Ezekiel Trust Community Kindergarten - 09/04/2020

1 Evaluation of Ezekiel Trust Community Kindergarten

How well placed is Ezekiel Trust Community Kindergarten to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Ezekiel Trust Community Kindergarten is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

Ezekiel Trust Community Kindergarten is a Christian centre located in the Morrinsville Baptist Church complex. It serves the local community and surrounding rural areas. It is licensed to provide sessional and some full-day education and care for 30 children from two years to school age. The current roll of 45 children includes four who identify as Māori. The kindergarten is governed by the Morrinsville Ezekiel Trust which has charitable status. The Trust operates under the umbrella of the Morrinsville Baptist Church. The kindergarten is led by an experienced supervisor and she is supported by long-serving teaching and support staff.

The centre philosophy is based on Christian teaching and values. It prioritises quality education and care, fosters responsive and reciprocal relationships, operates as a community of learners, and supports successful transitions to school.

The kindergarten has responded well to the key areas identified in the 2016 ERO report.

The kindergarten is a member of the Morrinsville Kāhui Ako.

The Review Findings

Children benefit from teaching and learning practices that effectively promote positive learning outcomes. Children are empowered to take increasing responsibility for themselves as they play and learn. Oral language development is actively promoted through effective teacher questioning, with children’s talk encouraged, accepted and respected. Well-considered intentional teaching strategies extend learning opportunities.

Children and their families are warmly welcomed and there are respectful and reciprocal relationships. Ongoing communication between parents and the teachers build partnerships for learning. Transitions into and out of the kindergarten are well supported. Children with additional needs are included in the life of the kindergarten. There are referrals to outside agencies when required. Individual education plans map a pathway for learning. The kindergarten, whānau and specialists work together to ensure suggested strategies are fully implemented.

The curriculum is responsive to the needs, interests and aspirations of children and families. Early literacy and mathematical concepts are effectively integrated into learning opportunities. Authentic bicultural contexts are naturally woven into the programme and support a sense of belonging for all. Children have access to a range of indoor and outdoor resources to inspire and challenge their learning. The kindergarten should review the extent to which children are able to access resources independently.

Children’s learning and development is supported by an individualised assessment process. Teachers understand and identify progress and achievement. Children and whānau enjoy revisiting their learning captured in portfolios accessible in the kindergarten and online. Assessment is building children’s identity as successful learners.

The supervisor provides well-informed professional leadership and has successfully established a learning community to ensure positive outcomes for all children. The leader respectfully validates the Māori world with an ongoing commitment to learning and the active use of te reo Māori.

Teachers are supported to access targeted professional development. The team culture supports critical reflection among staff to challenge and improve current ways of working. Improving the quality of education and care is supported by ongoing systematic internal evaluation. The teaching team should refine this practice to include ongoing evaluation and monitoring of the changes implemented.

Effective governance is contributing to high quality, inclusive and equitable services for children. Christian philosophies underpin all kindergarten operations. Bicultural practices are part of the daily life of the centre. There is a thorough approach to collaborative strategic and annual planning, which prioritises positive outcomes for children. Families and whānau are regularly consulted and have opportunities to be involved in decision making. Comprehensive systems, policies and procedures guide kindergarten practice.

Key Next Steps

Useful refinements to further improve outcomes for children and their families are:

  • to review the extent to which children have independent access to resources, and

  • extend the internal evaluation process to determine the impacts of change on children’s learning.

Management Assurance on Legal Requirements

Before the review, the staff and management of Ezekiel Trust Community 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.

Darcy Te Hau

Acting Director Review and Improvement Services (Central)

Central Region - Te Tai Pūtahi Nui

9 April 2020

The Purpose of ERO Reports

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.

2 Information about the Early Childhood Service

Location

Morrinsville

Ministry of Education profile number

34014

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, aged over 2

Service roll

45

Gender composition

Male 24 Female 21

Ethnic composition

Māori
NZ European/Pākehā
Other ethnic groups

4
36
5

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

50-79%

Reported ratios of staff to children

Over 2

1:10

Meets minimum requirements

Review team on site

January 2020

Date of this report

9 April 2020

Most recent ERO report(s)

Education Review

July 2016

Education Review

February 2010

Education Review

February 2007

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement

The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:

  • Very well placed

  • Well placed

  • Requires further development

  • Not well placed

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.