Fanau Pasifika - 14/06/2016

1 Evaluation of Fanau Pasifika

How well placed is Fanau Pasifika to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

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

Background

Fanau Pasifika is an all-day kindergarten in Levin. The service was formerly the Cambridge Street Kindergarten and was reviewed by ERO under that licence in May 2012. The service has undergone significant changes since the previous ERO report. It operates a six hour session five days a week and enrols children aged under two years. In September 2012, it transitioned to a Pasifika kindergarten and now works with a co-head teacher structure.

The kindergarten is licensed for 45 children with a maximum of 12 up to the age of two. Ethnic groups represented on the roll include Samoan, Tongan, Māori, Pākehā and Chinese.

The kindergarten philosophy is underpinned by the cultural values of unity, alofa, respect, reciprocal relationships, spirituality, aiga, leadership and kindness.

Fanau Pasifika Kindergarten is one of 85 kindergartens and three home-based education and care networks governed and managed by He Whānau Manaaki o Tararua Free Kindergarten Association Incorporated (the association). This is a new kindergarten association created from joining the Rimutaka and Wellington Kindergarten Associations in 2014.

The board and managers provide governance for the organisation. Senior teachers oversee delegated kindergartens. Their role is to provide regular support and a range of professional learning and development opportunities for teachers.

In 2012, the association developed a framework to guide the implementation of its curriculum, Te Manawa. This document outlines criteria for curriculum delivery, including expectations for assessment and planning for children’s learning.

The previous ERO report for Cambridge Street Kindergarten identified that planning and assessment, and self review needed further development. Areas where the association could strengthen its support for teachers were also identified and positive progress has occurred. The alignment of individual kindergartens’ annual plans with the association’s strategic priorities has now been appropriately addressed.

All six teachers at Fanau Pasifika Kindergarten are qualified and registered.

This review was part of a Pacific cluster of three kindergartens and three home-based services reviews in He Whānau Manaaki o Tararua kindergartens.

The Review Findings

Children's cultures, languages and identities are effectively promoted and responded to by teachers. Children are valued for what they and their families bring to the kindergarten. Their sense of belonging is strongly supported through the respectful relationships developed between families and teachers and within the community. Children are comfortable to approach adults. They engage in a curriculum that is responsive to their needs and interests.

Educationally powerful connections and partnerships support children and their families to experience success. Parents spend time at the kindergarten and engage in their children's learning in a variety of ways. The kindergarten values are clearly evident and meaningful within the environment.

The inclusive nature of the kindergarten is a feature. Children build respectful, cross-cultural relationships. They demonstrate an eagerness to learn language, songs and customs across the cultures represented at the kindergarten. Teachers support and guide their understanding.

Children are empowered to lead their learning. Teachers respect and value what parents know about their children. Their teaching is guided and informed by this knowledge. The curriculum is designed and implemented as a result of observation, discussion and ongoing planning. Planning walls in the kindergarten show how teachers notice, recognise and respond to children's learning.

Infants and toddlers play and learn in a high trust environment. The concept of fanau is clearly evident. Adults are responsive and work together to provide appropriate resources and experiences for these younger children. Tuakana-teina relationships are strong amongst children. Teachers maintain a calm, slow pace in which younger children have space and time to lead their learning.

Self review for improvement is developing. ERO and the senior teacher, head teacher and staff agree that teachers should continue to develop and embed robust self review and internal evaluation to further promote positive outcomes for children.

The senior teacher provides termly written feedback that outlines agreed development priorities and progress in relation to the quality of teaching and learning. They complete an annual internal evaluation that supports strengthening of these termly reports. There is a deliberate focus on outcomes for children and teacher/leader performance.

The previous ERO report identified that the association needed to improve the appraisal process. Managers undertook an internal review of the appraisal system. The revised model is being implemented across the kindergartens. The process includes focused goals that build teacher and leader capability and clear links with the Practising Teacher Criteria.

Key Next Steps

The association should continue to support the development of formal critique of teaching practice and strengthening responsiveness to Māori children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Fanau Pasifika 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Fanau Pasifika will be in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

14 June 2016

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

Levin

Ministry of Education profile number

5544

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

45 children, including up to 12 aged under 2

Service roll

50

Gender composition

Girls 27, Boys 23

Ethnic composition

Māori

Samoan

Pākehā

Tongan

Chinese

Other ethnic groups

6

19

9

8

6

2

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

1:5

Meets minimum requirements

Over 2

1:10

Meets minimum requirements

Review team on site

April 2016

Date of this report

14 June 2016

Most recent ERO report(s)

No previous ERO reports

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 and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

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.