4 Mill Crescent, Matamata
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Central Kids Kindergartens - Mill Crescent is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Central Kids Kindergartens - Mill Crescent is located in the rural township of Matamata. It is licensed for 40 children over the age of two years. Currently there are 40 children enrolled, 14 of whom identify as Māori.
The kindergarten’s philosophy places value on children learning through child-led play and through caring, kind and respectful interactions. Teachers value the importance of upholding the principles of Te Tiriti o Waitangi of partnership, protection and participation.
The kindergarten has a positive ERO reporting history and since the 2015 ERO review they have further improved appraisal processes and introduced into the learning programme local Māori stories of significance.
The kindergarten operates under the governance and management of the Central North Island Kindergarten Trust, a community not-for-profit organisation. The overarching philosophy of the organisation is to provide kindergartens where children learn through play and are supported to reach their potential.
This review was part of a cluster of 10 kindergarten reviews in the Central North Island Kindergarten Trust.
The kindergarten has established an inclusive culture that reflects the values of whānaungatanga and manaakitanga. Caring and trusting relationships among teachers, children and their whānau foster a strong sense of belonging and wellbeing for all.
Children’s confidence and competence as life-long learners is supported and encouraged by teachers. Teachers use a wide range of effective teaching strategies that encourage children to problem solve, reflect, be creative and set their own challenges. They keep up-to-date with current theory and research and regularly reflect and inquire into their own practice. Teachers notice children’s interests and respond with intentional conversations to extend thinking and learning. Children are well supported to develop their confidence and to experience success in learning.
The kindergarten has a well-designed curriculum to promote positive learning outcomes for children. Strengths are:
Children with additional needs who receive individual planning in collaboration with specialists and parents.
Intentional teaching and planning to ensure equitable participation in the programme.
Literacy, mathematics and other curriculum areas that are interwoven into daily learning experiences.
Teachers who work in partnership with whānau as well as inviting their engagement in professional development.
The curriculum that is responsive to children’s interests, strengths and abilities.
The kindergarten's bicultural curriculum is developing. Teachers implement some te reo Māori and tikanga Māori practices. They have introduced practices that incorporate historical stories from the area. Teachers intend to further develop practices that promote Māori language, culture and identity to support Māori to experience successes in learning as Māori.
Leadership is focused on promoting positive outcomes for children and their families. Teachers have a shared understanding of the philosophy values. They have established collaborative ways of working together in partnership with parents. Assessment practices show children's progress over time and is responsive to parent's aspirations for their child’s learning. A well-developed internal evaluation process successfully promotes ongoing improvement and children's wellbeing and learning.
Governance and management have comprehensive, well-established systems and practices to enable the organisation to monitor, evaluate and plan for improvement for its early learning centres. Clear guidelines and expectations for centre practice and curriculum are strongly fostered by the leadership team and Trust. The vision and values support positive outcomes for children’s learning, wellbeing and that of their whānau.
Next steps for the kindergarten are:
to formalise personalised planning practices for all children that cater for their individual interests
to further strengthen practices that support language, culture and identity, particularly for Māori children.
Before the review, the staff and management of Central Kids Kindergartens - Mill Crescent 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.
In order to improve practice Central Kids Kindergartens management needs to ensure observations of teacher practice are undertaken as part of the appraisal process.
The next ERO review of Central Kids Kindergartens - Mill Crescent will be in three years.
Phillip Cowie
Director Review and Improvement Services
Waikato / Bay of Plenty Region
1 February 2019
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 |
Matamata |
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Ministry of Education profile number |
5186 |
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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, aged over 2 years |
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Service roll |
40 |
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Gender composition |
Boys 30 Girls 10 |
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Ethnic composition |
Māori |
14 |
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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 |
November 2018 |
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Date of this report |
1 February 2019 |
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Most recent ERO report(s) |
Education Review |
December 2015 |
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|
Education Review |
September 2012 |
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Education Review |
November 2009 |
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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.
Central Kids Kindergartens - Mill Crescent is located in the Waikato township of Matamata and caters for families from local and surrounding districts. The current roll of 45 includes 13 children of Māori descent and a small number from a diverse range of ethnic groups. The kindergarten philosophy ‘individuality is welcomed and celebrated here’ is well known by teachers, and evident in the approach they undertake towards their professional duties. A feature of the kindergarten is the well-developed, attractive and inviting outdoor environment that includes a large grassed area for active play and exploration.
Since the previous ERO review in 2012, kindergarten hours have been reviewed and extended in response to community needs. The service now operates during school hours Monday to Friday, and generally observes school holidays throughout the year. Teachers have been engaged in a range of major professional learning initiatives to strengthen the effectiveness of relationships and interactions between teachers and children, and to improve their professional practice. In 2013 a bicultural review was undertaken and a kindergarten whakataukī was created, 'Ma pango ma whero ka oti'. These thoughts encapsulate teachers’ beliefs that ‘through unity, everyone’s differences come together to make a spectacular successful whole’.
During 2013, the current head teacher was on leave and one of the kindergarten teachers acted in that role. In 2014 the head teacher returned and continues to provide professional leadership for the teaching team. This team includes teachers who have long term experience at Mill Crescent and as a result have developed close connections to the service and the kindergarten community.
The kindergarten is well supported by the Central North Island Kindergarten Trust, whose strategic direction sets out the service’s vision, expected educational outcomes, and values. It also defines the strategies for delivering the principles and strands of the early childhood curriculum, Te Whāriki, and for respecting Te Tiriti o Waitangi. The trust’s professional leaders monitor the kindergarten’s compliance with policies and procedures to ensure it meets regulatory requirements and management expectations. Kindergarten teachers have generous opportunities to attend professional development opportunities and grow their teaching and leadership skills.
This review was part of a cluster of eight kindergarten reviews within the Central North Island Kindergarten Trust.
Teachers work hard to set up the kindergarten environment to invite children’s involvement, challenge their thinking and provide interesting places for investigation and exploration. Careful consideration has been given to ensuring children have ongoing access to high quality equipment and resources throughout the day. The organisation of the environment also enables children to make choices about their involvement in activities and engage in sustained uninterrupted learning.
Parents interviewed by ERO expressed their strong support for the way children and families are welcomed into the kindergarten and the sense of belonging that is evident. Children are warmly greeted each day and parents are able to be involved with settling processes. Teachers also involve parents in daily conversations about children’s wellbeing, development and preferences. This communication contributes to the strong partnership between families and teachers, and reinforces the open-door nature of the kindergarten.
Teachers are highly responsive to children’s need for care and support. Interactions between teachers and children are sensitive, appropriate and focused on extending children’s language and ideas. High levels of respect and trust are evident between teachers and children, who confidently approach adults for support and affirmation.
Parents are able to be well informed about their child’s involvement with learning through individual portfolios, which are available in the centre. These documents allow children to share significant moments with parents and revisit and celebrate their achievements. Families are increasingly able to access more detailed information about their child’s learning through the use of interactive computer technology. This is enabling them to make more frequent contributions and engage in dialogue about their child’s learning.
The kindergarten programme is planned in consideration of children’s ideas and interests. Learning experiences are flexible and responsive to each child’s developmental level. Daily care and kai routines are used as opportunities to promote independence and contextually relevant learning. Children also experience a range of opportunities to experience early literacy and mathematical learning, explore science concepts and take part in creative and artistic play.
Teachers have been involved in a major professional learning initiative that has contributed to a shared and effective approach to managing relationships with children consistently and positively. They have also made a very good start to a review of aspects of centre operations using an approach that includes critical inquiry, reflective practice, and the sharing of professional knowledge and educational research findings. It is now important that these practices are embedded in the service as fundamental components of centre improvement and teacher development.
The kindergarten is well supported by professional leadership from the Central Kids Trust. Regular visits to the kindergarten by designated professional leaders, provide ongoing involvement with teacher appraisal and professional development initiatives. This involvement is making an important contribution to improvements to the quality of service provided for children and their families.
ERO and the Central North Island Kindergarten Trust agree that important next steps for Central Kids Kindergartens - Mill Crescent for teachers and leaders is to:
Before the review, the staff and management of Central Kids Kindergartens - Mill Crescent 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:
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 Central Kids Kindergartens - Mill Crescent will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
22 December 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 |
Matatmata |
||
|
Ministry of Education profile number |
5186 |
||
|
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 |
45 |
||
|
Gender composition |
Girls 24 Boys 21 |
||
|
Ethnic composition |
Māori Pākehā Other South East Asian |
13 30 1 1 |
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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 |
November 2015 |
||
|
Date of this report |
22 December 2015 |
||
|
Most recent ERO report(s) |
Education Review |
September 2012 |
|
|
Education Review |
November 2009 |
||
|
Education Review |
September 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.