181 Massey Street, Frankton-Hamilton, 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.
Frankton Kindergarten, is located in the suburb of Frankton in Hamilton, and is licensed for 47 children. The kindergarten offers both full and part-day education and care for children aged two years old 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 54 children were enrolled, including 24 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. Cultural 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 kindergartens’ education, operational and administrative responsibilities are supported by experienced association personnel.
The kindergarten’s philosophy focuses on establishing and maintaining warm and trusting relationships between kaiako, tamariki and whānau and providing a strong sense of belonging for children. The kindergarten believes in the importance of play and nurturing children to develop social competency in a physically and emotionally safe environment. Priority is placed on embracing bicultural values, traditions and language, as well as celebrating cultural diversity with the community.
Since the last ERO review in 2014, there have been significant changes to the teaching team. A new head teacher was appointed in 2017 and there are also three new teachers. The kindergarten has responded well to the areas identified in the previous report. The WKA has also undertaken an extensive redevelopment of the outdoor play area.
This review was part of a cluster of eight kindergarten reviews in the WKA.
The curriculum is highly inclusive and responsive. Children with additional learning and behavioural needs are well identified and supported through ongoing individualised planning and external support. The language, culture and identity of Māori and other diverse groups are highly visible and prioritised in planning and assessment. Children experience a sense of belonging and connection to their cultural heritage. A personalised approach to transitions into and out of the kindergarten contributes to success for children. The curriculum has a strong focus on literacy and mathematics and is enriched through a wide range of meaningful and authentic contexts, including environmental education, trips into the local community and visitors to the kindergarten. Children have extensive opportunities to lead their own learning, exercise choice and problem solve.
Relationships between teachers, children and their families are affirming, sensitive and respectful. Teachers deliberately develop children’s skills for social competence and skilfully use positive guidance strategies to support children's learning and behaviour. Parents' views and aspirations for their children are gathered and used effectively in individualised planning and assessment. Positive partnerships for learning are enhanced through the effective sharing of children’s learning progress and the involvement of parents, families and whānau in kindergarten activities. The learning environments are attractive and well resourced, with many deliberate provocations that promote positive learning outcomes. Children experience a sense of belonging and wellbeing in a family-based environment.
Highly-collaborative leadership is focused on building teacher capability. The head teacher has established a positive team culture with a shared vision for the kindergarten and high levels of trust. Relationships with parents, families, whānau and community have been strengthened through a strategic approach to communication and consultation. Leadership has enhanced bicultural practices in the kindergarten through involvement with the local marae and kaumātua. Internal evaluation is used effectively to inform changes to practice and improve outcomes for children.
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. Education services managers work closely with the head teacher and provide well-informed professional leadership to support kindergarten operations. Effective governance by WKA is contributing to inclusive and equitable services for children.
ERO and leaders agree the next steps for this kindergarten are to:
formalise the kindergarten’s local curriculum in consultation with parents, whānau and local community
continue to refine the planning and assessment process to ensure consistency of practice.
Before the review, the staff and management of Frankton 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 Frankton Kindergarten will be in four years.
Adrienne Fowler
Director Review and Improvement Services
Te Tai Miringa - Waikato / Bay of Plenty Region
26 November 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 |
5141 |
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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 |
47 children, including up to 0 aged under 2 |
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Service roll |
54 |
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Gender composition |
Boys 28 Girls 26 |
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Ethnic composition |
Māori |
24 |
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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 |
26 November 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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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.
Frankton Kindergarten is located in Hamilton and provides both all-day and sessional education and care for children from two years to school age. The kindergarten is licensed for up to 40 children over the age of two years. At the time of this ERO review, 48 children were enrolled, of whom 20 are identified as Māori and four as Pacific.
There have been changes to the environment since the 2011 ERO review. Alterations to the verandah and the entry to the building have improved the attractiveness and use of these areas. A sustainable garden planted with fruit trees and vegetables has been developed to support the Enviroschools programme. A plan has been developed for further improvement of the outdoor playground.
The experienced and long-serving head teacher continues in her role, supported by two full-time teachers, who are new to the kindergarten. A third teacher, who is employed part time, and the support staff member are experienced and long-serving.
In response to the last ERO review, the kindergarten team has extended its use of systematic self review to cover and improve the effectiveness of aspects of teaching and kindergarten operations.
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 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 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.
This review was part of a cluster of 12 kindergarten reviews in the Waikato Kindergarten Association.
Frankton Kindergarten is very well placed to promote positive learning outcomes for children.
Children are confident learners who are highly engaged in sustained play in a meaningful and responsive programme. They have trusting relationships with staff, who treat them with dignity and respect. Children are caring towards one another, and develop genuine friendships as they play and learn happily in cooperative groups. Their wellbeing is supported by consistent, flexible routines that respond to their individuality and develop their independent self care.
The kindergarten philosophy emphasises children having equitable opportunities to learn in an environment that expresses New Zealand’s dual cultural heritage. Te reo Māori is strongly reflected in the programme, environment, and teachers’ practice. Children’s diverse cultural heritage is affirmed and celebrated. The philosophy also recognises the importance of children’s sense of belonging. This is fostered through home visits where teachers develop an understanding of children in their family environment. Each child has a key teacher who maintains a relationship with the child and family to sustain a secure foundation for learning and development.
Parents and whānau are actively engaged in their children’s education. Parents’ aspirations for their children contribute to decisions about the environment and programme. Teachers deliberately encourage parents’ involvement in the kindergarten. They seek parents’ views in a variety of ways, and readily spend time talking with them to share information about their children’s progress and development.
The kindergarten’s spirit of inclusiveness is evident in the way staff welcome children with additional learning needs and their families. Teachers work as a collaborative team to enable these children to choose freely and explore rich learning opportunities.
Skilful teachers engage children in authentic learning experiences guided by children’s interests, strengths and learning needs. They purposefully integrate early literacy and mathematics concepts and skills using intentional and responsive teaching strategies. Children are competent communicators who hold extended conversations to articulate their interests and needs to adults and their peers. Teachers use positive guidance techniques effectively to develop children’s social skills and ability to negotiate and solve problems. They plan a holistic programme to promote sustainable environmental practices, healthy living and participation in physical challenges.
Assessment of children’s learning pathways draws from a wide range of sources and viewpoints through teacher discussion and reflection. Children’s individual profiles are vibrant celebrations of their progress and achievement. They contain rich information for parents about children’s personality, patterns of learning, and their strengths and progress over time. Attractive photographs capture children’s engagement in the programme very well.
The head teacher is a professional, committed and highly capable leader who is well-respected by the teachers and community. The kindergarten, and the kindergarten association, benefit from her expertise in child protection, which has been used to refine the service’s ability to respond to the needs of children and their families. The head teacher provides teachers with leadership opportunities, and builds their capacity as members of a collegial teaching team. Together, they work thoughtfully and reflectively to evaluate and improve outcomes for children’s learning. They consult with parents and value their contributions when evaluating outcomes for children’s learning. Their review process could be further developed to consider how children’s voices could contribute to teachers’ decision-making.
The kindergarten has identified, and ERO agrees, that the key next steps for the centre are to:
Before the review, the staff and management of Frankton 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 Frankton Kindergarten will be in four years.
Dale Bailey
National Manager Review Services
Northern Region
6 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 |
5141 |
||
|
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 |
50 |
||
|
Gender composition |
Boys 32 Girls 18 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Samoan Cook Island Māori Indian Other |
24 20 3 1 1 1 |
|
|
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 |
6 November 2014 |
||
|
Most recent ERO report(s) |
Education Review |
September 2011 |
|
|
Education Review |
October 2008 |
||
|
Education Review |
May 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.