26 Anderson Road, Hamilton Central, Hamilton
View on mapNot well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Deanwell Kindergarten located in Hamilton, 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 43 children were enrolled, including 11 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 kindergarten's education, operational and administrative responsibilities are supported by experienced association personnel.
The kindergarten’s philosophy focuses on providing a high-quality learning environment that encourages children to play, explore and have fun. Priority is placed on empowering children to be confident and competent learners and fostering their self esteem and independence. The kindergarten believes in the importance of working in partnership and having respectful, responsive and reciprocal relationships with whānau.
Since the last ERO review in 2014 there have been several changes to the leadership team. A new head teacher and education services manager (ESM) were recently appointed. The kindergarten achieved Bronze Enviroschools status and a Healthy Heart award. A new garden area was developed in consultation with children, parents and local iwi. The kindergarten has also extended its operating hours to meet the needs of the community.
The kindergarten has responded well to the areas identified in the previous ERO report. This review was part of a cluster of three kindergarten reviews in the WKA.
Children's languages and cultures are highly visible and valued. Teachers naturally integrate te reo and tikanga Māori into the programme. Bicultural learning opportunities acknowledge the unique place of Māori in New Zealand society. A positive relationship with a kaumātua enriches connections to local iwi. Families from other diverse cultures are encouraged to share their own languages and customs, and special events acknowledge and celebrate cultural diversity. Māori and other children experience a strong sense of belonging in an inclusive family-based environment.
Teachers deliberatively foster children's social competence and self-management skills through positive and caring relationships. A newly established approach to individualised planning is supporting collaboration with parents and positive partnerships for learning. Further alignment of teaching practices to individual planning should strengthen children's ability to lead their own learning through complex and challenging tasks. Children with additional learning and behavioural needs are well supported and there is effective liaison with external agencies. A focus on improving oral language supports English language learners. The curriculum is enhanced through a variety of trips, experiences and visitors to the kindergarten. Children's literacy and mathematical learning is supported through authentic contexts for learning.
Leadership is collaborative and fosters a positive team culture. New leaders have developed high levels of relational trust amongst staff. Open communication enables parents and families to feel welcome and listened to. A strategic approach to strengthening partnerships between the kindergarten and local school is supporting positive transitions and learning pathways. Internal evaluation is used effectively to inform change and improve outcomes for learners.
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 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 steps for leaders and teachers are to:
Before the review, the staff and management of Deanwell 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:
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 Deanwell 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.
| Location | Hamilton | ||
| Ministry of Education profile number | 5138 | ||
| 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 | 43 | ||
| Gender composition | Girls 28 Boys 15 | ||
| Ethnic composition | Māori Pākehā Indian Other | 11 11 15 6 | |
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 2018 | ||
| Date of this report | 20 December 2018 | ||
Most recent ERO report(s)
| Education Review | August 2014 | |
| Education Review | March 2011 | ||
| Education Review | February 2008 | ||
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.
Deanwell Kindergarten is located in south western Hamilton and provides both all-day and sessional education and care for children from two years to school age. It is licensed to provide education and care for up to 40 children over the age of two years at any one time. At the time of this ERO review, 49 children were enrolled, of whom 11 are identified as Māori, four are Pacific Island and 12 others from nine different cultures. In response to falling rolls in 2013, the kindergarten introduced an option of school-day sessions to meet the needs of their local community. This resulted in a significant increase in the roll, including a number of children under the age of three.
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.
Teachers have responded positively to the agreed priorities for development and review in the 2011 ERO report related to strengthening the curriculum. Teachers now place greater emphasis on Māori cultural perspectives, provide many opportunities for children to lead their learning, and identify this learning in assessment and planning.
The kindergarten’s philosophy aims to provide peaceful, play-based learning, where children’s self esteem, confidence and independence are promoted, in partnership with families and whānau.
This review was part of a cluster of 12 kindergarten reviews in the Waikato Kindergarten Association.
Deanwell Kindergarten is very well placed to promote positive learning outcomes for children.
There are many opportunities for children to explore and investigate as self-managing learners, within a well prepared programme, with high-quality materials and equipment. ERO observed children solving problems, resolving conflicts peacefully, and focussing for sustained periods of time, throughout the day.
Children are building strong foundations of literacy and mathematical knowledge, in meaningful contexts. They are confident communicators, share their opinions and express their needs. They actively engage in and enjoy well-known routines that contribute to their wellbeing and belonging, and foster their leadership skills.
Children’s participation in the programme is captured in attractively-presented individual learning folders that demonstrate the richness of the curriculum. Teachers identify learning, reflect children’s voices, record their strengths and interests, and show aspects of progress. They should now strengthen assessment and planning in learning folders by consistently acknowledging:
The experienced and knowledgeable teaching team work in a positive partnership with the head teacher. They have established a culture of welcoming all families and place priority on the values of respect and love. They are responding positively to the needs of younger children in the centre. Teachers value children’s work as art and develop attractive displays that reflect and celebrate children’s skills and creativity. High-quality teaching practices observed by ERO include:
Teachers meet regularly to plan and prepare a programme that responds to children’s learning and care needs. Transitions into the kindergarten are carefully managed at the child’s and family’s own pace. Strong relationships are maintained with the local primary school that result in positive transitions to school for children.
The experienced and knowledgeable head teacher continues to provide effective leadership for the kindergarten. She skilfully builds long-term and meaningful relationships in the community that strongly benefit families and whānau. She demonstrates high trust in teachers’ professionalism and recognises and fosters emergent leadership amongst staff and parents. Staff are enthusiastic, understand their roles and responsibilities, and this is contributing to a peaceful and relaxed environment for teaching and learning.
Ongoing self review is evident and leads to improvements in the programme and environment. Aspects of self review, including appraisal, need strengthening by including clear indicators and criteria linked to agreed, shared and researched, high-quality practices for teaching and learning. This should enable the ESM, head teacher and staff to monitor and measure progress, and engage in constructive, evidence-based feedback and reflection about teaching practice, personal goals and centre development.
Before the review, the staff and management of Deanwell 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 Deanwell 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 |
Hamilton |
||
|
Ministry of Education profile number |
5138 |
||
|
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 |
49 |
||
|
Gender composition |
Boys 29 Girls 20 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Indian Pacific Asian |
11 22 9 4 3 |
|
|
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 |
June 2014 |
||
|
Date of this report |
13 August 2014 |
||
|
Most recent ERO report(s) |
Education Review |
March 2011 |
|
|
Education Review |
February 2008 |
||
|
Education Review |
December 2004 |
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.