104 Victoria Street, Cambridge
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.
Cambridge Kindergarten located in Cambridge, is licensed for 40 children. The kindergarten offers both full and part-day education and care to children from two years to school age. Children come from a diverse range of ethnic backgrounds and for many English is an additional language. At the time of this ERO review 75 children were enrolled, including four who identify as Māori.
The kindergarten is one of 29 kindergartens that operate under the Waikato Kindergarten Association (WKA), which is a charitable trust. The strategic direction of the association is guided by the overarching statement, ‘Our children are strong in heart, head and hand’. The WKA has a commitment to providing quality, inclusive services that effectively meet the diverse educational needs of all children attending. Advice, guidance and support is provided to the organisation by a kaumātua from Tainui.
All kindergartens in the WKA are involved in a ‘Cool for School’ transition programme and sustainable education, environment and health programmes such as Enviroschools and Sport Waikato Under 5 Energise. The kindergartens’ education, operational and administrative responsibilities are supported by experienced association personnel.
The kindergarten’s philosophy identifies priorities for children's learning which include:
relationships/ngā hononga
empowerment/whakamana
family and community/whānau tangata
the natural world
holistic development/kotahitanga.
Since the last ERO review in 2015 there have been many changes to the teaching team and several changes in the education services manager (ESM). The head teacher has remained in her role and is long serving. Significant improvements have been made to the outdoor learning environment with a focus on embedding sustainable practices and fostering children's play and risk taking. The kindergarten achieved Silver Enviroschools status. The kindergarten has responded well to the areas identified in the previous ERO report.
This review was part of a cluster of four kindergarten reviews in the WKA.
The curriculum is highly responsive to children's interests and enables self-directed learning. Children are encouraged to be independent, solve problems and capably manage themselves. Many rich opportunities develop children’s curiosity as they explore through practical and authentic learning experiences. A deliberate focus on environmental learning supports children's understanding of sustainable practices and caring for the environment. Learning is enriched through kindergarten programmes and trips within the local community. The culture and identities of Māori and other diverse groups are shared and celebrated through special events and practices in the kindergarten. Children develop a strong sense of belonging, and are empowered to grow in confidence and capability.
Teachers use strategies skilfully to enhance children's learning. Literacy and mathematics are effectively integrated in meaningful contexts and there is a focus on extending oral language. Relationships between children and teachers are genuine and affirming. An inclusive approach to supporting children with additional learning needs is evident through consultation with parents, individualised planning and liaison with external expertise. A well-planned approach supports positive transitions into and out of the kindergarten. Children benefit from learning in an attractive and well-resourced environment that promotes high levels of engagement.
Effective leadership has established valued relationships, a positive culture for learning and is contributing to sustainability of all kindergarten practices. Leaders work collaboratively with the teaching team and empower teachers to contribute their skills and expertise. Strong communication and connections with parents and whānau are developed. Leaders actively promote the kindergarten’s involvement in the wider Cambridge community. High expectations and a dedicated commitment to teaching and learning contributes to positive outcomes for children.
The ESM works closely with the head teacher and provides well-informed professional leadership to support kindergarten operation. The WKA has recently reviewed its teacher appraisal process. Ensuring this new process is fully implemented is a priority to ESMs
The WKA provides comprehensive systems, policies and procedures to guide kindergarten practice. Teachers have access to ongoing and targeted professional development to promote improved practice and contribute to positive outcomes for children. Effective governance by the WKA is contributing to inclusive and equitable services for children.
The key next steps for leaders and teachers are to:
further develop the use of individualised planning to clearly identify children’s learning outcomes and next steps
continue to refine internal evaluation processes that contribute to strategic planning and direction.
Before the review, the staff and management of Cambridge 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 Cambridge Kindergarten will be in four years.
Phil Cowie
Director Review and Improvement Services Central
Central Region
21 December 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 |
Cambridge |
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Ministry of Education profile number |
5136 |
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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 |
40 children, including up to 0 aged under 2 |
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Service roll |
75 |
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Gender composition |
Boys 39 Girls 36 |
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Ethnic composition |
Māori |
4 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
December 2018 |
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Date of this report |
21 December 2018 |
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Most recent ERO report(s) |
Education Review |
August 2014 |
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|
Education Review |
March 2011 |
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Education Review |
April 2008 |
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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.
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Cambridge Kindergarten is located in Cambridge 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, 80 children were enrolled, of whom five are identified as Māori.
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 Enviro-School 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.
The qualified teaching team of four includes the experienced head teacher and three other teachers who have joined the team since the 2011 ERO review. Since that time, teachers have continued to refine assessment processes, strengthen bicultural perspectives and enhance the learning environment. The kindergarten has also celebrated its 50th anniversary with the wider community.
Teachers aim to provide a warm, welcoming and culturally inclusive environment that fosters child-initiated learning and exploration, and supports children to care for themselves, others and the environment.
This review was part of a cluster of 12 kindergarten reviews in the Waikato Kindergarten Association.
Cambridge Kindergarten is very well placed to promote positive outcomes for children.
Children are capable, competent and independent learners. They are enthusiastic, adventurous and confidently engage in complex child-led learning. Children confidently communicate ideas and opinions and display well-developed social skills. Children are highly creative and skilled at using tools and materials to achieve their ideas. They demonstrate a strong sense of belonging, humour and enjoyment of learning.
Teachers' relationships and interactions with children and their families are trusting, respectful and caring. They make good use of learning conversations to extend children’s thinking and communication skills. Teachers respond enthusiastically to children’s emerging interests and experiences outside of the kindergarten. They place a strong emphasis on supporting children to plan and develop strategies to achieve their ideas. Teachers value and affirm children’s independence, strengths and capabilities.
The holistic and inclusive curriculum is well-designed to promote high-quality learning outcomes for all children. Strengths include the integration of literacy, mathematics and natural science throughout the programme and the use of computer technologies to support learning. Teachers effectively integrate bicultural perspectives. Flexible routines and regular celebrations, trips and community events also enrich children’s learning.
The spacious and well-designed environment has a positive impact on children’s learning. Teachers skilfully resource and present the environment to stimulate children’s curiosity and invite investigation and exploration. Children have independent access to an abundant variety of high-quality materials and equipment. The environment provides extensive opportunities for children to engage in imaginative play, make choices, and to extend their physical capabilities. Teachers provide meaningful and practical ways for children to learn about sustainability and caring for the environment.
Strong partnerships between the teaching team, parents and the wider community are key factors in the kindergarten’s ongoing success and sustainability. Parents are very satisfied with the service that the kindergarten provides. Teachers keep parents well informed about their children’s education and learning through displays and learning folders. Children enjoy revisiting and sharing their learning and success with others. Teachers are exploring strategies, including the use of e-portfolios, to enhance their sharing of learning with families.
The experienced head teacher continues to provide effective professional leadership with the support of ESM’s knowledge and experience. The recently reviewed kindergarten philosophy reflects the new teaching team’s strong and united commitment to child-centred learning. Teachers work collaboratively making effective use of their diverse strengths, interests and specialist knowledge to enhance children’s learning. The team also makes effective use of self review and professional learning and development to sustain ongoing improvement and build their teaching practice.
ERO and the teaching team agree that there would be benefits in teachers reviewing assessment and planning processes. Particular focus on developing ways to further reflect children’s culture and identity and parents' contributions to portfolios is likely to have positive outcomes for children’s learning and development.
Before the review, the staff and management of Cambridge 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 Cambridge Kindergarten will be in four years.
Dale Bailey
National Manager Review Services
Northern Region
13 August 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 |
Cambridge |
||
|
Ministry of Education profile number |
5136 |
||
|
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 |
80 |
||
|
Gender composition |
Girls 45 Boys 35 |
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|
Ethnic composition |
Māori NZ European/Pākehā Asian Pacific Other European |
5 58 6 1 10 |
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Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
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Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
|
Review team on site |
June 2014 |
||
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Date of this report |
13 August 2014 |
||
|
Most recent ERO report(s) |
Education Review |
March 2011 |
|
|
Education Review |
April 2008 |
||
|
Education Review |
February 2005 |
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.