Greenwood Kindergarten

Education institution number:
5398
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
31
Telephone:
Address:

51 Greenwood Street, Motueka

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Greenwood Kindergarten - 13/09/2018

Here is the latest report for the Governing Organisation that this service is part of.

 

1 Evaluation of Greenwood Kindergarten

How well placed is Greenwood 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

Greenwood Kindergarten is part of the Nelson Tasman Kindergarten Association (NTKA). The kindergarten provides for the education and care of up to 45 children, aged from two-to-five years, from a diverse community. 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.

The head teacher and teaching team are responsible for daily operations and the teaching programme. All teachers are fully qualified. A teacher aide provides support for the children and teachers to help meet identified areas of need. An active parent committee leads fundraising initiatives to support ongoing resourcing, special outings and improvements to the kindergarten. The kindergarten provides several community links. This includes a weekly baby playgroup that is supported by the teachers and community agencies.

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.

The kindergarten has made steady progress with the recommendations identified in ERO’s 2013 report. This includes practices to support children's emotional and social learning, and improving assessment and evaluation processes.

This review was part of a cluster of seven kindergarten reviews in the NTKA.

The Review Findings

Teachers foster positive, inclusive, respectful relationships with children, parents and whānau. They have strong links with community groups and external expertise to help support the wellbeing of children and families. Transitions into the kindergarten and onto school are carefully considered and personalised to the needs of the child and each family, to support a strong sense of belonging.

The kindergarten philosophy reflects the teaching team's shared beliefs and caring ways of working with children. Bicultural practices that help all children to know about the dual heritage of Aotearoa New Zealand are integrated into the programme. Environmentally sustainable practices and links to the natural world are integrated within a curriculum that is underpinned by Te Whāriki, the early childhood curriculum, and teaches children to care for and learn more about their environment.

Children with additional needs are well supported through sensitive interactions and strong links to the community. Teachers work collaboratively with parents and external expertise to develop an individualised approach to children's learning and wellbeing. The kindergarten association 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.

Children benefit from an unhurried, child-centred, localised curriculum that is responsive to their interests, strengths and capabilities. Teachers document children's involvement in a wide range of experiences that encourage them to settle well and engage in learning through play. The contributions and involvement of parents, whānau and community enrich the curriculum provided for children within and beyond the kindergarten.

Leaders and teachers work to enable equitable outcomes for all children. Collaborative, effective leadership ensures a culture in which children are first and foremost valued, celebrated and affirmed for who they are and what they bring to their learning.

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.

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.

Key Next Steps

The key next steps for the association 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.

Greenwood Kindergarten’s teaching team has identified, and ERO's evaluation has confirmed, that the key next steps for this kindergarten are to:

  • refine and clearly express the kindergarten’s valued outcomes for children in implementing a localised curriculum, and in assessment and planning processes
  • strengthen internal evaluation and annual planning processes to include a focus on valued outcomes for children, and the impact of kindergarten and teaching practices on these outcomes.

Management Assurance on Legal Requirements

Before the review, the staff and management of Greenwood 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 Greenwood Kindergarten will be in three years.

Alan Wynyard

Director Review & Improvement Services Southern

Te Waipounamu - Southern Region

13 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

LocationMotueka
Ministry of Education profile number5398
Licence typeFree Kindergarten
Licensed underEducation (Early Childhood Services) Regulations 2008
Number licensed for45 children, aged over two years
Service roll34
Gender composition

Boys: 19

Girls: 15

Ethnic compositionMāori 
Pākehā 
Other ethnicities
5
26 
3

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +
Reported ratios of staff to childrenOver 21:10Meets minimum requirements
Review team on siteJune 2018
Date of this report13 September 2018

Most recent ERO report(s)

 

Education ReviewMay 2013
Education ReviewApril 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.

Greenwood Kindergarten - 21/05/2013

1 Evaluation of the Service

How well placed is the service to promote positive outcomes for children?

Greenwood Kindergarten continues to develop 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

Greenwood Kindergarten provides education and care for up to 45 children, five mornings per week. An extended six hour day is offered three days per week. The teaching team is recently established, with a new head teacher. The kindergarten community has received a healthy heart award for its focus on healthy eating. A family liaison group assists with fundraising and facilitates a range of social occasions for parents.

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, responsive and respectful. Children confidently approach them to ask questions or share their ideas. Children's sense of belonging is actively en couraged. Teachers understand the importance of relationships. They capitalise on opportunities to draw on parent expertise and use this knowledge to support the programme to be culturally responsive.

Children make choices, follow their interests in play and work collaboratively with others. Teachers organise the learning environment to encourage children’s curiosity and sustained engagement. At times, teachers draw on a range of useful strategies to support children in their play.

Routines are consistently implemented giving children a sense of security in being able to predict what will happen next. The curriculum is clearly linked to the principles and strands of Te Whāriki, the early childhood curriculum. Teachers articulate a belief in inclusive education and where appropriate, liaise with external agencies. Equity funding is used appropriately to support children’s learning and development.

Teachers are highly committed to implementing a bicultural programme. Te reo Māori is used appropriately during routine times. This should be further strengthened through teachers integrating te reo me ngā tikānga Māori throughout the curriculum. Teachers should also formally investigate what success for Māori children might look like at Greenwood Kindergarten.

Effective processes assist children and their families to transition to school. Positive relationships with local schools are evident and a range of informative information is available to parents.

Group planning is thematic with a strong focus on sustainability. The enviroschools focus is integrated throughout the curriculum and the kindergarten community has achieved a silver award. Planning should be strengthened through regular evaluation to inform future programmes and the impact on learning. Children’s portfolios are well presented. These highlight children’s interests, skills and approach to learning.

Teachers are reflective practitioners who engage in research based teaching. This commitment to ongoing learning is reflected through the experiences offered to children. 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. Teachers and the association are highly consultative, regularly requesting and receiving feedback from their parent community. The association has effectively led robust review and evaluation using a collaborative approach.

The association provides high levels of guidance and support for 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 practices
  • access to a wide range of professional learning and development opportunities.

The association has recently updated its appraisal procedures to provide clear guidance to staff. Leaders are engaging in ongoing professional learning in this area to support its successful implementation.

The SEA regularly visits the kindergarten and provides support and leadership to the teaching team. Through SEA guidance and identified next steps teachers are well supported to provide positive outcomes for children.

Key Next Steps

ERO and kindergarten leaders agree that the key next steps are to:

  • strengthen the quality of the interactions by drawing on a wider range of strategies to develop children’s thinking and reasoning abilities
  • explore strategies and approaches to support the development of children’s social and emotional competence
  • show through the assessment documentation how depth and complexity has been added to children’s learning to more effectively highlight progress overtime
  • 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 Greenwood 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

Motueka, Nelson

Ministry of Education profile number

5398

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

45 children over the age of two yearsnumber

Service roll

50

Gender composition

Male 27, Female 23

Ethnic composition

NZ European/Pākehā

Māori

Tongan

Other ethnic groups

35

9

1

5

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
Education Review
Education Review

April 2010
November 2006 February 2004

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.