Birchwood Kindergarten

Education institution number:
5397
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
40
Telephone:
Address:

311 Seaview Road, Stoke, Nelson

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Birchwood Kindergarten - 20/09/2018

Here is the latest report for the Governing Organisation that this service is part of.

 

1 Evaluation of Birchwood Kindergarten

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

Not well placed

Requires further development

Well placed

Very well placed

While ERO has evaluated this kindergarten as being well placed overall, ERO will monitor how well the required action plan is addressing the key next steps identified in this report. Within this context, ERO's findings that support this overall judgement are summarised below.

Background

Birchwood Kindergarten is part of the Nelson Tasman Kindergarten Association (NTKA). The kindergarten provides education and care for up to 45 children, aged from two-to-five years. It is located in the grounds of Birchwood School. 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. A teacher aide provides 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 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.

Limited progress has been made to address the recommendations in ERO's 2013 report. Building the capacity of the teaching team to systematically inquire into and evaluate the effectiveness of its practices to provide positive outcomes for children remains a key area for development.

This review was part of a cluster of seven kindergarten reviews in the NTKA.

The Review Findings

The teaching team has very recently developed a new philosophy and identified some valued outcomes for children's learning. They want children to be emotionally and socially competent, confident communicators and physically active. Teachers need to determine how they will work together to implement the valued outcomes they want for children.

Some positive practices to sustain and build on include the way teachers:

  • warmly welcome parents and children and help them develop a positive sense of belonging
  • respect and value the language, culture and identity of children and families
  • integrate bicultural practices to help all children to know about the dual heritage of Aotearoa New Zealand
  • provide opportunities for children to learn about and care for the natural world
  • encourage community links to enhance the learning programme offered to children
  • work closely with the local school to promote successful transitions for children.

Teachers need to improve curriculum processes to develop and embed effective teaching practices. This includes promoting a positive team culture focused on improvement and making effective use of:

  • Te Whāriki (2017), the early childhood curriculum, to inform the kindergarten's localised curriculum design
  • planning, assessment and evaluation processes
  • strengthened association appraisal processes to build intentional teaching practice and professional capability.

Managers and leaders have proactively addressed ERO’s recommendations for the association, identified in previous 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.

Key Next Steps

A next step for association leaders and managers is to improve their 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:

  • explore ways to know more about how well children are achieving in relation to the association’s valued outcomes (vision and philosophy)
  • evaluate the extent of improved outcomes for all children and use these findings to inform decision making and the future direction of the association.

The key next steps for teachers are to:

  • develop a robust, measurable action plan to implement and embed recent developments, including a shared team culture, philosophy and curriculum priorities, assessment, planning and evaluation systems, and intentional teaching practices
  • develop their understandings and use of effective internal evaluation.

Since the onsite stage of the review, and at ERO's request, the NTKA has provided a useful action plan to address the key next steps for improvement identified in this report.

Recommendation

The NTKA Senior Education Advisors must support teachers to implement and monitor the action plan to improve positive learning outcomes for all children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Birchwood 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 Birchwood Kindergarten will be determined by the effectiveness and implementation the action plan to address the key areas for improvement identified in this report.

An evaluation of progress against the areas for improvement in the action plan is to be sent to ERO by the end of 2018.

Alan Wynyard

Director Review & Improvement Services Southern

Te Waipounamu - Southern Region

20 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

LocationNelson
Ministry of Education profile number5397
Licence typeFree Kindergarten
Licensed underEducation (Early Childhood Services) Regulations 2008
Number licensed for45 children, aged over two years
Service roll45
Gender composition

Boys: 26

Girls: 19

Ethnic compositionMāori 
Pākehā 
Other ethnicities

37
4

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +
Reported ratios of staff to childrenOver 21:10Meets minimum requirements
Review team on siteJuly 2018
Date of this report20 September 2018

Most recent ERO reports

 

Education ReviewJuly 2013
Education ReviewMarch 2010
Education ReviewOctober 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.

Birchwood Kindergarten - 25/07/2013

1 Evaluation of Birchwood Kindergarten

How well placed is Birchwood 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

Birchwood Kindergarten is located in Stoke, Nelson and provides education and care for children from two to five years of age. It is licensed for up to 43 children and operates for seven hours three days a week. Morning sessions are offered two days per week.

An active family liaison group works in partnership with teachers to fundraise and facilitate a range of social occasions for children and families. Visual art is highly valued by teachers and is used to enhance children’s learning.

The teaching team is fully qualified and the programme is further enhanced through support staff and volunteers from the community. The teaching philosophy, emphasising the importance of children as keen inquirers, creative thinkers and sharers of knowledge, is clearly evident in practice.

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 conducted as part of a cluster approach to reviews in elevennumber in text form kindergartens and early childhood education services within the Nelson Kindergarten Association. name of umbrella organisation

The Review Findings

Children are provided with a wide variety of opportunities to extend their learning through selfdirected play and exploration. They are encouraged to make choices and work collaboratively with others. Teachers help to develop children’s understanding of 'how to be a good friend' and consistent strategies are used to promote this approach throughout the kindergarten. Children confidently participate in established routines and demonstrate a strong sense of belonging and confidence at kindergarten.

Teachers work alongside children to observe, recognise and respond to their interests and learning needs. They take time to genuinely listen to children and explore the deeper meaning in their thinking. They use effective strategies to prompt children’s curiosity and problem-solving skills. Children engage in sustained play and the atmosphere is conducive to learning.

Children with diverse needs are well supported and inclusive practice is promoted. Well considered processes have been established to support children’s smooth transition to school. A next step in this process would be to review the effectiveness of this approach in improving outcomes for children.

Teachers are increasing their knowledge of te reo Māori. ERO agrees with this positive direction and encourages teachers to reflect on and incorporate tikānga Māori practices in the programme. In addition, teachers should formally explore what success for Māori and success for Pacific children might look like in this context.

Planning is responsive to children’s individual interests, needs and strengths. The local community is used well to extend the curriculum and parents are actively involved in contributing to the programme. Te Whāriki underpins programme implementation. Children’s profiles are well presented and they highlight children’s engagement, interests and learning. These assessment records show children taking charge of their learning and teachers appropriately responding to individual styles.

Teachers are supported in their understanding of self review by the association. There is strong alignment between the guiding documents of the association and kindergarten and the resulting review. Spontaneous review has been used well to inform and shape the programme. 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 and this includes:

  • clear guiding documents

  • expectations for programme delivery and kindergarten operations, including health and safety practices

  • access to a wide range of professional learning and development opportunities.

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 assist successful implementation. ERO’s evaluation supports this direction and recommends this approach include a focus on the quality of feedback and feed forward to promote teacher development.

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.

Key Next Steps

ERO and kindergarten leaders agree that the key next steps are to:

  • continue to build the evaluative capacity of teachers to systematically enquire into and judge the effectiveness of their kindergarten operations. This should assist future decision-making and identify priorities to further enhance children’s learning and wellbeing.

Management Assurance on Legal Requirements

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

Joyce Gebbie

National Manager Review Services Central Region (Acting)

25 July 2013

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

Stoke, Nelson

Ministry of Education profile number

5397

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

43 children aged over 2

Service roll

74

Gender composition

Girls 42, Boys 32

Ethnic composition

Māori

NZ European/Pākehā

Cook Island Māori

Samoan

Other ethnic groups

8

60

1

1

4

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

Ratio (1:X)

Choose an item.

 

Over 2

1 : 10

Meets minimum requirements

Review team on site

May 2013

Date of this report

25 July 2013

Most recent ERO report(s)

Education Review

March 2010

 

Education Review

October 2006

 

Education Review

February 2004

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.