Fitzroy Kindergarten - 24/10/2013

1 Evaluation of Fitzroy Kindergarten

How well placed is Fitzroy Kindergarten 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

Fitzroy Kindergarten is one of sixteen kindergartens managed by the North Taranaki Kindergarten Association (the association). The association governing board is responsible for setting overall strategic and policy direction for the organisation. Senior teachers are employed by the association to support teaching and learning.

The kindergarten, located in the coastal suburb of Fitzroy in New Plymouth, is licensed for 34 children aged from two to five years. Since the August 2010 ERO report, the kindergarten has diversified to an all-day licence. The teaching team consists of four qualified and registered teachers.

A review of the teaching philosophy incorporates shared values and beliefs of teachers and parents. These beliefs are strongly underpinned by the concept of respect, empowerment and embracing the mana of each individual. Teachers nurture and build positive, trusting relationships with children and their families.

The kindergarten has a positive reporting history with ERO. Areas for review and development from the previous ERO report have been considered and responded to effectively.

This review was part of a cluster of eight kindergarten reviews in the North Taranaki Kindergarten Association.

The Review Findings

Board members undertake regular training and have developed useful processes to support governance roles and responsibilities. The senior teacher provides ongoing support and guidance for teachers. She promotes regular professional development opportunities and use of systems that focus on fostering outcomes for children.

Children and their families are warmly welcomed. Parents spend time in the kindergarten and make contributions. They are actively involved in events and celebrations. Teachers and parents regularly share information to support children’s learning and wellbeing. Visual displays encourage further links between home and kindergarten.

Children benefit from the inviting and well resourced learning environment. Interesting play areas encourage children’s curiosity, exploration and sense of discovery. They settle into activities of interest and sustain their play for extended periods. Teachers know children well. Nurturing relationships are evident.

Developing children’s social competence is a focus. Teachers use strategies that encourage children to see themselves as capable, confident and motivated. Children increasingly help each other, share ideas and interests and make friendships. Independence and leadership skills are encouraged.

Strong features of the curriculum include storytelling, literacy and numeracy experiences and dramatic play. Children with additional needs are well supported.

Links with the local school have strengthened. Regular opportunities for reciprocal visits support the smooth transition to school for children and families. Children’s sense of belonging is nurtured during the move to school.

Teachers are beginning to make effective use of self review to build and extend their practice in giving significance to Māori learners’ culture, language and identity. The environment reflects the dual heritage of Aotearoa/New Zealand in a variety of ways. Children have opportunities to hear te reo Māori in the programme. Culturally responsive practices are visible in daily practice and through the curriculum.

The teaching team is focused on establishing a positive staff culture. As a result, teachers work collaboratively and support each other. The head teacher provides effective leadership. Self-review processes continue to strengthen current systems and meet the objectives in strategic plans to support improvement and accountability.

Key Next Steps

Continue developing capacity for evaluation and self review to promote teachers' inquiry into the impact of teaching practice on outcomes for children by:

  • further developing assessment practices to more effectively highlight children’s progress over time

  • leading curriculum-based, capable early childhood learner conversations with teachers at schools to enhance children’s transitions.

The association should continue to review appraisal and consider formal critique of teaching practice and feedback processes to improve teaching and learning.

Management Assurance on Legal Requirements

Before the review, the staff and management of Fitzroy 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Fitzroy Kindergarten will be in three years.index-html-m2a7690f7.gif

Joyce Gebbie

National Manager Review Services Central Region (Acting)

24 October 2013

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

New Plymouth

Ministry of Education profile number

5219

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

34 children aged over 2

Service roll

54

Gender composition

Boys 31, Girls 23

Ethnic composition

Māori

NZ European/Pākehā

Indian

Filipino

Latin American

Malay Chinese

7

41

2

2

1

1

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

N/A

 
 

Over 2

1:10

Meets minimum requirements

Review team on site

August 2013

Date of this report

24 October 2013

Most recent ERO report(s)

 

Education Review

August 2010

 

Education Review

December 2005

 

Accountability Review

October 2002

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.