Havelock North Central Kindergarten

Education institution number:
5290
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
38
Telephone:
Address:

Napier Road, Havelock North

View on map

Havelock North Central Kindergarten

1 ERO’s Judgements

Akarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.

ERO’s judgements for Havelock North Central Kindergarten are as follows:

Outcome Indicators

(What the service knows about outcomes for learners)

Whakaū Embedding

Ngā Akatoro Domains

 

Learning Conditions
Organisational Conditions

Whakaū Embedding

Whāngai Establishing

2 Context of the Service

Havelock North Central Kindergarten is one of 16 kindergartens governed and managed by Heretaunga Free Kindergarten Association. A small number of children are identified as Māori. The philosophy aspires to children being successful learners who reach their full potential, and it values manaakitanga and whanaungatanga in the daily curriculum.

3 Summary of findings

Children’s learning and development is well supported through learning-focused partnerships. Teachers intentionally collaborate with families and external agencies to include, and respond to, children with diverse learning needs. Families’ cultural identities and goals for their child are valued. Concepts from te ao Māori are highly visible and heard in the environment and integrated meaningfully. Children’s cultural identity is affirmed.

Children’s developing social and emotional competencies are fostered through intentional teaching strategies. Teachers engage with children for sustained periods and promote turn taking, negotiation and engagement with peers. Verbal and non-verbal cues extend children’s thinking and grow their awareness of expectations and desired behaviours. Assessment for learning makes visible children’s learning over time. Understanding the effectiveness and impact of teaching strategies on individuals and groups of children is a growing area of practice.

Significant change in association leadership has impacted capacity to progress key next steps identified in previous ERO reports. Leaders are enacting an organisation wide shift to further enable collaboration, relational trust and sustained improvement. A range of new initiatives has been developed. Professional learning opportunities are responsive to teacher learning goals. Some information is generated in relation to the quality of teaching and learning. Leaders are developing their evaluation capabilities. However, evaluation is not yet used to:

  • systematically seek evidence about the effectiveness of professional learning processes to improve teaching practice and children’s outcomes,

  • understand the impact of improvement actions in relation to how these contribute to strategic priorities and achieve equitable and excellent outcomes for learners.

4 Improvement actions

Havelock North Central Kindergarten will include the following actions in its Quality Improvement Planning:

  • Continue to deepen assessment for learning practices to effectively evaluate the impact of teaching strategies and recognise and respond to inequities related to children’s outcomes. 

Heretaunga Free Kindergarten Association will include the following actions in its Quality Improvement Planning:

  • Develop a systematic process that enables leaders to better understand and respond to the teaching and learning needs of each kindergarten.

  • Prioritise building internal evaluation capability and leadership at all levels to better monitor and evaluate the impact of improvement actions, including professional learning, on outcomes for individuals and groups of children.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Havelock North Central Kindergarten completed an ERO 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; safety checking; teacher registration; ratios)

  • relevant evacuation procedures and practices.

All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.

Patricia Davey
Director of Early Childhood Education (ECE)

14 September 2023 

6 About the Early Childhood Service

Early Childhood Service Name

Havelock North Central Kindergarten

Profile Number

5290

Location

Havelock North

Service type

Free Kindergarten

Number licensed for

40 children over the age of 2

Percentage of qualified teachers

80-99%

Service roll

50

Review team on site

June 2023

Date of this report

14 September 2023

Most recent ERO report(s)

Education Review, December 2017; Education Review, May 2014

Havelock North Central Kindergarten - 18/12/2017

1 Evaluation of Havelock North Central Kindergarten

How well placed is Havelock North Central 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

Havelock North Central Kindergarten opens Monday to Friday from 8:15am until 2:15pm for children aged from two to five years. The philosophy statement places children at the heart of the matter.

The May 2014 ERO report identified areas for improvement in relation to appraisal and self review.

Havelock North Central is one of 16 kindergartens governed and managed by the Heretaunga Kindergarten Association (the association). An ongoing programme of restructuring began in 2016 and the association has experienced significant changes at all levels. A new general manager was appointed in January 2016. 

The previous ERO review identified that the association should establish, review and monitor the implementation of guiding documents in individual kindergartens and to undertake self review at association level.

This review was part of a cluster of six in the Heretaunga Free Kindergarten Association.

The Review Findings

Kindergarten teachers have worked collaboratively to successfully address the areas for development and review identified in the 2014 ERO report.

The philosophy is highly evident in practice. Children benefit from a curriculum that nurtures their sense of belonging. They are empowered to lead their own learning. They show care and concern for one another and for their kindergarten environment.

Warm relationships with families are evident. Teachers and parents plan experiences that respond to children's strengths and interests. Assessment practices successfully identify children's learning and their relationships with people and places.

A wide range of transition strategies positively support children and whānau to settle into the kindergarten and helps prepare them for their move to school. Teachers recognise, and ERO's evaluation confirms, that it is timely to review the effectiveness of the phonics programme to support children's emerging literacy.

Teachers are extending their knowledge and understanding of Pacific languages and cultures to foster Pacific children's participation and engagement.

Teachers show a shared commitment to bicultural practices. Te reo me ngā tikanga Māori are highly visible in the environment, routines and celebrations. Leaders and ERO agree that a next step is for teachers to enhance their knowledge of te ao Māori concepts to continue to strengthen their response to Māori children's culture and identity.

Internal evaluation is well established and regularly leads to improved learning outcomes for children. The head teacher and teachers are improvement focused. Teamwork is highly evident. A shared vision sets a clear direction for the kindergarten and reflects a commitment to providing high quality early childhood education.

The governance and leadership team of the Heretaunga Kindergarten Association is well placed to continue to manage change and to set the strategic direction to promote future sustainability. They are making good progress in addressing the key next steps identified in the previous ERO review. Continuing to strengthen systems to monitor performance in individual kindergartens remains a key next step. 

Key Next Steps

Senior leaders and ERO agree on the following key next steps for Havelock North Central Kindergarten, to:

  • continue to build on existing teacher strengths and knowledge of te ao Māori
  • evaluate the effectiveness of the approach of the phonics programme to support children's emerging literacy.

The senior management team of Heretaunga Kindergarten Association should continue to strengthen processes for monitoring the implementation of guiding documentation for programme delivery and kindergarten operation. Particular attention should be given to increasing consistency in reviewing, evaluating and improving teaching practice.

Management Assurance on Legal Requirements

Before the review, the staff and management of Havelock North Central 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 Havelock North Central Kindergarten will be in three years.

Patricia Davey
Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

18 December 2017 

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

Havelock North

Ministry of Education profile number

5290

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, aged over 2

Service roll

55

Gender composition

Girls 28, Boys 27

Ethnic composition

Māori
Pākehā
Other ethnic groups

  4
46
  5

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 2017

Date of this report

18 December 2017

Most recent ERO report(s)

 

Education Review

May 2014

Education Review

November 2010

Education Review

November 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. 

Havelock North Central Kindergarten - 14/05/2014

1 Evaluation of Havelock North Central Kindergarten

How well placed is Havelock North Central 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

Havelock North Central Kindergarten provides education and care for children from three to five years of age. It operates as a sessional kindergarten on an all day licence. The kindergarten has peer groupings with four year olds able to attend five mornings a week, and up to 30 three year olds for three afternoons.

The kindergarten has a roll of 54 New Zealand European/Pākehā and 11 Māori children. It is well supported by the community.

Although there have been some staff changes in recent years, teachers work as a cohesive team. They strongly practise the philosophy which has been recently reviewed in consultation with the community.

The kindergarten is governed by the Heretaunga Kindergarten Association (the association). Two Education Managers are employed by the association to provide professional support and guidance to teachers. This review was part of a cluster of eight kindergartens in the Heretaunga Kindergarten Association.

The Review Findings

Havelock North Central Kindergarten has a clear vision statement that sets the direction for the programme. There is a strong focus on empowering children, their holistic development and community partnerships. This vision is supported by a philosophy statement, which strongly reflects te ao Māori and has been community endorsed.

The learning environment is spacious and well organised. Children are able to access many resources to investigate their interests and ideas. They participate in a range of enviroschool initiatives to learn about sustainability. Literacy, numeracy and science are integrated into discussions and learning experiences. Teachers encourage children’s investigations and thinking through meaningful interactions.

Teachers know children well. Warm, purposeful, affirming interactions support their social development. Teachers work alongside children engaging in their play, sustaining conversations and extending their learning. Positive guidance is evident and cooperation is well modelled to children, who work and play cheerfully with each other for long periods of time.

Teachers have developed suitable guidelines for a coordinated and consistent approach to planning, assessment and evaluation. This enables teachers to identify and respond to individual children’s interests and challenge and encourage further exploration. Children and whānau contribute by adding their voice to assessment and evaluation.

A strength of the sessional approach is that children interact with others of similar age and development. Children’s transitions between sessions are well planned and considered. Teachers support parents and children as they settle. There is appropriate support for parents and children as they transition to school.

There is a strong commitment to bicultural practices. Teachers have developed a bicultural policy based on Treaty of Waitangi principles. Cultural awareness and a desire to meet the aspirations and needs of children and whānau are evident.

The programme effectively provides for Māori learners’ sense of identity and belonging through regular use of waiata, karakia and te reo Māori. Children have a range of appropriate resources that promote Māori language and contexts. Teachers participate in professional learning and development to support and build their practice.

The kindergarten has a systematic approach to self review and evaluation. Key elements of operation and the programme have been reviewed, and outcomes are used effectively to make improvements. The next step is to document guidelines for self review and to take a more evaluative approach.

The association provides guidance and support to teachers for the continuous improvement of teaching and learning. The recently developed strategic plan provides a clear, long term direction for the association. Teachers are well supported through regular visits from the education managers who offer professional assistance and guidance and access to a wide range of professional learning opportunities.

There is a commitment by the association to increase teachers’ capabilities through the introduction of the Haere Whakamua project. This project is based around progressing the organisation's journey in becoming bicultural.

The association identifies and ERO affirms that key areas for development include:

  • updating the appraisal process and policy

  • providing clear expectations through guiding documents for programme delivery and kindergarten operations and monitoring the implementation of these.

In addition, education managers should undertake strategic review and evaluation across the association to establish a deeper understanding of the ongoing professional learning needs of teachers and use this information to inform future decision making.

Key Next Steps

The kindergarten procedures are good. The next steps are to:

  • to more explicitly document appraiser feedback in teacher appraisals
  • make planned self reviews more evaluative.

The association should:

  • establish and review current guiding documents and monitor for successful implementation

  • undertake strategic self review at association level.

Management Assurance on Legal Requirements

Before the review, the staff and management of Havelock North Central 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 Havelock North Central Kindergarten will be in three years.Image removed.

Joyce Gebbie

National Manager Review Services Central Region (Acting)

14 May 2014

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

Havelock North

Ministry of Education profile number

5290

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children aged over 2

Service roll

71

Gender composition

Girls 41, Boys 30

Ethnic composition

Māori

NZ European/Pākehā

Other ethnic groups

11

54

6

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

March 2014

Date of this report

14 May 2014

Most recent ERO report(s)

 

Education Review

November 2010

 

Education Review

November 2006

 

Education Review

August 2003

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.