77 Otumoetai Road, Otumoetai, Tauranga
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Brookfield Kindergarten is one of 20 kindergartens that operate under the umbrella organisation of Tauranga Regional Kindergarten Association (also known as Inspired Kindergartens). It is a not-for-profit early childhood education service, governed by a board of parent-elected community representatives. The kindergarten is situated in a residential area of Tauranga and operates a school day model open from 8.30am until 2.30pm. It is licensed for 42 children, from two years to school age, currently there are 33 children on the roll, including 10 who identify as Māori. The kindergarten has recently appointed a new head teacher who works alongside two fully qualified and registered teachers.
Senior teachers oversee and support the professional work of the kindergarten. This work is supplemented by a resource teacher Māori who provides professional learning and support for staff about te ao Māori. Inspired Kindergartens' vision is to make the early years count. The kindergarten's aim is to be a welcoming and inclusive learning space, fostering relationships that are respectful and responsive and reflected through an innovative and challenging environment. Teachers aim for children to be inspired, reflective and motivated learners for life.
Since the last ERO review in 2015 the kindergarten has developed a shared understanding of effective assessment, planning and evaluation practices. Self review of aspects of the programme have been undertaken, and teachers' appraisal processes have been aligned to the Education Council New Zealand requirements.
The kindergarten is part of the Otūmoetai Kahui Ako/Communities of Learning (CoL) and the head teacher is the early childhood education representative for the CoL.
This review was part of a cluster of two reviews in the Tauranga Regional Kindergarten Association.
Relationships with children and parents are effective and support reciprocal learning partnerships. The kindergarten is welcoming to all children and their families. A strong sense of community promotes equity and wellbeing of whānau. Teachers are respectful and value the expertise that whānau Māori bring to the programme. Children and their whānau experience an authentic partnership that enhances their learning.
The curriculum is highly responsive and encourages children to follow their interests and drive their own learning. Children’s problem solving, risk taking and challenge are well promoted, and their oral language development is fostered through open-ended questions and rich reciprocal communication. The way children lead aspects of the programme is valued and celebrated. Assessment identifies the learning that is occurring. Consideration should now be given to the way this information enables teachers to plan a programme in response to the children’s interests. Literacy and numeracy are meaningfully and purposefully embedded throughout the programme and the environment. Children are empowered to make decisions and choices about their learning and wellbeing.
Children with additional needs experience an inclusive environment where they are valued for what they and their whānau bring to their learning. Children with English as a second language are well-supported in their learning. Deliberate teaching strategies that promote respectful interactions are evident. Transition to school is well-supported and the head teacher brings useful knowledge from the CoL to the kindergarten. Children are supported to develop a strong sense of belonging and know that they have a place in the wider education community.
The language, culture and identity of Māori and other children is well-promoted through te reo, waiata and karakia and the use of children’s home languages. Teachers' personal expertise is incorporated into the learning programme through music and te ao Māori. A feature of the kindergarten is the use of open-ended cultural and natural resources. There is a commitment from Inspired Kindergartens to honouring the Treaty of Waitangi. The resource teacher supports the kindergarten programme in aspects of te ao Māori and in establishing wider relationships with local iwi.
Leaders guide and mentor teachers to grow their capability. Leaders and teachers have developed a trusting and collaborative approach to leadership and learning. Initiatives for developing teacher practice contribute to increasingly positive outcomes for children. Leaders model good teaching practice and provide teachers with useful feedback to improve capability across the kindergarten.
Governance is effective, contributing to positive learning outcomes for children. Systems, policies and procedures have been established to meet regulations, guide daily operations and are regularly reviewed. The umbrella organisation's values overarch the kindergarten philosophy and the kindergarten vision is underpinned by environmentally sustainable practices across the organisation. The positive organisational culture has been well promoted by senior teachers. Internal evaluation is collaborative and effectively promoted by the governing body. Sound governance contributes to change and improvement with a focus on providing increasingly positive learning outcomes for children.
To further improve teacher practice leaders need to:
align strategic planning and internal evaluation. This will include strengthening teachers’ appraisal to more effectively promote positive outcomes for children and meet Education Council New Zealand requirements
continue to develop assessment, planning and evaluation practices to show how individual planning is extending children’s interests, progress and continuity of learning.
Before the review, the staff and management of Brookfield Free 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:
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 Brookfield Free Kindergarten will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Waikato
Te Tai Miringa - Waikato / Bay of Plenty Region
26 June 2018
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.
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Location |
Tauranga |
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Ministry of Education profile number |
5208 |
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Licence type |
Free Kindergarten |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
42 children |
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Service roll |
33 |
||
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Gender composition |
Girls 20 Boys 13 |
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Ethnic composition |
Māori |
10 |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
|
Review team on site |
May 2018 |
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Date of this report |
26 June 2018 |
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Most recent ERO report(s) |
Education Review |
April 2015 |
|
|
Education Review |
September 2011 |
||
|
Education Review |
October 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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Brookfield Free Kindergarten provides both school-day and sessional education for children from two years to school age. At the time of this ERO review 40 children were enrolled, and eight identify as being of Māori descent.
The kindergarten’s philosophy emphasises whanaungatanga in providing an environment which is welcoming and inclusive of parents and whānau, and their children. They aspire to provide quality educational opportunities for children that are innovative and challenging, in a fun loving environment. The kindergarten currently holds the Bronze Enviroschools award and a Gold Standard in the Healthy Heart award.
Brookfield kindergarten operates under the umbrella of Tauranga Regional Kindergartens (TRK), which is a not-for-profit early childhood education service, governed by a board of parent-elected and community representatives. Senior teachers oversee and support the professional work of the kindergarten. This work is supplemented by a Resource Teacher Māori who provides professional learning and support for TRK staff in te ao Māori.
The association sets the strategic direction of its kindergartens with emphasis on nurturing reciprocal relationships with whānau and communities, education for sustainability, meeting community needs and honouring the Treaty of Waitangi. The TRK provides them with clear guidelines and expectations for practice. There is a good range of self-review practices to monitor and evaluate the quality of education and care provided by its kindergartens.
Consistent with TRK policy of only employing trained and registered teachers in regulated positions the kindergarten is staffed by four qualified and registered teachers along with an administrator. Support for children with identified special educational needs, above that provided by the Ministry of Education, is funded by TRK.
This review was part of a cluster of four kindergarten reviews in the Tauranga Regional Kindergarten Association.
Brookfield Free Kindergarten has a clear vision for children’s care and education. This is highly evident in the welcoming inclusive environment and the respectful and reciprocal relationships with parents and whānau. Teachers respond to Te Tiriti o Waitangi by demonstrating, and valuing the Māori language and culture, as well as caring for papatuanuku through sustainable environmental practices.
Teachers benefit from the ongoing and responsive support and professional guidance provided by the senior teaching team. They contribute a range of skills and experiences. Teachers willingly take on the leadership of projects that enhance learning opportunities for children.
The commitment of teachers to the Māori values of manaakitanga and whanaungatanga is interwoven across all aspects of the life of the kindergarten. Nurturing children’s sense of wellbeing and belonging is a key priority in creating an environment where children feel secure to explore and develop their social skills and confidence.
The importance of children’s learning through play is highly valued by teachers. Programme routines have been reviewed to enable a more responsive approach to individual children in the mixed-age group. Parents who spoke with ERO appreciate opportunities to learn alongside their children, and contribute ideas and aspirations for their children.
Teachers value parents as partners in their child’s learning. There are meaningful opportunities for ‘kanohi ki te kanohi,’ to listen to and share children’s successes with parents and whānau. Individual assessment records increasingly reflect parent voice and some examples show continuity of a child’s interests and learning over time.
A culturally responsive environment and inclusive teaching practices support all children to engage in play and feel affirmed as individuals. Teachers use a range of effective strategies such as questions that extend children’s ideas and interests. They also acknowledge and celebrate children’s efforts and successes. In this diverse setting, teachers demonstrate principles of advocacy, equity and social justice. This focus ensures positive outcomes for all children.
The key next steps are that:
ERO recommends that the head teacher and her team, with assistance from the association, develop an action plan to fully address the next steps identified in this report.
Before the review, the staff and management of Brookfield Free 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 Brookfield Free Kindergarten will be in three years.
Dale Bailey
Deputy Chief Review Officer Northern
17 April 2015
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 |
Tauranga |
||
|
Ministry of Education profile number |
5208 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
42 children, including up to 0 aged under 2 |
||
|
Service roll |
40 |
||
|
Gender composition |
Boys 25 Girls 15 |
||
|
Ethnic composition |
Māori Pākehā Indian Cook Island |
8 27 4 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 |
February 2015 |
||
|
Date of this report |
17 April 2015 |
||
|
Most recent ERO report(s) |
Education Review |
September 2011 |
|
|
Education Review |
October 2008 |
||
|
Education Review |
February 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.