40 Torridge Street, Oamaru
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
Outcome Indicators(What the service knows about outcomes for learners) |
Whakaū Embedding |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whakawhanake Sustaining Whakaū Embedding |
ERO’s judgements for Glen Warren Kindergarten are as follows:
Glen Warren Kindergarten is one of five kindergartens in the Oamaru Kindergarten Association (OKA). Children who attend are from a variety of ethnic backgrounds, including a large group of children who are identified as Māori and another significant group who are of Pacific heritages. There has been some progress since the 2018 ERO report with assessment, planning and evaluation processes and practices.
Children benefit from a broad, rich curriculum that is based on the kindergarten’s learning priorities, Māori values and Te Whāriki, the early childhood curriculum. Teachers extend children’s thinking and creativity through meaningful learning-focused conversations. Children are highly sustained and focused on their play and learning.
There are many opportunities for children to learn about the bicultural heritage of Aotearoa New Zealand, through a localised bicultural curriculum, developed in consultation with local iwi. The learning environment is resourced to show that the languages and cultures of Māori and Pacific children are recognised and valued. Children with diverse learning needs are nurtured in a respectful learning environment that supports their individual uniqueness.
Through a process of formal and informal planning, assessment and evaluation, teachers identify children’s strengths, interests and learning needs. They identify and implement relevant strategies designed to extend children’s learning. Aspects of the curriculum are evaluated to make improvements. Records of learning show children’s progress over time in relation to their learning goals and the kindergarten’s learning priorities. However, revisiting learning goals and monitoring progress need to be more regularly documented, and more consistently aligned to Te Whāriki learning outcomes.
A deliberate approach is in place to build leadership capability within and across Oamaru Kindergartens. This has enabled the board, managers, and teaching teams to effectively implement the association’s strategic vision and goals. The teaching team benefits from ongoing mentoring and guidance provided by the association.
Internal evaluation processes are embedding. Improvements and outcomes from evaluations are regularly reported to the board. While quality indicators are evident, these are not yet used purposefully to guide the evaluation process, or inform data analysis and actions taken. Deepening the teaching team’s use of effective internal evaluation is now required.
The board and leaders are future focused, and they provide a range of initiatives that enable families and communities to participate in kindergarten. Useful systems and processes guide the operation and management of the kindergarten. Processes are in place to monitor the implementation of the licensing requirements; however, these are not yet robust.
Glen Warren Kindergarten will include the following actions in its Quality Improvement Planning:
More regularly review and document children’s learning and progress over time and consistently consider their progress in relation to the learning outcomes.
Make better use of indicators of best practice through all stages of internal evaluation. Ensure reporting is evaluative and consistently focused on outcomes for children and shifts in practice.
Before the review, the staff and management of Glen Warren Kindergarten an ERO 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; safety checking; teacher registration; ratios)
relevant evacuation procedures and practices.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliances:
Areas of glass are either made of safety glass, covered with protective film, or protected by barriers (PF7).
Heavy furniture, fixtures, and equipment that could fall or topple and cause serious injury or damage are secured (HS6).
The procedure people should follow should they wish to complain about non-compliance with Regulations or criteria includes details of the local Ministry of Education office (GMA1).
Patricia Davey
Director of Early Childhood Education (ECE)
19 June 2023
|
Early Childhood Service Name |
Glen Warren Kindergarten |
|
Profile Number |
46263 |
|
Location |
Oamaru |
|
Service type |
Free Kindergarten |
|
Number licensed for |
40 children over the age of 2 years |
|
Percentage of qualified teachers |
100% |
|
Service roll |
49 |
|
Review team on site |
March, 2023 |
|
Date of this report |
19 June 2023 |
|
Most recent ERO report(s) |
Education Review, May 2018; Education Review, August 2014 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Glen Warren Kindergarten is one of five kindergartens in the Oamaru Kindergarten Association (OKA). It is located on the grounds of Oamaru North School and is licensed for up to 30 children. Children aged from two to six years attend for up to six hours each weekday. Thirty five children attend on different days through the week.
There have been recent changes in staff, including a new head teacher in Term One 2018. The head teacher is well supported in her role by teachers and teacher aides. Children are provided with a cooked meal four days per week. An external Education Services Manager (ESM) supports professional practice in the team. The OKA oversees the governance and management of the kindergarten.
Since the August 2014 ERO report, teachers have made good progress on the areas identified for further development. Planning, assessment and evaluation processes require further strengthening.
This review was part of a cluster of five reviews in the OKA.
The visibility of children's language and culture in the programme, and teachers' culturally responsive practice are key strengths which are promoting positive outcomes for all children. Teachers have established positive and trusting relationships with children and their families. They are very responsive to whānau and family needs. They provide additional targeted support to children and their families to enable all children's active participation in the kindergarten.
Children play and learn in a rich bicultural programme. Key concepts, such as manakitanga (caring for others) and kaitiakitanga (caring for the environment) are well integrated in the philosophy and are evident in practice. This is supporting all children to know about New Zealand's bicultural heritage, and helps Māori children to be proud in their identity. Pacific children benefit from the way teachers deliberately integrate aspects of their language and culture into the programme.
Teachers have clearly identified a broad range of curriculum priorities, including:
These priorities are reflected in the broad range of experiences and resources provided for children. Teachers know children well, and are responsive to their strengths and interests. They deliberately extend their ideas and support their social development. Children with additional learning needs are well supported by teachers, who work in partnership with external agencies.
The head teacher and teachers are developing a clear vision for the kindergarten. They have quickly formed a cohesive team and are developing new systems and processes to ensure shared understandings. The head teacher and teachers are trialling new approaches for individual and group planning, assessment and evaluation. They, and the ESM, have identified that these processes need further development and strengthening. Individual records of children's learning could better show how teachers respond to parents' wishes for their children's learning, and how teachers and parents can support this. When planning for groups, teachers need to:
Teachers use internal evaluation well to make improvements to programmes and practices. They are deepening internal-evaluation practice through professional learning and development. The next step is to continue to embed knowledge and understanding of internal-evaluation processes.
Glen Warren Kindergarten receives targeted and well-planned professional learning and development. The team is well supported by the ESM to identify what is working well and areas for further development to improve outcomes for children.
The OKA effectively supports the kindergarten. It provides a useful strategic and operational framework for the kindergarten's management. There is strong alignment from the OKA strategic priorities to the kindergarten's priorities and plans. The OKA is committed to equity for all children, providing targeted resources to enable participation and inclusion of all children and their whānau. The OKA board is well informed about how well each kindergarten is progressing and contributing to the strategic direction.
The OKA strongly supports ongoing improvement across its kindergartens. It has effective evaluation and assurance practices that inform change and development. The OKA also supports its kindergartens to have constructive partnerships with other agencies and providers. Teacher capability across the OKA is being strengthened through an improved appraisal system.
The key next steps for the head teacher and teachers are to:
Before the review, the staff and management of Glen Warren 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:
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 Glen Warren Kindergarten will be in three years.
Dr Lesley Patterson
Deputy Chief Review Officer Southern
Te Waipounamu - Southern Region
24 May 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.
|
Location |
Oamaru |
||
|
Ministry of Education profile number |
46263 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children aged over 2 |
||
|
Service roll |
35 |
||
|
Gender composition |
Boys: 18 Girls: 17 |
||
|
Ethnic composition |
Māori |
5 |
|
|
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 |
April 2018 |
||
|
Date of this report |
24 May 2018 |
||
|
Most recent ERO report |
Education Review |
August 2014 |
|
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.
Glen Warren Kindergarten is a new kindergarten which opened in August 2013. It is one of four kindergartens governed by the Oamaru Kindergarten Association (OKA). The kindergarten receives ongoing support from an external evaluation services manager, the association general manager and governing board made up of parents from the kindergarten communities. Three of the current parents are board members.
The kindergarten is located within the grounds of Oamaru North School. It has recently been fully licensed by the Ministry of Education and is licensed for 30 children.
The board, managers and teachers have carefully planned and redeveloped a building and environment to make the best use of spaces in meeting children's needs. The cultural and diverse needs of this community have been thoughtfully provided for at this kindergarten.
The new teaching team is working well together to provide positive outcomes for children. Teachers have quickly created very inclusive and welcoming culture. This fits well with their philosophy which aims to build 'responsive and reciprocal relationships between people, places and things'. The head teacher and teachers carefully consider the views and wishes of parents.
Children benefit from the many excursions and short trips they have into the neighbouring school, such as visits to the library and regular participation in a junior -school exercise programme. These visits support a smooth transition for children moving from kindergarten to school. Children enjoy and help prepare food for many of the kindergarten meals.
This review was part of a cluster of 3 reviews in the Oamaru Kindergarten Association.
There are supportive, caring and respectful relationships between teachers and children, children and children and in the way all the staff work together. Children are familiar and comfortable with their teachers and freely approach them for support and acknowledgement. Teachers respond to children's needs and interests.
Teachers are successfully building supportive relationships between the children and their families. This has been a high priority, particularly during the establishment of the kindergarten. Families are welcomed and take many opportunities to stay and settle their children, and contribute to the programme. Parents readily contribute to the daily learning book. Children have quickly established a sense of belonging and are beginning to develop a sense of responsibility and care for their environment.
The kindergarten is well resourced and managed. It effectively provides for children to make choices and independently access materials for their play, activities and care. Teachers deliberately structure the environment and activities to extend children's learning. Teachers have reflected the cultural diversity of the children in the environment through visual displays, artefacts and natural resources. They are sensitive to children's diverse needs and adapt resources for them accordingly.
The outdoor environment provides well for children's physical activity. Children can participate in carpentry and small-group activities outside and under cover.
The learning programme has many positive features. These include:
Children showed a strong pride in their culture, particularly when they were able to take lead roles in dance and song. Tongan children experience many very good examples of their culture being valued and celebrated in the programme and environment. Children's profile books effectively capture children's cultural identity. The teachers have consulted parents about priorities for their children's learning and strive to meet these.
The head teacher is new to her role. She is in the process of building a team of teachers. She is well supported by the association, locally and regionally. There are useful systems to ensure the expectations of the general manager and education services manager are met. The education services manager provides very effective support for the kindergarten and the staff.
Staff have a shared philosophy for children's learning and understanding of key systems within the kindergarten. Teachers reflect on their teaching and the programme and strive to improve this. They respond well to spontaneous learning opportunities provided by the children and the environment. Teachers communicate well with one another about aspects of the programme.
The head teacher has identified that it is now time to embed and sustain the many good practices that have begun. It is now timely for a schedule to be documented to ensure that all aspects of the kindergarten are reviewed over time.
The head teacher and teachers should strengthen:
The kindergarten teachers, the children and their families are well supported by the association. The board has a positive relationship with the general manager who effectively and efficiently manages the operations of the kindergarten. As a team, she and the board have developed a useful strategic plan with a clear vision for the future with goals that align with the kindergarten's action plan. The general manager works with a education services manager to support the kindergarten to implement the high expectations they have for children's learning and wellbeing. This includes meeting the specific needs of children with a diverse range of needs.
The board and leaders have identified their next steps. They have planned to conduct a review of communication systems, including information technologies. A workshop has been planned to build on their understanding of the principles of The Treaty of Waitangi and how they apply within the organisation. The general manager and education services manager have begun to arrange further professional development for the association head teachers about leadership, self review and to develop a more robust system for the management of risk during kindergarten outings.
Before the review, the staff and management of Glen Warren 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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
When is ERO likely to review the service again?
The next ERO review of Glen Warren Kindergarten will be in three years.
Graham Randell
National Manager Review Services Southern Region
27 August 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 |
Oamaru |
||
|
Ministry of Education profile number |
46263 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children over 2 years of age |
||
|
Service roll |
39 |
||
|
Gender composition |
Boys: 23 Girls: 16 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Tongan Other |
4 23 9 3 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Under 2 |
Not applicable |
|
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
June 2014 |
||
|
Date of this report |
27 August 2014 |
||
|
Most recent ERO report(s)
|
No previous ERO Reports |
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.