84 Bremworth Avenue, Dinsdale, 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.
Dinsdale Kindergarten is located in the Hamilton suburb of Dinsdale and 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 61 children were enrolled, including 18 who identify as Māori.
The kindergarten is one of 29 kindergartens that operate under the umbrella of 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 Waikato Kindergarten Association are involved in a ‘Cool 4 School’ transition programme, 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 Dinsdale Kindergarten's philosophy is based on resilience, respect, curiosity and relationships. All learning is valued with a belief in supporting parents and whānau as first teachers. The principles of aroha love, compassion, empathy; manaakitanga respect, self worth, nurturing; whanaungatanga working collaboratively and the strength of the group, are fostered.
Since the previous ERO review in 2014 a new head teacher and two new teachers have been appointed. In addition, the kindergarten has been re-licensed to reflect additional operating hours. Recommendations from the previous ERO review have been effectively responded to.
This review was part of a cluster of eight reviews in the Waikato Kindergarten Association.
Children benefit from effective teaching. Authentic, kind and caring relationships support children to learn. The development of social skills is promoted through a wide range of effective positive guidance strategies. Children’s oral language development is well supported, particularly through opportunities for dramatic play. The environment is thoughtfully organised to deepen children’s thinking and creativity and add complexity to their learning. Children and teachers have fun as part of the learning process.
Māori children’s sense of belonging is enhanced by high levels of Māori language use and instruction by teachers. Māori knowledge and tikanga are evident in the programme. This could now be further developed with a greater focus on local iwi history.
Children with additional needs learn in a highly inclusive environment. Teachers are very responsive to the varying needs of these children. They work closely with whānau and external agencies to support parent's aspirations for their children. Teachers use their networks to advocate for children with additional needs as they transition to school. Children’s sense of belonging is nurtured during transition into and out of the kindergarten.
Children experience a broad and responsive curriculum that promotes positive learning outcomes. Strong reciprocal relationships are formed with each whānau to support children’s learning. Children benefit from a curriculum that develops their knowledge and understanding, particularly in areas such as environmental sustainability, the importance of physical activity and healthy eating along with foundation skills in mathematics and literacy. The indoor and outdoor environment is well-resourced with appropriate levels of challenge. There is a good balance between teacher-directed and child-initiated play and learning.
Individualised planning in collaboration with whānau is becoming embedded. Teachers are strengthening their use of Te Whāriki, Early childhood curriculum to recognise and respond to learning. Assessment clearly recognises children’s learning and is increasingly showing individual children's progress over time.
Leadership effectively promotes a shared understanding of the philosophy, vision and goals of the kindergarten. The philosophy is a living document, regularly reviewed and well enacted. Leaders have developed a culture of innovation for improvement, collaboration and critical reflection. Leadership is contributing to equitable outcomes for all children.
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 now a priority for ESMs.
The WKA provides sound, 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. ESMs work closely with the head teacher and provide well-informed professional leadership to support kindergarten operations.
Effective governance by the WKA is contributing to inclusive and equitable services for children.
The key next steps for leaders and teachers to effectively meet the learning needs for children is to:
continue to embed individualised planning
continue to implement the Te Whāriki curriculum with a focus on localising the curriculum.
Before the review, the staff and management of Dinsdale 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 Dinsdale Kindergarten will be in four 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 |
5139 |
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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 |
61 |
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Gender composition |
Boys 33 Girls 28 |
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Ethnic composition |
Māori |
18 |
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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 |
October 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 |
September 2011 |
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Education Review |
November 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.
Dinsdale Kindergarten provides morning sessions each day for older children, three afternoon sessions for younger children and some spaces for children to stay all day. It is licensed for up to 40 children aged over two years at any one time. At the time of this ERO review, 68 children were enrolled, of whom 24 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 both the association and kindergarten 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 to the association and teachers about Māori language, culture and identity. The kindergarten’s administrative responsibilities are well supported by association resource personnel.
The kindergarten benefits from 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 team of five qualified teachers led by the experienced and long-standing head teacher. Teachers are supported by an administrator/support staff member.
Since ERO’s last review in 2011 the head teacher has remained the same, there have been changes to the teaching team, kindergarten sessions, the environment and extensive building renovations.
The kindergarten philosophy is well documented and regularly reviewed, including parents’ views. It places value on cultural diversity and the bicultural heritage of Aotearoa. Māori concepts of whakawhanaungatanga, kaitiakitanga and manaakitanga are promoted through caring, respectful relationships.
This review was part of a cluster of 12 kindergarten reviews in the Waikato Kindergarten Association.
Dinsdale Kindergarten is very well placed to promote positive learning outcomes for children.
The head teacher continues to provide well-informed professional leadership for the kindergarten. She has established a positive culture of trust, high expectations, open communication and collaboration with staff, whānau and community. Her clear and shared vision effectively guides teachers’ practice, reflection and decision making. Leadership is increasingly distributed to empower staff to take responsibility in areas of special interest and expertise. The team is well supported by the ESM who affirms practice and provides useful feedback and ideas that promote continuous improvement of the kindergarten.
Teachers use a range of effective frameworks to guide critical reflection and planned, spontaneous and strategic self review. These reviews include parent views and result in positive changes to the programme, environment, teachers’ practice and outcomes for children and families.
The rich curriculum is well supported by highly effective teaching practice, and carefully considered resources and equipment. Positive features of the curriculum include priority given to:
ERO observed calm, purposeful and vibrant programmes where children were happily engaged in sustained and uninterrupted play and learning.
Children benefit from the high-quality learning environment that provides many opportunities to be involved in extensive and interesting learning opportunities. There is a strong emphasis on fostering children’s exploration through natural science and interactions with a range of well cared for pets. Wall displays are literacy rich and often designed by children. The work of children is valued and they demonstrate high levels of ownership, kaitiakitanga, and confidence in the kindergarten setting.
Teachers use many highly effective strategies to respond to children’s interests, thinking and preferences. They encourage children to problem solve and persevere to achieve success. Children enjoy the balance of both teacher-led and child-initiated activities and games. Teachers skilfully support children's developing social skills and awareness of others. Children demonstrate confidence as capable learners.
Teachers use high-quality language in their interactions with children. They listen carefully to children and encourage them to be confident and articulate in expressing their ideas and needs. Teachers use te reo Māori incidentally throughout the programme and demonstrate understanding and respect for Māori culture and a world view. Children and families from other cultures are also welcomed and their language and culture are affirmed.
Parents who spoke with ERO appreciate the warm welcoming atmosphere, whanaungatanga and manaakitanga, approachable teachers and the high quality of education and care provided for their tamariki.
ERO, the education services manager, head teacher and teachers agree that teachers will continue to strengthen:
Before the review, the staff and management of Dinsdale 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 Dinsdale Kindergarten will be in four years.
Dale Bailey
National Manager Review Services
Northern Region
5 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 |
5139 |
||
|
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 |
68 |
||
|
Gender composition |
Boys 36 Girls 32 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Samoan Tongan |
26 38 3 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 |
September 2014 |
||
|
Date of this report |
5 November 2014 |
||
|
Most recent ERO report(s) |
Education Review |
September 2011 |
|
|
Education Review |
November 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.