Crawshaw Drive, Hamilton Central, Hamilton
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.
Crawshaw Kindergarten, located in a residential suburb of Hamilton, is licensed for 40 children. The kindergarten offers both full and part-day education and care for children from two years to school age. At the time of this ERO review 39 children were enrolled, including 20 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 4 School’ transition programme and sustainable education, environment and health programmes such as Enviroschools and Sport Waikato 'Under 5 Energise'. The kindergarten's education, operational and administrative responsibilities are supported by experienced association personnel.
The kindergarten's philosophy states that 'learning, leadership and responsibility should be shared amongst teachers, parents, whānau, children and the community'. They believe that children come with their own ways on knowing, being and doing, and that whānau have aspirations for their children. Te Tiriti o Waitangi is honoured and valued to promote equitable opportunities for all children.
The teaching team is made up of two qualified and provisionally registered part-time teachers, and a full-time experienced head teacher. The head teacher has held her position for two years. The kindergarten has responded positively to the last ERO report, internal evaluation systems and processes have improved and partnership with parents in their child’s learning is more visible.
This review was part of a cluster of three reviews in the Waikato Kindergarten Association.
Positive relationships with children and their whānau are valued and well promoted by teachers. Children's language development is fostered through rich conversation, using open ended questions that provide oral language support. Teaching strategies linked to social competency are used to support all children’s engagement and participation in the environment. Partnerships between the kindergarten and home supports children’s learning.
Children experience a curriculum that promotes wellbeing and a sense of belonging for all. The programme is focused on children making choices, being confident and experiencing many opportunities for sustained play. The environment is large and spacious and allows for all children to lead their own learning and to manage risks and challenge. Regular visits and excursions enrich the curriculum, children’s learning, and sense of self. Literacy and numeracy is authentically woven throughout play, it is visible and acknowledged. Children are confident and are curious about the world around them.
Teachers have good knowledge of children as learners. An inclusive environment is effectively promoted. Children with additional needs and English as a second language are well supported, including children with Pacific heritage. Transition into and out of the service is flexible, individual and supports the emotional wellbeing of the child through the support of key teachers. Children’s abilities, needs and interests inform planning for learning, and assessment builds a picture of what children know, are interested in and can do. There is now a need for teachers to develop consistent expectations of assessment. The inclusive environment supports children to experience a wide range of learning opportunities.
Māori learners are supported to achieve success as Māori. A bicultural curriculum has been developed and is visible and valued. Tuakana-teina relationships are actively promoted across the programme and evident in play and learning. Children are supported to make connections to the unique heritage of Aotearoa, New Zealand.
Leaders create a positive, collaborative and respectful culture for teaching and learning. The head teacher is coaching and supporting the new teaching team through the process of appraisal to grow their capability. This process needs strengthening to support teachers to build their knowledge around teaching and learning. The philosophy has been recently reviewed and links to Te Whāriki. The philosophy now needs to be further reviewed in consultation with the new team and the community to clarify their values and beliefs for high-quality education. There is a strong alignment between the kindergarten's annual plan and internal evaluation which is responsive and informs change. Leaders promote a strong advocacy for children and their learning.
Education services managers (ESMs) work closely with the head teacher and provide 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 for 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 step for leaders is to prioritise building teachers' knowledge and understanding of the centre's expectations for teaching and learning. This will include undertaking targeted observations of teaching practice and implementing a strong coaching and mentoring process.
There is a need for teachers to develop a stronger focus on children’s individual planning, assessment and evaluation by:
clearly documenting children's learning to further support parents' understanding of their child's progress
Before the review, the staff and management of Crawshaw 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 Crawshaw Kindergarten will be in three years.
Phil Cowie
Director Review and Improvement Services
Central Region
20 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 |
Hamilton |
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Ministry of Education profile number |
5613 |
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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 |
39 |
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Gender composition |
Boys 21 Girls 18 |
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Ethnic composition |
Māori |
20 |
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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 |
20 December 2018 |
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Most recent ERO report(s) |
Education Review |
November 2014 |
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|
Education Review |
April 2011 |
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|
Education Review |
February 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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Crawshaw Kindergarten is located in Hamilton 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, 51 children were enrolled, of whom 19 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 WKA kindergartens provide an Enviroschools 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 kindergarten has a positive ERO reporting history. Since the last ERO review teachers have strengthened their approaches to self review, and focus on maintaining and raising the quality of education and care for children. Teachers have a shared understanding of learning and teaching expectations and they make better use of parent and whānau views and take into account the aspirations they have for their children. The centre aims to provide an inclusive programme where children feel safe, relate positively to others, have fun and develop self-managing skills as capable independent learners.
This review was part of a cluster of 12 kindergarten reviews in the Waikato Kindergarten Association.
Crawshaw Kindergarten is very well placed to promote positive learning outcomes for children.
Children experience high-quality education and care at the kindergarten. They benefit from the warm and respectful relationships that they experience with one another and with adults. Teachers promote and have established a welcoming environment for children and their families and whānau. There are many opportunities for children to develop friendships and social skills in their communication with others. Children are encouraged to take responsibility for their well-being, self management and to be aware and look out for others.
Children experience an extensive variety of learning opportunities, both indoors and outdoors. Teachers promote a rich curriculum based on children’s interests and developmental needs in a high-quality learning environment that motivates and challenges children to explore, research and inquire. Outstanding features of the curriculum include:
Teachers weave te ao Māori processes into the daily programme. Manaakitanga and whanaungatanga are strongly evident in daily practice and these concepts underpin the kindergarten’s culture. The availability of resources, inclusion of tikanga, waiata and te reo Māori promote a strong sense of belonging for Māori children and whānau. An understanding of New Zealand’s bicultural heritage is also provided for all children.
Teachers are strong advocates for children and work in partnership with families and whānau. They implement an inclusive programme where diversity is valued and celebrated. Parents feel welcome to stay and contribute frequently to the interests and learning of their children.
Teachers acknowledge and value parents’ aspirations for their children’s learning and provide a valuable response in the learning portfolios. Ideas are included in the planning of the emergent curriculum. Portfolios celebrate individual children’s success and progress in learning. Teachers are focused on enhancing the quality of the learning partnership they have with parents and whānau.
The head teacher is providing sound professional leadership. Teachers respond effectively and work collegially to achieve positive learning outcomes for all children. They are well supported by an experienced ESM from the association. Together this teaching and leadership team keep up-to-date with current best practices in early childhood education and care.
All aspects of self review about the centre operations and learning programmes are highly effective. Teachers are frequently reflecting about practice and making ongoing improvements to the kindergarten environment. This approach is effective in keeping the centre focused on what is best for children’s learning and care.
ERO supports teachers’ intention to further investigate through a research-based, inquiry approach to self review the place and contribution of parents in the learning partnership of their children in the kindergarten. The self review programme should also identify learning outcomes for children.
Before the review, the staff and management of Crawshaw 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 Crawshaw Kindergarten will be in four years.
Dale Bailey
National Manager Review Services Northern Region
6 November 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 |
Hamilton |
||
|
Ministry of Education profile number |
5613 |
||
|
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 |
51 |
||
|
Gender composition |
Girls 29 Boys 22 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Indian South East Asian Cook Island Māori Samoan Tongan Other Asian Other European |
19 21 4 2 1 1 1 1 1 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
|
Review team on site |
August 2014 |
||
|
Date of this report |
6 November 2014 |
||
|
Most recent ERO report(s) |
Education Review |
April 2011 |
|
|
Education Review |
February 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.