|
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 - Ōpōtiki is located in a residential area of Ōpōtiki. It is licenced for 45 children from two years to school age and operates under the umbrella of the Central North Island Kindergarten Trust (CNIKT). At the time of this review 43 children are enrolled and 33 identify as Māori. Many of the Māori tamariki whakapapa to Te Whakatōhea and Te Whānau-ā-Apanui.
Central Kids Kindergartens' philosophy aligns with the principles and strands of the early childhood education curriculum, Te Whāriki. Managerial and administrative support is provided by the head office team and includes aspects such as human resources, policy development, finance and cultural support. A professional leader provides ongoing support and guidance for the head teacher and teaching team. CNIKT provides significant professional learning and development for the early childhood education sector on a national basis.
The head teacher and teaching team at the kindergarten remain consistent and a new CNIKT professional leader was appointed in 2014. Through their reviewed philosophy, importance is placed on tamariki and their whānau (tamariki ora whānau ora), learning through play (mā te tākaro ka ako) and the role of natural resources and the environment (ko au te whenua, ko te whenua ko au).
Since the 2014 ERO review of Central Kids Kindergartens - Ōpōtiki significant progress has been made in strengthening the curriculum and teaching of language, culture and identity for all children. Assessment, planning and evaluation has also continued to improve.
This review is part of a cluster of seven kindergartens reviewed in the Central North Island Kindergarten Trust.
Strong partnerships for learning are formed with children and their parents, some of whom have generational links with the kindergarten. Children's interests from home are reflected within the kindergarten and visible in wall displays and learning stories. Respect for Papatūānuku and the natural environment is evident with care for the gardens and plants, pet animals and participating in community environmental initiatives. Teachers have built useful links with local schools and the wider community. Children and their families develop a strong sense of belonging and kaitiakitanga.
Teachers are highly effective in responding to the language, culture and identity of each child. Te ao Māori is well understood and embedded within the curriculum and te reo Māori used throughout the day. Local stories, legends and waiata play an important part of the programme. Children participate in visiting and learning about local marae, their iwi and places of local significance. Children are developing a strong sense of cultural identity.
Strong emphasis is placed on valuing each child's strengths and interests. The thoughtfully planned environment is well resourced with flexible, open-ended resources which encourage 'real work' and exploration. Active learners are encouraged to take safe risks within the spacious outdoor area. Project work integrates literacy, mathematics and science concepts in meaningful contexts. Children can re-visit their work and extend their ideas and thought processes. Through careful observation, teachers know when to engage with children and when to give time and space for their own discoveries. Children are self-managing learners where strategies for active exploration are integrated in to their play.
Children's health and wellbeing are well supported. Healthy eating is promoted through the Kai Ora programme. Social competence is developed with the support from teachers skilled in Incredible Years strategies. The kindergarten is highly inclusive of children who may have additional learning needs and works well with external agencies if required. Children's oral language skills are developed with the use of rich learning conversations. Transitions into the kindergarten and onwards to school are well managed and at the children's pace. Children are confident, competent learners.
Assessment and planning practices are credit based and focussed on dispositional learning, interests and strengths. Children's learning is documented in narrative learning stories, individual portfolios, and digitally on-line. Some assessment is aligned with the kindergarten values and philosophy and many learning stories affirm the language, culture, identity and success of the tamariki. Centre wall displays also show vibrant learning and children’s creativity. Assessment processes are focused on continued development. There is a need to more effectively align assessment practise that link to learning outcomes for children.
Teachers engage in professional development as a team and individually through their lines of inquiry. The purpose of self review is well understood and a useful framework is in place, resulting in continuous development and improvement at all levels. To further strengthen this process teachers should consider making their self review more reflective and make stronger links to learning outcomes for children.
CNIKT provides effective governance. The kindergarten is well supported by the professional leader. He provides regular and detailed reporting and feedback to the head teacher and teaching teams. This supports the centre to meet legislative requirements, and to ensure practise aligns with the CNIKT philosophy. The organisation has created comprehensive systems and processes that effectively promote positive outcomes for all children. The trust has a strong commitment to empowering emerging leaders and also provides generous professional development for teachers.
Centre leadership is effective. The head teacher is a strong advocate for children in her community and provides a warm, welcoming and culturally responsive environment for whānau and teachers. She should continue to develop the teaching team to fully enact the centres' philosophy.
The next step agreed with the kindergarten is for assessment of children's learning to be further strengthened. Through self review, consideration should be given to:
further integrating the identified learning outcomes and centre philosophy into assessment
strengthening the quality assurance system for portfolios so they are consistent and equitable for all.
Before the review, the staff and management of Central Kids Kindergartens - Ōpōtiki 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 Central Kids Kindergartens - Ōpōtiki will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
Te Tai Miringa - Waikato / Bay of Plenty Region
29 November 2017
|
Location |
Ōpōtiki |
||
|
Ministry of Education profile number |
5190 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
45 children, aged over 2 years |
||
|
Service roll |
43 |
||
|
Gender composition |
Boys 23 Girls 20 |
||
|
Ethnic composition |
Māori Pākehā |
33 10 |
|
|
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 |
September 2017 |
||
|
Date of this report |
29 November 2017 |
||
|
Most recent ERO report(s) |
Supplementary Review |
July 2014 |
|
|
Education Review |
February |
||
|
Education Review |
October 2010 |
||
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.
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 |
Central Kids Kindergartens – Opotiki is now well placed to promote positive learning outcomes for children. They have made significant progress in addressing areas of concern identified in the 2013 Education Review in relation to leadership, self review, assessment practice and the environment. In addition the kindergarten has addressed all areas of non-compliance identified in that report
ERO's findings that support this overall judgement are summarised below.
Central Kids Kindergartens - Opotiki provides education and care for children from two years of age in a daily 6 hour session. It operates under the umbrella organisation of Central North Island Kindergarten Trust (known as Central Kids). At the time of the ERO review the kindergarten roll was 44, with 38 children who are identified as Māori. The majority of Māori children whakapapa to te iwi o Whakatohea.
In 2013, Central Kids Trust funded significant renovations to the kindergarten premises and outdoor area.
Since the previous ERO review staffing at the kindergarten has changed. The head teacher resigned his leadership role and took up a teaching position at the kindergarten. He is currently on extended leave, and a long standing teacher has been appointed to the head teacher position. In 2014 the roll increased to 40 children, which resulted in the employment of an additional teacher.
The kindergarten’s philosophy makes a commitment to promoting a child-initiated, resource-based programme where children choose their own play experiences. Teachers’ participation in the Ministry of Education professional development programme, 'Incredible Years', has supported their focus, and enhanced their skills in developing children’s social learning.
The 2013 ERO review identified that there were significant areas of concern in relation to leadership, assessment practice, self review and a number of non-compliances for health and safety. This Education Review evaluates the extent to which these areas of concern have been addressed.
The trust has continued to provide effective support for the kindergarten through a significant period of change. They have made substantial contributions to the kindergarten in areas of finance, personnel, resourcing management and administrative support. This has included the establishment of a ‘no fee’ policy for all children attending the kindergarten.
Teachers have benefited from focused professional learning and development provided by the trust. This has resulted in the strengthening of leadership, self review and assessment practice. The kindergarten is now operating at a level that is consistent with the trust’s vision and philosophy for quality education and care.
The professional leader employed by the trust is providing highly effective and targeted leadership for the kindergarten and community. She has successfully supported staff through a period of significant challenge and change.
The new head teacher is developing a culture of professionalism within the teaching team. This is based on strong, trusting relationships and the establishment of clear expectations. She is successfully leading the team in strengthening self review, assessment and teaching.
The newly completed high-quality indoor and outdoor environment has considerably improved the programme and learning outcomes for children. Strengths of the programme include opportunities for whānau and the community to be actively involved. Teachers have a strong focus on children’s interests which they use to inform children’s day-to-day experiences. They have already created a collaborative working relationship and are focused on sustaining the improvements that have occurred in the past twelve months.
Teachers have established close and strong relationships with each other, children and whānau, based on values of trust and respect. They consistently use an effective range of deliberate teaching strategies when working with children. Teachers are responsive and consistently involved in children’s play and learning. ERO observed children actively engaged and enjoying their play experiences. Children are able to develop many skills that enable them to learn and play cooperatively with and alongside one another.
Teachers are actively involved alongside children in play. They promote children’s independence, and support them to follow their interests. Teachers notice children’s learning and development, and are increasingly planning how they can best extend children’s knowledge, understandings and skills. They effectively include aspects of te reo and tikanga Māori in daily routines and interactions. The Māori dimension in the kindergarten is strong.
ERO and the kindergarten leadership agree that the priorities for ongoing development, as identified in their annual plan, include continued refinement of teachers’ assessment, planning and evaluation. There is also a need to continue their development of language, culture, and identity into the kindergarten.
Before the review, the staff and management of Central Kids Kindergartens - Opotiki 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 Central Kids Kindergartens - Opotiki will be in three years.
Dale Bailey
National Manager Review Services Northern Region
25 July 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 |
Opotiki |
||
|
Ministry of Education profile number |
5190 |
||
|
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 |
44 |
||
|
Gender composition |
Boys 26 Girls 18 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Other Tongan |
38 4 1 1 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Over 2 |
1:8 |
Better than minimum requirements |
|
Review team on site |
June 2014 |
||
|
Date of this report |
25 July 2014 |
||
|
Most recent ERO report(s) |
Education Review |
February 2013 |
|
|
Education Review |
October 2010 |
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.