Greerton Village Kindergarten

Education institution number:
5209
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
41
Telephone:
Address:

171 Greerton Road, Greerton, Tauranga

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Greerton Village Kindergarten - 07/11/2018

1 Evaluation of Greerton Village Kindergarten

How well placed is Greerton Village 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

Greerton Village Kindergarten is one of 20 kindergartens that operate under the umbrella organisation of Tauranga Regional Kindergarten Association (also known as Inspired Kindergartens). It is located beside Greerton Village Primary School, providing school-day and sessional education for children from two years to school age. The kindergarten is licensed for 45 children and has a current roll of 40 including 10 who identify as Māori. All teachers are fully trained and registered early childhood teachers.

An experienced head teacher provides professional leadership for the kindergarten. She is supported by the association's senior teacher who oversees the professional work of the kindergarten. This work is supplemented by a resource teacher Māori who provides professional learning and support for staff about te ao Māori. It is a not-for-profit early childhood education service. The kindergarten caters for a diverse range of children, some of whom have additional learning and health needs and a high number of children and families for whom English is a second language.

The kindergarten's key philosophical values are biculturalism, relationships, uniqueness, sustainability and creativity. Strong partnerships with tamariki and their whānau are celebrated. Children’s learning and development is of utmost importance and is the key focus of management and teachers.

Since the last ERO review the kindergarten has been renamed Greerton Village Kindergarten, previously Greerton Kindergarten. Over the past three years there have been several staff changes. The kindergarten has addressed next steps identified in the 2015 ERO report related to teachers' collective understanding of best practice, and the provision of more complex learning opportunities for children.

This review was part of a cluster of four kindergarten reviews in the Inspired Kindergartens Organisation.

The Review Findings

Greerton Village Kindergarten’s philosophy and vision prioritises positive learning outcomes for all children. Full and comprehensive strategic and annual planning provides clear direction and there are strong systems and practices to guide all centre operations. An appropriate framework for teachers' appraisal is linked to the generous and responsive provision of professional learning and development. Internal evaluation is valued, effectively undertaken and leads to improved outcomes for children.

The head teacher works collaboratively with teachers and parents to provide a caring and nurturing environment. She is well supported by the senior teacher. Leaders have established a positive and collaborative teaching team and fostered trust with parents of children with special needs to enhance their learning. They are committed to the ongoing development of a Treaty-based curriculum including environmental sustainability. Leaders give priority to equitable outcomes for all children.

The centre’s responsive curriculum is promoting positive learning outcomes for all children. Teachers provide opportunities to challenge children’s thinking with open-ended questions and equipment that can be used in a variety of ways. Trips into the local community enrich a curriculum based on play, exploration and early learning needs. Regular planned and spontaneous self review underpins ongoing improvements across all areas of the curriculum. Children are confident and developing as capable and competent learners.

Teachers are inclusive practitioners who are confident and competent in caring for children with diverse needs. Children with additional needs are well included and their wellbeing and learning are actively promoted. Positive relationships and interactions between teachers and children have been established in a warm, welcoming and positive environment. Children are able to exercise choice, take risks and are well engaged in learning for extended periods of time. Teachers plan well together and encourage children's understanding of literacy and mathematics in daily activities. Aspects of te reo and tikanga Māori are evident and teachers promote the concept of tuakana teina. Children and play and learn in a culture of respect and caring.

Parents spoken to by ERO were well informed about their children's learning and wellbeing. They expressed high levels of confidence in teachers to provide an environment where each child is respected and valued as an individual. Children’s sense of belonging is nurtured during transitions into and within the service, and when moving to school.

Key Next Steps

ERO and management have identified the need to continue to strengthen:

  • formal consultation with parents and whānau

  • the focus on dispositional learning in assessment to identify progress and achievement

  • bi-cultural and multi-cultural practices and make connections with local iwi.

Management Assurance on Legal Requirements

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

Adrienne Fowler

Director Review and Improvement Services

Te Tai Miringa - Waikato / Bay of Plenty Region

7 November 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

Greerton, Tauranga

Ministry of Education profile number

5209

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

45 children, including up to 0 aged under 2

Service roll

40

Gender composition

Boys 23 Girls 17

Ethnic composition

Māori
Pākehā
Indian
Tongan
Other

10
17
6
3
4

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 2018

Date of this report

7 November 2018

Most recent ERO report(s)

Education Review

January 2016

Education Review

June 2012

Education Review

June 2009

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.

Greerton Village Kindergarten - 13/01/2016

1 Evaluation of Greerton Free Kindergarten

How well placed is Greerton Free 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

Greerton Free Kindergarten is located in the city of Tauranga and caters for the culturally diverse community of Greerton. It is licensed for 45 children over the age of two. The kindergarten operates under the umbrella of Tauranga Regional Kindergartens (TRK), which is a not-for-profit early childhood education service, governed by a board of parent-elected community representatives. Senior Teachers oversee and support the professional work of the kindergarten. This work is supplemented by a resource teacher Māori who provides professional learning and support for TRK staff in te ao Māori.

The association sets the strategic direction of its kindergartens with an emphasis on nurturing reciprocal relationships with whānau and communities, education for sustainability, meeting community need, and honouring the Treaty of Waitangi. The TRK provides kindergarten staff with clear guidelines and expectations for practice. There are systematic processes and highly effective self-review practices to monitor and evaluate the quality of teaching, education and care provided by this kindergarten. There is a strong commitment and support for professional learning and development.

The kindergarten has a positive reporting history with ERO and has made significant progress in the areas for development identified in the last report about sustainability practices, building children’s social competencies, and healthy eating initiatives. Since the previous ERO review in 2012 there have been changes to the leadership and teaching team.

Self review of the kindergarten philosophy has provided a strong foundation for the teaching team to further develop a centre curriculum based on agreed values. A key feature of the philosophy is providing equitable opportunities for all children to learn in a supportive and inclusive environment.

This review was part of a cluster of four kindergarten reviews in the Tauranga Regional Kindergarten Association.

The Review Findings

Children, parents and whānau have a strong sense of belonging and ownership and are actively engaged in their children’s learning. Teachers know the children well and understand their uniqueness within the family context. Teachers have developed authentic relationships with parents and whānau based on genuine attitudes of acceptance, respect and willingness to listen. This has fostered children’s strong sense of identity, language and culture within the centre. Parents and whānau have opportunities to lead the learning in cultural celebrations such as Diwali and Matariki.

The philosophy was developed collaboratively by the senior leader, head teacher and staff with parent and whānau input, and is underpinned by shared values and beliefs. These values guide the programme and provide a range of opportunities to build on the cultural funds of knowledge that children and their families bring. Further work is needed to ensure parent aspirations are consistently implemented into the programme.

Children benefit from a well-resourced environment that enables them to access and construct their own areas of learning and play. This provides a range of opportunities for problem solving, exploration, and children experiencing challenges and risk taking at their own level. Children are encouraged to build their social competencies through discussing and negotiating fairness and social justice with one another and adults. The notion that everyone is a leader and everyone is a learner, is actively promoted through reciprocal learning experiences among children, teachers and families.

The programme provides a range of rich opportunities for children to follow their interests and engage in sustained play. These include:

  • meaningful contexts for emergent literacy and mathematics through play
  • a purposeful understanding of sustainable environmental practices, such as recycling, planting, gardening, composting and water conservation
  • utilising the local environment to enrich learning such as using facilities within Greerton Village
  • te reo Māori celebrated in the programme in meaningful and appropriate contexts.

The next step is for teachers to refine their collective understanding of agreed best practice and provide more complex learning opportunities for children.

Leadership is encouraged and enhanced across all levels, and focuses on improving outcomes for children. The senior teacher is knowledgeable in current theory and research, and provides effective support and guidance for teaching and learning. The head teacher has a strong commitment to the kindergarten philosophy. She works collaboratively with the senior teacher, staff and families to achieve the shared vision and values. Emergent leadership is fostered and encouraged among teachers and allows them to share their interests and strengths to lead professional learning.

Management Assurance on Legal Requirements

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

Graham Randell

Deputy Chief Review Officer Northern

13 January 2016

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

Tauranga

Ministry of Education profile number

5209

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

45 children, including up to 0 aged under 2

Service roll

45

Gender composition

Boys 25 Girls 20

Ethnic composition

Māori

Pākehā

Indian

Tongan

Other

11

21

6

3

4

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

November 2015

Date of this report

13 January 2016

Most recent ERO report(s)

Education Review

June 2012

 

Education Review

June 2009

 

Education Review

June 2006

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.