9 Wadsworth Street, Takaka
View on mapGolden Bay Kindergarten
Golden Bay Kindergarten - 06/09/2018
1 Evaluation of Golden Bay Kindergarten
How well placed is Golden Bay 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
Golden Bay Kindergarten is part of the Nelson Tasman Kindergarten Association (NTKA). It is located close to Takaka Primary School. The kindergarten provides longer-day and half-day sessions for up to 43 children. Around 40 children attend in the mornings and about 30 children stay for the afternoons.
The teaching team consists of a head teacher and four qualified early childhood teachers. They are supported by two teachers who are studying for early childhood qualifications and a part-time administrator. Some of the staff are long serving. The kindergarten is part of the Enviroschools programme and has achieved the Pa Harakeke Healthy Heart Award. Teachers have developed a guiding vision for children's learning at Golden Bay Kindergarten. They aim for children to be 'inspired, guided and empowered within the environment'.
The association offers up to 30 free hours to support children's participation in early childhood education. It also provides a range of external expertise to help all children succeed in their learning. This includes te ao Māori expertise, teacher aides, a speech-language therapist, whānau support and parent education opportunities.
A teacher aide provides support for the children and teachers to help meet identified areas of need. An active group of parents leads fundraising initiatives to support ongoing resourcing, special outings and improvements to the kindergarten.
The NTKA, including a Chief Executive Officer and board, is responsible for the governance of the kindergarten. A team of senior education advisors (SEA) oversee and support the professional practice of the teaching team.
Teachers have made good progress with the recommendations from ERO's 2013 report. This includes enriching bicultural practices, and gathering and responding to parents' wishes for their children's learning. Assessment, planning and evaluation practices continue to be areas to strengthen.
This review was part of a cluster of seven kindergarten reviews in the NTKA.
The Review Findings
The kindergarten's vision is evident in teachers' provision of rich and interesting programmes and the genuine learning partnerships they have with children and their whānau. These practices contribute to the positive outcomes for children at the kindergarten.
The recent redevelopment of the centre philosophy has led to shared teacher understandings, and enables a consistent approach in teaching practices. Teachers relate positively to children. Together with parents and children, teachers develop goals for children's learning. Children are very well supported to develop a sense of belonging and confidence when they start the kindergarten and later as they move to school.
A strength of the kindergarten is the deeply embedded bicultural curriculum and long-established links that the kindergarten has with local iwi and the community. Children develop a strong sense of turangawaewae and identity as a child living in Aotearoa New Zealand. This contributes to children and their whānau having a strong sense of belonging in the kindergarten. Māori children experience a curriculum where their language, culture and identity are highly valued.
Children choose from a wide range of interesting experiences and resources that stimulate complex and imaginative play. The programme is responsive to their strengths and interests. This includes opportunities to learn:
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about caring for and learning to love the environment
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to be healthy and take care of their bodies
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early literacy and numeracy concepts
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skills of friendship and cooperation.
Teachers make good use of additional funding to enable all children to fully participate in the programme. Teachers seek external advice and support, and participate in relevant professional learning to provide for children who need additional support in their learning. They work closely with whānau, and these ensure children are well supported in their learning at the kindergarten.
There is a culture of shared leadership in the kindergarten. Teachers make good use of the appraisal process and reflective practice to promote positive outcomes for children. Teachers use internal evaluation well to make positive changes to programmes and practices.
Managers and leaders have proactively addressed ERO’s recommendations for the association identified in previous reports. There is strong alignment between the NTKA strategic priorities and each kindergarten’s priorities and plans.
The board is well informed about outcomes from association-wide strategic reviews and the progress being made to achieve strategic goals. The board and association managers are taking deliberate action to support Māori and Pacific children and children with diverse learning needs. NTKA leaders have developed strong networked relationships with community organisations to support children and their whānau.
There are effective systems and processes to ensure that regulatory requirements are met. Relevant professional learning opportunities, improved teacher appraisal processes and effective ongoing coaching and mentoring by the education advisors are building leadership and teacher capability within the kindergartens.
Key Next Steps
A next step for association leaders and managers is to improve their planning to support the achievement of the board’s strategic objectives. This includes ensuring that reporting is evaluative and focuses on outcomes for children.
The key next steps for the board are to:
- explore ways to know more about how well children are achieving in relation to the association’s valued outcomes (vision and philosophy)
- evaluate the extent of improved outcomes for all children and use these findings to inform decision making and the future direction of the association.
Key next steps for the kindergarten, with the support of the SEA, are to further develop and strengthen assessment, planning and evaluation practices. This includes:
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making the valued learning outcomes for all children more prominent in the planning and documentation of the programme
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evaluating over time how well all children are progressing in relation to the valued outcomes and how well the valued outcomes are met through the localised curriculum
-
continuing to use Te Whāriki (2017) the early childhood curriculum, to inform teacher practice.
The kindergarten's annual plan needs to have a stronger focus on outcomes for children, the goals, measures and evaluation of progress towards these goals.
Management Assurance on Legal Requirements
Before the review, the staff and management of Golden Bay 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 Golden Bay Kindergarten will be in three years.
Alan Wynyard
Director Review & Improvement Services Southern
Te Waipounamu - Southern Region
6 September 2018
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 |
Takaka, Golden Bay |
||
Ministry of Education profile number |
65230 |
||
Licence type |
Free Kindergarten |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
43 children, aged over two years |
||
Service roll |
56 |
||
Gender composition |
Boys: 31 Girls: 25 |
||
Ethnic composition |
Māori |
11 |
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
Reported rations of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
Review team on site |
June 2018 |
||
Date of this report |
6 September 2018 |
||
Most recent ERO report(s) |
Education Review |
May 2013 |
|
Education Review |
March 2010 |
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.
Golden Bay Kindergarten - 21/05/2013
1 Evaluation of the Service
How well placed is the service to promote positive outcomes for children?
Golden Bay Kindergarten is developing its capacity to promote positive outcomes for children. Progress is well supported by good governance from the association and guidance from the Senior Education Adviser.
Context
Golden Bay Kindergarten has recently had a number of changes to the teaching team. A new head teacher is employed. Staff are working closely with Nelson Kindergarten Association (the association) to consolidate the team's practice. The kindergarten is licensed for 39 children aged two years and over. At the time of the review, there were 65 children enrolled. The kindergarten has a bronze enviroschool award.
The kindergarten is governed by the Nelson Kindergarten Association (the association) and overseen by a team of Senior Education Advisors (SEAs). The kindergarten has a positive reporting history with ERO.
This review was conducted as part of a cluster approach to reviews in eight early childhood education services within the Nelson Kindergarten Association.
Review Findings
Teachers are warm, welcoming and responsive to children, parents and whānau. Partnerships are based on acceptance, respect and willingness to listen and change. A wide range of opportunities are available for children to develop an understanding of, and explore learning through the living world. This focus is valued by the kindergarten community.
Teachers engage in sustained conversations with children about matters that are of interest to them. They draw on a wide range of effective teaching strategies to support and extend learning. Teachers support the development of children’s social and emotional competence. Routines respond to children’s individual needs.
The programme is child centred. Children are engaged in sustained play for extended periods of time. Teachers are open to new learning about local iwi, their history and sites of significance and they incorporate this information into the programme. Tikanga Māori is promoted. The environment offers opportunities for children to take safe risks and challenge themselves physically. Teachers actively promote positive and friendly interactions between children. They play collaboratively and independently.
The transition to school process is in the early stages of development. Teachers acknowledge that while informal conversations occur, they are not formally documented.
Teachers communicate effectively with parents and whānau. Parents spoken with feel well informed about kindergarten activities. They are encouraged to take an active role in their child’s learning and share their skills in the programme. The curriculum is underpinned by the early childhood curriculum Te Whāriki.
Planning is responsive to children’s interests. The process is recently developed and continues to be refined. Parents are regularly invited to contribute to the planning.
Portfolios are well presented. These acknowledge children's learning and highlight their participation and developing friendships. There is a good level of parent feedback captured in the portfolos.
Teachers are committed to bicultural practice. Some te reo Māori is integrated into the programme.
Teachers are supported in their understanding of self review by the association. There is strong alignment between the guiding documents of the association and kindergarten and the resulting review. Spontaneous review has been well used to improve outcomes for children. The teachers and association are highly consultative, regularly requesting feedback from their parent community.
The association has recently updated its appraisal procedures to provide clear guidance for staff. Leaders are engaging in ongoing professional learning in this area to support its successful implementation.
The association provides high levels of guidance and support to teachers for the continuous improvement of teaching and learning. These include:
- clear guiding documents
- expectations for programme delivery and kindergarten operations including health and safety practice
- access to a wide range of professional learning and development opportunities
The SEA regularly visits the kindergarten and provides strong support and leadership to the teaching team. Through SEA guidance and identified next steps teachers are supported to enact the association’s vision of providing “consistently exceptional early childhood education”.
Equity funding is used effectively to promote positive outcomes for children.
Key Next Steps
ERO and kindergarten leaders agree that the key next steps are to:
- reflect parents’ aspirations through the learning stories, revisit these regularly to show how teachers are responding and how the child is progressing
- specify how teachers plan to extend children’s learning through the planning and assessment process
- introduce regular reviews into the kindergarten’s processes
- continue to strengthen the use of te reo me nga tikanga Māori to further promote bicultural practices within the kindergarten
- continue to build the evaluative capacity of teachers to systematically enquire into and judge the effectiveness of their kindergarten operations. This should assist future decision-making and identify priorities to further enhance children's learning and wellbeing.
2 Legal Requirements
Management Assurance on Legal Requirements
Before the review, the staff and management of Golden Bay 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.
3 Next Review
When is ERO likely to review the early childhood service again?
ERO is likely to carry out the next review in three years.
Joyce Gebbie
National Manager Review Services Central Region (Acting)
21 May 2013
Information about the Early Childhood Service
Location |
Golden Bay, Takaka |
||
Ministry of Education profile number |
65230 |
||
Licence type |
Free Kindergarten |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
39 children over the age of two years |
||
Service roll |
65 |
||
Gender composition |
Male 36, Female 29 |
||
Ethnic composition |
NZ European/Pākehā Māori Other ethnic groups |
49 5 11 |
|
Percentage of qualified teachers |
80% |
||
Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
Review team on site |
March 2013 |
||
Date of this report |
21 May 2013 |
||
Most recent ERO reports |
Education Review |
March 2010 |
General Information about Early Childhood Reviews
About ERO Reviews
The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.
Review focus
ERO's education reviews in early childhood services focus on the factors that contribute to positive learning outcomes for children. ERO evaluates how well placed the service is to make and sustain improvements for the benefit of all children at the service. To reach these findings ERO considers:
- 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 self review and partnerships with parents and whānau.
Review Coverage
ERO reviews do not cover every aspect of service performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.