1 Macville Lane, Mount Maunganui
View on mapHow well placed is Gwen Rogers 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.
Gwen Rogers Kindergarten is located in Mount Maunganui, adjacent to a local primary school. It provides sessional education for children from two years to school age. At the time of this ERO review 70 children were enrolled. Morning sessions cater for an older group of children, with two afternoon sessions for younger children.
The kindergarten philosophy emphasises the importance of providing a kindergarten environment that is welcoming, positive, respectful, inclusive, emotionally nurturing and fun. Social justice through the lens of fairness and caring for others and the environment is highly valued within the kindergarten. The kindergarten programme and strategic direction are well supported by an active committee that is made up of kindergarten parents.
The kindergarten operates under the umbrella of Tauranga Regional Kindergartens (TRK), which is an 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 needs and honouring the Treaty of Waitangi. The TRK provides kindergarten staff with clear guidelines and expectations for practice. There is a good range of self-review practices to monitor and evaluate the quality of education and care provided by its kindergartens.
Consistent with TRK policy of only employing trained and registered teachers in regulated positions, the kindergarten is staffed by four qualified and registered teachers along with an administrator. Support for children with identified special educational needs, above that provided by the Ministry of Education, is available from the TRK.
Since ERO’s last review in 2012, a new head teacher has been appointed. She is a strong advocate for children and has continued to build on the well-informed professional leadership provided by the previous head teacher.
This review was part of a cluster of five kindergartens reviews in the Tauranga Regional Kindergarten Association.
Children benefit from a well-planned and multi-layered curriculum that empowers and trusts them as capable and competent decision makers and learners. Teachers have high expectations of children to think, inquire and be problem solvers. There are many opportunities for children to engage in sustained and complex play, learning and projects.
A significant feature of the curriculum is characters that depict desired learning attributes and dispositions. These include Thinking Thelma, Persistent Percy, Organised Ollie, Friendly Freddy and Confident Cody. These characters are effective teaching tools that have deepened children’s and parents’ understanding and use of the dispositions to enhance learning.
Māori language and tikanga are used authentically in the daily life the kindergarten. Teachers and children benefit from the particular knowledge and modelling of staff within the teaching team who have expertise in this area. There are also increasing opportunities for children to make connections and learn about stories and places of significance to local iwi. These practices strengthen children’s identity as citizens of Aotearoa/New Zealand.
Teachers have carefully developed a highly effective and inviting environment for learning. Children demonstrate a strong sense of ownership and take responsibility for the environment. Thoughtful resourcing presents challenges and poses many opportunities for children to set goals, plan projects, test their ideas, and work cooperatively with others.
Many opportunities for early learning in literacy and mathematics are planned in response to children’s interests and goals. These opportunities are naturally integrated in the context of children’s play and exploration. Teachers maximise teachable moments as they notice, recognise and respond to children’s learning. Teachers model effective communication strategies that promote children’s oral language, and confidence to express their ideas and creativity. In addition, the kindergarten has responsive systems and practices for children and families that support positive transitions into the centre and to school.
Teachers are skilled at fostering children’s social skills. Children confidently organise their play, develop complex ideas, and negotiate participation. They are encouraged to see things from another’s point of view and understand notions of fairness. Children being caring, inclusive and helpful was highly evident.
Effective learning partnerships have been established with parents and children. Parents, children and teachers meet regularly to discuss children’s learning and set shared goals. These goals form the basis of planning and teachers’ interactions with children. Progress and development of children’s learning in relation to goals is well documented in individual portfolios. The systematic approach to assessment, planning and evaluation ensures positive learning outcomes for every child.
The kindergarten benefits from a shared leadership approach that maximises the strengths of an experienced and knowledgeable team. The head teacher has a clear vision for kindergarten development. She has been instrumental in developing closer relationships with the adjacent school and wider community connections. The achievement of the Enviroschools ‘Green/Gold reflection’ acknowledges this reciprocal partnership and collaboration between the kindergarten, school and parent community.
The senior teacher provides valuable support and constructive feedback that promote and extend teachers’ thinking and practice. Members of this teaching team make a significant contribution to professional learning groups, both locally and regionally.
Self review of kindergarten systems and of teacher practice is multi-layered and effective. It uses a useful framework derived from the Enviroschools action research cycle and has led to improved outcomes for children. Regular and ongoing reflection and evaluation ensures that the programme remains responsive to children’s learning.
ERO and the senior teacher see benefit in teachers considering further ways of engaging in professional dialogue with colleagues in the school sector. Such opportunities have the potential to strengthen mutual understandings of Te Whāriki and The New Zealand Curriculum, and learning progressions for children.
Teachers have identified, and ERO affirms that it is important for them to continue to:
Before the review, the staff and management of Gwen Rogers 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:
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 Gwen Rogers Free Kindergarten will be in four years.
Graham Randell
Deputy Chief Review Officer Northern (Acting)
5 August 2015
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 | Mount Maunganui, Bay of Plenty | ||
| Ministry of Education profile number | 5210 | ||
| 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 | 70 | ||
| Gender composition | Boys 37 Girls 33 | ||
| Ethnic composition | Māori NZ European/Pākehā English Irish | 1 67 1 1 | |
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 | June 2015 | ||
| Date of this report | 5 August 2015 | ||
| Most recent ERO report(s) | Education Review | February 2012 | |
| Education Review | December 2008 | ||
| Education Review | March 2006 |
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.
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.
Gwen Rogers Free Kindergarten operates under the auspices of the Tauranga Kindergarten Association. The kindergarten is located at Omanu, adjacent to the primary school, and provides all-day and sessional education and care for children from three years to school age.
The longstanding head teacher has instigated considerable development throughout 2011 to the building and grounds. Property upgrades have enhanced the indoor environment, and the river/water feature has created a natural environment that is inviting for children and which provides a context for much valuable learning and teaching.
The head teacher continues to provide well-informed educational leadership for staff and parents. Under her strategic leadership, a new team of teachers has reviewed the kindergarten’s programme philosophy, and areas for development in the previous ERO review have been addressed. A strong Māori dimension is evident in the environment and programme, and children are developing an awareness and understanding of New Zealand’s bicultural heritage. Children are involved in the assessment of their learning through individual portfolios, which are a central focus for discussion about learning for parents, teachers and children.
The kindergarten continues to enjoy a high level of support from its parent and wider communities. Parents are surveyed for their views and aspirations as part of the review process, and their ideas contribute to annual and strategic planning. The parent committee has an ongoing role in the management of the kindergarten, and supports staff in the organisation of many activities and fundraising ventures, the most recent of which provided valuable additional funds for playground development.
ERO is confident that the service is being managed in the interest of the children. Therefore ERO is likely to review the service again in three years.
Before the review, the management of Gwen Rogers Free Kindergarten was invited to consider its priorities for review using guidelines and resources provided by ERO. ERO also used documentation provided by the centre to contribute to the scope of the review.
The detailed priorities for review were then determined following a discussion between the ERO review team and the management and staff. This discussion focused on existing information held by the centre (including self-review information) and the extent to which potential issues for review contributed to positive outcomes for children atGwen Rogers Free Kindergarten.
All ERO education reviews in early childhood focus on the quality of education. For ERO this includes the quality of:
ERO’s findings in these areas are set out below.
Teachers, in consultation with parents, have reviewed the kindergarten’s philosophy for learning which focuses on building strong relationships and a sense of belonging for children and their families.
The service aims to provide an emergent programme that is responsive to children’s interest and ideas, and enables them to develop their social competencies in a supportive and caring environment.
Sustainability is an underlying concept whereby children are encouraged to develop an early awareness of, and responsibility for, the environment.
Environment for learning: The kindergarten provides a high-quality environment that is inviting and stimulating for children. Teachers have developed a wide range of learning areas that are intentionally designed to capture children’s natural curiosity and enrich learning and play. Both indoor and outdoor areas are richly resourced with features of the natural world being well integrated. Children interact confidently with the environment.
Leadership: The experienced and well-informed head teacher continues to focus on improving outcomes for children. She models inclusive practice and establishes positive relationships within the kindergarten community. Under her leadership, the kindergarten continues to be well supported and have a high profile in the community. The head teacher works closely with the parent committee and consults regularly with them about the kindergarten’s strategic direction.
Programme: There is an appropriate balance between teacher-led and child- initiated play. Children are encouraged and supported to make choices and decisions about their play, and in the morning session especially, children play cooperatively with one another. Early literacy, mathematical and science concepts are skilfully integrated into the programme. A rich array of learning experiences promotes the kindergarten’s holistic approach and enables children to develop interests across all learning areas. Children are able to be challenged, have fun, and enjoy satisfying and worthwhile learning experiences.
Relationships: Relationships among teachers, children and their families are respectful and caring. Teachers warmly welcome children and their families into the kindergarten and involve them in the children’s education. They know children and their families well and a strong sense of ownership and belonging is evident.
Interactions: Teachers effectively model oral language and provide many opportunities for children to use language in meaningful contexts. In the afternoon session especially, teachers take time to assist children to form friendships and develop social competencies. They listen carefully to children, and extend their ideas through conversation and skilful questioning. Te reo Māori is increasingly permeating the programme through teachers’ spontaneous use of prompts and vocabulary. ERO observed confident and articulate children.
Assessment, planning and evaluation: A high priority is placed on teachers noticing, recognising and responding to children’s learning in play. Teachers’ observations are recorded in narrative statements to the child and parent. Feedback from parents is sought and children’s individual goals set. Children have easy access to their portfolios and are encouraged to contribute their work. The teaching team has worked collaboratively to increase the level of children’s participation in assessment, and the head teacher and senior teacher recognise the need to strengthen the process for programme evaluation.
Self review: There is both planned and spontaneous self review of systems and practices in the kindergarten. Wide consultation is undertaken and evidence is well documented. Outcomes of self review are used to bring about improvements, an example being the transition-to-school programme. Reflective practice is a feature of teacher meetings and evaluations.
The newly formed teaching team has undertaken a review of the kindergarten philosophy, and is establishing collegial working relationships and shared understandings of agreed practice. In addition, a new approach to appraisal is being trialled. The head teacher recognises, and ERO agrees, that in order to embed this philosophy and enhance teacher capability, areas for ongoing development are:
ERO provides information about the education system as a whole through its national reports. This information will be used as the basis for long term and systemic educational improvement.
As part of this review ERO evaluated the extent to which:
Although there are no children with moderate to severe special needs currently enrolled, the inclusive and cooperative culture that is evident indicates that Gwen Rogers Free Kindergarten is well placed to cater for children with special needs.
Before the review, the staff of Gwen Rogers Free Kindergarten completed an ERO CentreAssurance Statement andSelf-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 documentation, including policies, procedures and records of recent use of procedures. ERO also checked elements of the following areas that have a potentially high impact on outcomes for children:
ERO is confident that the service is being managed in the interest of the children. Therefore ERO is likely to review the service again in three years.
Makere Smith
National Manager Review Services
Northern Region (Acting)
|
Type |
Free Kindergarten (Sessional) |
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|
Number licensed for |
45 children, including up to nil aged under 2 |
|
Roll number |
70 |
|
Gender composition |
Boys 38 Girls 32 |
|
Ethnic composition |
New Zealand Pākehā/European 60 New Zealand Māori 2 Other ethnicities 8 |
|
Review team on site |
November 2011 |
|
Date of this report |
14 February 2012 |
|
Previous three ERO reports |
Education Review December 2008 Education Review March 2006 Accountability Review October 2002 |
14 February 2012
To the Parents and Community of Gwen Rogers Free Kindergarten
These are the findings of the Education Review Office’s latest report on Gwen Rogers Free Kindergarten.
Gwen Rogers Free Kindergarten operates under the auspices of the Tauranga Kindergarten Association. The kindergarten is located at Omanu, adjacent to the primary school, and provides all-day and sessional education and care for children from three years to school age.
The longstanding head teacher has instigated considerable development throughout 2011 to the building and grounds. Property upgrades have enhanced the indoor environment, and the river/water feature has created a natural environment that is inviting for children and which provides a context for much valuable learning and teaching.
The head teacher continues to provide well-informed educational leadership for staff and parents. Under her strategic leadership, a new team of teachers has reviewed the kindergarten’s programme philosophy, and areas for development in the previous ERO review have been addressed. A strong Māori dimension is evident in the environment and programme, and children are developing an awareness and understanding of New Zealand’s bicultural heritage. Children are involved in the assessment of their learning through individual portfolios, which are a central focus for discussion about learning for parents, teachers and children.
The kindergarten continues to enjoy a high level of support from its parent and wider communities. Parents are surveyed for their views and aspirations as part of the review process, and their ideas contribute to annual and strategic planning. The parent committee has an ongoing role in the management of the kindergarten, and supports staff in the organisation of many activities and fundraising ventures, the most recent of which provided valuable additional funds for playground development.
ERO is confident that the service is being managed in the interest of the children. Therefore ERO is likely to review the service again in three years.
When ERO has reviewed an early childhood centre we encourage management to inform their community of any follow up action they plan to take. You should talk to the management or contact person if you have any questions about this evaluation, the full ERO report or their future intentions.
If you would like a copy of the full report, please contact the centre or see the ERO website, http://www.ero.govt.nz.
Makere Smith
National Manager Review Services
Northern Region (Acting)
ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.
ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:
Reviews are intended to focus on outcomes for children and build on each centre’s self review.
ERO’s framework for reviewing and reporting is based on four review strands.
Quality of Education – including the quality of the programme provided for children, the quality of the learning environment and the quality of the interactions between staff and children and how these impact on outcomes for children.
Additional Review Priorities – other aspects of the operation of a centre, may be included in the review. ERO will not include this strand in all reviews.
National Evaluation Topics – This strand contributes to the development of education policies and their effective implementation. The information from this strand is aggregated by ERO for its national evaluation reports. Topics for investigation are changed regularly to provide up-to-date information.
Compliance with Legal Requirements – assurance that this centre has taken all reasonable steps to meet legal requirements.
ERO reviews do not cover every aspect of centre 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 this centre.
Most ERO reports include recommendations for improvement. A recommendation on a particular issue does not necessarily mean that a centre is performing poorly in relation to that issue. There is no direct link between the number of recommendations in this report and the overall performance of this centre.