33 Hinerangi Street, Turangi
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.
Central Kids Kindergartens – Tūrangi operates under the umbrella of Central North Island Kindergarten Trust (CNIKT). The kindergarten is licensed to cater for 40 children from two years to school age. A high percentage of children enrolled are identified as Māori. The kindergarten is open from 8.30 am to 2.30 pm, five days a week.
The kindergarten's recently reviewed philosophy focuses on all tamariki receiving quality education and care, respectful relationships with the community, embracing the value of whakawhanaungatanga and creating a bicultural environment.
Since the 2013 ERO review teachers have strengthened aspects of self review, made learning more visible within the centre and documentation, and mentoring colleagues in bi-cultural practices.
The centre is well supported by the CNIKT. The trust’s 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 works positively to provide equitable opportunities to families by extending its hours of opening.
Compliance and regulatory requirements are well monitored by professional leaders. Policies and procedures support the kindergarten to meet regulation requirements and management expectations. The professional leaders work alongside head teachers to support their leadership roles and provide guidance, and mentor teachers as part of the appraisal process. Kindergarten teachers have generous opportunities to attend professional development and to grow their teaching and leadership skills.
Personnel matters are well managed. The trust has undertaken a long-term review of teacher appraisal in consultation with teachers. This is enabling them to respond to the expectations of the Education Council and increase the depth of teachers’ reflections about their practice. The trust has also responded effectively to the Vulnerable Children’s Act, and has met the required changes to policies and practices for the protection of children.
This review was part of a cluster of six reviews in the Central North Island Kindergarten Trust.
Teachers provide high quality learning programmes that motivate and challenge children. There is a strong emphasis on fostering independence, social skills and promoting children’s interests. Teachers value parent and whānau aspirations for their children and work collaboratively and responsively to achieve them. Children benefit from extensive opportunities to revisit prior learning and engage in sustained play and exploration.
Warm and respectful relationships with key teachers and other staff provide a sense of security and belonging for all children. Teaching practices include in-depth conversations and questioning to extend children’s thinking. Teachers work in partnership with external agencies and parents of children with specific behavioural and learning needs to ensure these children participate in all aspects of the programme alongside their peers.
A resource rich learning environment supports children to choose activities, experience challenge and revisit prior learning. Programmes include Māori concepts, knowledge, attitudes, te reo Māori, and customs. Children have good access to a wide range of natural materials and artefacts that reflect the cultural backgrounds of each child, their families and whānau.
Teachers know about local hapū and iwi, history, and sites of significance and kawa. They take personal responsibility for learning te reo Māori and promoting tikanga through kapa haka and teaching moments captured within assessments and evaluations. This knowledge is incorporated in learning programmes in a meaningful, and respectful manner, and shared with the wider education sector. Assessment and planning supports the development of Māori children's culture and identity, and that of other children.
Teachers provide meaningful learning contexts for children to develop oral language, literacy and numeracy skills. They know about current theories of learning, teaching and development. This knowledge is used to design a comprehensive curriculum that is highly responsive to the strengths and interests of children. Excursions provide opportunities for children to learn about the local and wider community.
Successful transitions are supported by effective partnerships between families, services and schools. Children’s sense of belonging is nurtured during transitions into and within the service, and when moving to school.
The head teacher is committed to establishing a culture in which children are first and foremost valued, celebrated, and affirmed for who they are and what they bring to their learning. Self-review practices have been strengthened and involve teachers monitoring and improving the quality of education. Management are continuing to review and refine assessment and appraisal practices in relation to recent professional development and best practice.
ERO and management agree that there is a need to continue to:
establish the new inquiry approach into the appraisal system, including gathering evidence from multiple sources
develop systems and procedures to ensure that monitoring requirements are recorded in accordance with Central North Island Kindergarten Trust expectations.
Before the review, the staff and management of Central Kids Kindergartens - Tūrangi 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 - Tūrangi will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Waikato/Bay of Plenty
20 February 2017
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Location |
Tūrangi |
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Ministry of Education profile number |
5204 |
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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 |
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Service roll |
41 |
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Gender composition |
Boys 23 Girls 18 |
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Ethnic composition |
Māori Pākehā Other |
37 3 1 |
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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 2016 |
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Date of this report |
20 February 2017 |
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Most recent ERO report(s)
|
Education Review |
July 2013 |
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|
Education Review |
July 2010 |
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|
Education Review |
June 2006 |
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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:
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.
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 - Turangi is well placed to promote and sustain positive outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Central Kids Kindergartens - Turangi provides education and care for up to 40 children over two years of age. It is open Monday, Tuesday, Thursday and Friday 8.30am to 2.30pm, and on Wednesday 8.30am to 12.45pm. The kindergarten operates under the umbrella organisation, Central North Island Kindergarten Trust (known as Central Kids).
At the time of this review the kindergarten roll was 42 children, of whom 29 identify as Māori. While these children come from a variety of iwi backgrounds, most whakapapa to Ngati Tuwharetoa. Teachers value the importance of kaupapa Māori and view children holistically in the context of their family and whakapapa. Whakawhanautanga values underpin all aspects of teaching and learning.
The kindergarten has traditionally had a positive ERO reporting history. The head teacher continues to provide strong professional leadership. The teaching team has remained the same since the 2010 ERO review. Teachers operate as a collaborative whānau unit and share leadership roles and responsibilities to ensure the smooth running of the kindergarten. They are strong advocates for children and their families. They provide extensive support for families to ensure there are no barriers that may prevent any child from being able to participate fully in the kindergarten programme.
Since the last ERO review teachers have developed the kindergarten’s documented self review practices. The head teacher and her team of teachers have shared values and beliefs for learning, and have documented their commitment to providing a curriculum that enhances the lives of all children and their whānau.
This review was part of a cluster of 13 reviews in the Central Kids umbrella organisation.
Central Kids provides the kindergarten with clear operating guidelines and expectations for practice. Teachers have extensive opportunities to undertake professional development to increase their teaching capability and knowledge. An experienced professional leader from Central Kids visits the kindergarten, oversees the quality of the service and provides ongoing support for staff.
As part of this review ERO evaluated the effectiveness of the kindergarten’s responsibilities for employment and management of staff. Central Kids have developed and implemented highly effective processes to appoint and support staff.
Teachers skilfully implement a curriculum that values the partnership principles set out in New Zealand’s Te Tiriti O Waitangi and Te Whāriki (The New Zealand Early Childhood Curriculum). Te ao Māori underpins all practices and is woven into children’s learning experiences. Values strongly evident in practice include aroha, whakawhanaungatanga, manaakitanga and wairua. Tikanga practices and te reo Māori teaching and learning are also evident. Children’s cultural identity is valued and integral to learning.
A feature of the kindergarten is the emphasis placed on positive and caring relationships with children and families. Teachers know children well and are responsive to their interests and strengths. Respectful and nurturing relationships provide children and their families with a strong sense of belonging in a secure and safe environment. Many children are able to learn alongside their siblings and extended family members. Teachers are committed to providing holistic education that acknowledges children within the context of their family and community.
Children’s learning is enriched by visits to places of interest in the local community, including the seven marae in the area. Teachers also visit the local school with older children to ease their transition to school. Parents are comfortable to participate and contribute their skills and strengths and enhance learning for children. They enjoy reading about their child’s learning and development in profile books and programme planning displays.
Children have developed strong friendships and have extensive opportunities to develop their social and communication skills. Teachers view children as capable learners and prepare an environment that supports them to actively explore high quality resources, and engage in sustained and complex learning. Concepts about literacy, mathematics, science and history are purposefully included in children’s play. Meaningful and authentic interactions and experiences encourage children to develop problem solving skills, think critically and develop knowledge and lifelong learning dispositions that should support them in other learning environments such as school.
Teachers have worked hard and developed self-review processes that are focused on improvements to the quality of education and care of children. Teachers and ERO agree that aspects of self review could be further strengthened by:
This should also provide more useful information for teachers and assist them to make better informed, evidence-based decisions about ongoing improvements to their practice.
Further strengthening self-review practices is likely to better enable teachers to highlight and extend future innovative practices that may have positive outcomes for children. .
Before the review, the staff and management of Central Kids Kindergartens - Turangi 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 - Turangi will be in three years.
Dale Bailey
National Manager Review Services
Northern Region
4 July 2013
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 |
Turangi |
||
|
Ministry of Education profile number |
5204 |
||
|
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 |
42 |
||
|
Gender composition |
Girls 27 Boys 15 |
||
|
Ethnic composition |
Māori NZ European/Pākehā |
29 13 |
|
|
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 |
May 2013 |
||
|
Date of this report |
4 July 2013 |
||
|
Most recent ERO report(s) |
Education Review |
July 2010 |
|
|
Education Review |
June 2006 |
||
|
Accountability Review |
September 2002 |
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.
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.