setting the overall strategic direction for the organisation. The day-to-day operation of the association is the role of the general manager. Two education managers provide teaching and learning support for teachers. The board employs a Pou Whakarewa Mātauranga (Professional Practice Advisor Māori) to work alongside all association personnel to continue to strengthen cultural responsiveness.

The key next steps identified in the previous ERO report, assessment planning and evaluation and internal evaluation for improvement, continue to be areas for the kindergarten to strengthen.

This review was part of a cluster of 16 kindergartens in the Napier Kindergarten Association.

The Review Findings

The kindergarten philosophy is well reflected through the kindergarten. Children demonstrate confidence and independence as they persevere with a range of learning experiences. They settle well into the environment and are encouraged and supported to lead and take ownership of their own learning. The kindergarten is inviting and engaging for children and their whānau.

Strategies based on mindfulness, manaakitanga and whanaungatanga successfully promote children's social competence. Wellbeing and belonging support them to form positive relationships with adults and each other.

Family and whānau contribution to their children's learning is respected and acknowledged as they work alongside teachers. They engage with the curriculum and take on leadership roles to support and promote the kindergarten in the community.

Children engage in a range of experiences that promote their knowledge, understanding and appreciation of science. Teachers have yet to evaluate the impact of these activities on outcomes for children.

Te ao Māori is woven positively through the environment and curriculum. All children's sense of identity is promoted in knowing that their culture is embraced and nurtured. Protocols are followed, and teachers continue to build their knowledge and understanding of planning, assessment, teaching and learning practices reflected through a Māori lens.

Children's transitions into and out of the kindergarten are well managed. Teachers actively build strong partnerships with parents and whānau to support children's learning pathways. Potential barriers to learning are minimalised. Teachers are building their capabilities to support children with additional needs through developing individual learning plans and strategies that promote their success.

Teachers should strengthen the rigour of internal evaluation by ensuring that changes made align with indicators of best practice identified as part of this process. Education managers should continue to grow their own knowledge and practice of internal evaluation to better support this process.

The governing board is future-focused and has developed a clear strategic direction to meet the diverse needs of its communities. Board members value diversity of viewpoints and gather community and staff voice to inform decision-making. Regular reporting by the education managers is useful in identifying how strategic teaching and learning goals are being addressed.

The board places importance on developing teachers' capabilities. Targeted and deliberate building of cultural responsiveness supports Māori children and their whānau to experience success. An association-wide appraisal process is in place to support teacher practice in promoting positive learning outcomes for children. Further strengthening of the appraisal process, including targeted observations, should assist teachers to determine how well they are progressing and actively encourage them to improve their effectiveness.

Key Next Steps

Teachers at Bette Christie Kindergarten should:

  • build a shared understanding of the purpose and use of effective internal evaluation for ongoing improved outcomes for children

  • continue to identify the complexity of individual children's learning through assessment, planning and evaluation.

Education managers should continue to promote sustained improvement and innovation through strengthening:

  • evaluation, inquiry and professional guidance

  • the appraisal process.

Recommendation

Education managers should strengthen their understanding and use of internal evaluation to systematically evaluate their practices and the impact of these on outcomes for children.

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.

Phil Cowie

Director Review and Improvement Services Central

Central Region

25 September 2019

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

37

Gender composition

Male 19, Female 18

Ethnic composition

Māori
NZ European/Pākehā
Cook Island Māori

27
5
5

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

1:10

Meets minimum requirements

Review team on site

August 2019

Date of this report

25 September 2019

Most recent ERO report(s)

Education Review

April 2016

Education Review

September 2012

Education Review

May 2009

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

The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:

  • Very well placed

  • Well placed

  • Requires further development

  • Not well placed

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.