106 Grandview Road, Nawton, 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.
Grandview Kindergarten is located in the Hamilton suburb of Nawton and is licensed for 40 children. The kindergarten offers both full and part-day education and care for children from two years to school age. Children come from a diverse range of ethnic backgrounds. At the time of this ERO review 43 children were enrolled, including 18 who identify as Māori and six from Pacific nations.
The kindergarten is one of 29 kindergartens that operate under the umbrella of 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. Advice, guidance and support is provided to the organisation by a kaumātua from Tainui.
All kindergartens in the WKA are involved in a ‘Cool 4 School’ transition programme and sustainable education, environment and health programmes such as Enviroschools and Sport Waikato 'Under 5 Energise'. The kindergarten's education, operational and administrative responsibilities are well supported by experienced association personnel.
The Grandview Kindergarten philosophy states that they provide a safe, healthy and welcoming natural environment where tamariki are encouraged to develop warm, responsive and reciprocal relationships and engage in stimulating and challenging learning experiences. Tamariki are encouraged to take ownership and responsibility for their own learning outcomes and to value learning as a lifelong process. The relationship between the kindergarten, parents and whānau is highly valued.
The kindergarten has responded well to the key areas for development identified in the 2015 ERO report. Since the previous ERO review the kindergarten has been re-licensed to reflect the increase in operational hours. The experienced head teacher and teaching team remain in place.
This review was part of a cluster of eight reviews in the Waikato Kindergarten Association.
Children experience warm, caring and responsive relationships with teachers. The kindergarten is a welcoming and inclusive environment for children and their whānau. A wide range of teaching strategies are used to engage and extend children's learning. Children have the opportunity to experience and manage risk taking and challenge. Problem solving and experimentation are encouraged. Early mathematics and literacy are naturally integrated into children's experiences. Transitions into the kindergarten are responsive to the individual needs of children and whānau. The 'Cool 4 School' programme facilitates effective transitions to school. Children are empowered to take increasing responsibility for themselves, others and the environment.
Children benefit from a curriculum which is highly responsive to their needs and to the aspirations of whānau. The expansive and well-established outdoor environment provides many opportunities for children to engage with and learn about the natural world. Parents contribute to and participate in the programme on a regular basis. Learning portfolios are highly valued, revisited often and are available in both hard copy and digital form. They reflect children’s engagement in the life of the centre. The recently developed individual planning process is personalising learning for all and this needs to be fully embedded.
Leaders and teachers have acknowledged the importance of whakapapa to the child’s sense of self and belonging. Māori children and children of Pacific origin have their culture and language acknowledged and affirmed. The diversity amongst children of Pacific heritage is recognised and valued. Support for children with additional learning and development needs have been thoughtfully considered.
Leadership is effective in building a collaborative team culture focused on improvement. The kindergarten's philosophy was recently reviewed in collaboration with the kindergarten community and is increasingly evident. Leaders build meaningful relationships with whānau. Ongoing internal evaluation and reflection on practice contributes to positive outcomes for children.
Education services managers (ESMs) work closely with the head teacher and provide well-informed professional leadership to support kindergarten operation. The association has recently reviewed its teacher appraisal process. Ensuring this new process is fully implemented is a priority for ESMs.
The WKA provides 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. Effective governance by WKA is contributing to high-quality, inclusive and equitable services for children.
The key next step for leaders and teachers is to fully embed individualised planning and assessment processes to reflect more strongly each child's unique language, culture and identity.
Before the review, the staff and management of Grandview 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 Grandview Kindergarten will be in four years.
Phil Cowie
Director Review and Improvement Services
Te Tai Miringa - Waikato / Bay of Plenty Region
20 December 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 |
Nawton, Hamilton |
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Ministry of Education profile number |
5143 |
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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 |
40 children, aged over 2 |
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Service roll |
43 |
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Gender composition |
Girls 23 Boys 18 |
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Ethnic composition |
Māori |
18 |
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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 |
20 December 2018 |
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Most recent ERO report(s) |
Education Review |
November 2014 |
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|
Education Review |
August 2011 |
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Education Review |
July 2008 |
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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.
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Grandview 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 any one time. At the time of this ERO review, 47children were enrolled, of whom 23 are identified as Māori. Most of these Māori children whakapapa to Tainui.
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.
The kindergarten has a positive ERO reporting history. Teachers have positively addressed the area for development identified in the previous ERO report about enhancing opportunities for parents/whānau to contribute to children’s learning. Developments have also included introducing Enviroschools that supports children to connect with and develop an understanding of the natural world, as well as care and respect for themselves, others and the environment.
Teachers have established a shared vision for education and care based on developing a strong partnership with parents/whānau and promoting children’s sense of wellbeing and belonging. Teachers provide a programme where children can explore, make decisions, take risks, extend their thinking and become confident and competent communicators and learners.
This review was part of a cluster of 12 kindergarten reviews in the Waikato Kindergarten Association.
Grandview Kindergarten is very well placed to promote positive outcomes for children.
Teachers have established respectful and trusting relationships with children and their families. Teachers are highly responsive to children’s emotional wellbeing and nurture their self esteem. Children and their families have a strong sense of belonging to the kindergarten and this supports a positive climate for learning.
A particular strength of the kindergarten is the Enviroschools programme that is skilfully interwoven throughout the curriculum. Teachers have successfully built a community of learners where the knowledge of respect and care for the living world forms a valuable part of interactions between kindergarten and home.
Children experience an inclusive high-quality learning environment that provides them with many challenges and caters for their diverse interests and abilities. There are considerable opportunities for children to engage in sustained and complex learning. Children are consistently inspired and encouraged to try new things and are developing confidence to take on new challenges.
Children learn in meaningful contexts. Teachers value and affirm children’s culture, language and identity. Literacy, mathematics, science and the arts are skilfully integrated into children’s play and learning experiences. Children confidently use computer technology as a tool for learning and to research new information.
Children experience success in their learning through high-quality teaching interactions. Examples of these practices include:
Children have established many close friendships and support one another in their learning. This provides them with opportunities to share ideas, negotiate and take on others points of view.
Families are made to feel welcome and invited to contribute to the learning programme through sharing their skills such as poi, flax weaving and making traditional foods. Teachers have accessed external support through the expertise of kapa haka tutors who work alongside children and teachers once a week enhancing bicultural practices within the kindergarten. Parents are kept well informed about their child’s learning and progress through regular discussions with teachers and individual portfolios. These portfolios are viewed and accessed by children and their families.
The knowledgeable head teacher provides sound professional leadership for the kindergarten and is well supported by an experienced teaching team. Kindergarten staff are well respected by families and the association. Teachers have ongoing access to professional development that keeps them up-to-date with recommended best practice in early childhood education. Highly effective self-review practices are resulting in ongoing improvement and positive outcomes for children and their families.
ERO supports the teaching team’s annual goal to further enhance the Enviroschools programme by:
Before the review, the staff and management of Grandview 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 Grandview Kindergarten will be in four years.
Dale Bailey
National Manager Review Services
Northern Region
5 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 |
5143 |
||
|
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 |
47 |
||
|
Gender composition |
Girls 26 Boys 21 |
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Ethnic composition |
Māori NZ European/Pākehā Afghan Cambodian Chinese Other |
23 12 3 2 2 5 |
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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 |
August 2014 |
||
|
Date of this report |
5 November 2014 |
||
|
Most recent ERO report(s) |
Education Review |
August 2011 |
|
|
Education Review |
July 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.