Masters Avenue, Hillcrest, 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.
Hillcrest Kindergarten, located in the eastern suburbs of Hamilton, is licensed for 43 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 and for many English is an additional language. At the time of this ERO review 54 children were enrolled, including six who identify as Māori.
The kindergarten is one of 29 kindergartens that operate under 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 kindergartens’ education, operational and administrative responsibilities are supported by experienced association personnel.
The Hillcrest philosophy states that the kindergarten fosters children’s curiosity, independence and resilience within an inclusive, respectful and natural environment and the curriculum goals of Te Whāriki are embedded in the programme which is anchored by a commitment to the Treaty of Waitangi.
Since the previous ERO review in 2015 the kindergarten has been re-licensed to reflect the increase in operational hours and numbers. There have been some changes to leadership and the teaching team. The kindergarten has responded well to the key areas for development in the previous ERO report. Substantial redevelopment of the outdoor environment has increased children's access to resources. Teachers have strengthened their bicultural knowledge and understanding.
This review was part of a cluster of eight reviews in the Waikato Kindergarten Association.
Children experience trusting and respectful relationships with teachers. Teachers are making effective use of learning conversations to encourage children to problem solve and to extend their thinking. Children are well supported to build their knowledge about New Zealand’s unique cultural heritage through the use of te reo and tikanga Māori. The kindergarten's inclusive culture enables children for whom English is an additional language to feel welcome and secure. Children with special learning and development needs are well supported through close cooperation with appropriate external agencies.
A wide range of meaningful learning opportunities enrich the kindergarten's curriculum. The well-resourced learning environment promotes curiosity, challenge and independence through open-ended resources. The large, natural redesigned outdoor area provides children with many opportunities to develop their confidence and resilience through risk taking and physical challenge. Teaching includes a focus on sustainable environmental practices, where children learn care and respect for the world around them.
The WKA has recently developed a new individualised planning process to support teachers to respond to the learning and development needs of children. Leaders recognise the importance of fully embedding this process. Assessment portfolios records each child's interests and engagement in the life of the kindergarten. They are regularly accessed by children and families enabling children to share and revisit their learning. Online assessment also allows families to contribute to and share children's learning experiences.
Transitions into and from the centre are responsive to the needs and wishes of families. Teachers are building useful relationships with local primary schools. A meaningful transition programme supports children as they move on to school.
Leadership of the kindergarten is effective. Leaders have developed a supportive and respectful culture which is underpinned by shared values, beliefs and mutual trust. A collaborative approach maximises the strengths of the teaching team and is focused on growing teacher capability.
Education services managers (ESMs) work closely with the head teacher and provide well-informed professional leadership to support kindergarten operation. The WKA 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 the WKA is contributing to inclusive and equitable services for children.
The key next step for leaders and teachers are to further develop their understanding of the expectations of the revised Te Whāriki particularly in relation to:
assessment planning and evaluation processes
the development of a local curriculum that reflects parent aspirations and the unique nature of Hillcrest Kindergarten.
Before the review, the staff and management of Hillcrest 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 Hillcrest Kindergarten will be in three years.
Phil Cowie
Director Review and Improvement Services
Central 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 |
Hamilton |
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Ministry of Education profile number |
5145 |
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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 |
43 children, including up to 0 aged under 2 |
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Service roll |
54 |
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Gender composition |
Boys 29 Girls 25 |
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Ethnic composition |
Māori |
6 |
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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 |
February 2015 |
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Education Review |
March 2012 |
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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.
Hillcrest Kindergarten is located in Hillcrest, which is an eastern suburb of Hamilton. It is situated on an attractive and thoughtfully developed site next to a spacious park and natural bush area. The kindergarten provides sessional education and care for children from over two years to school age. Morning sessions cater for 40 preschool children from Monday to Friday. Afternoon sessions on Tuesday and Thursday cater for 30 younger children. Of the 70 children enrolled at this kindergarten, four are identified as Māori.
The kindergarten has a positive reporting history with ERO. Since the 2012 ERO report, the teaching team has remained stable. The head teacher and staff continue to welcome and effectively support children from a wide range of cultural backgrounds. The kindergarten is a hub for its diverse community. There is a strong focus on parent partnerships for learning and a purposeful, cheerful atmosphere for children, teachers and families/whānau.
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 Enviroschool 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.
This review was part of a cluster of five kindergarten reviews in the Waikato Kindergarten Association.
Hillcrest Kindergarten is very well placed to promote positive learning outcomes for children.
Children enjoy mutually respectful relationships with teachers and each other. Teachers have high expectations for positive, considerate behaviour, which fosters a strong sense of belonging and self worth. They consistently affirm children’s culture, language and identity and work closely with parents/whānau to support children as they settle into both afternoon and morning sessions. Daily routines explicitly, yet unobtrusively, support the development of children’s self-management and social skills.
The high-quality learning environment invites children’s interest, curiosity, exploration and sustained engagement. The environment is a feature of the kindergarten and is supported throughout by high-quality resources that reflect bicultural and multicultural perspectives. Attractively presented indoor spaces include well-considered displays. They are organised to promote children’s learning through play in literacy, mathematics, science, construction, creative expression and dramatic play. The outdoor areas are carefully designed to make the best use of available space. Children have many opportunities for physical challenge, carpentry and messy play. The kindergarten’s commitment to Enviroschools is reflected in vegetable gardens, native plantings and recycling processes. In addition, teachers regularly use the adjoining park and bush area to extend children‘s exploration and physical skills.
Teachers have very sound professional knowledge of theory and current best practice in early childhood education. They engage children in learning conversations that promote thinking and oral language development. The programme is based on a balance of children’s observed interests and teachers’ suggestions that reflect family/whānau contexts. Parents have many opportunities to participate in the programme. They are encouraged to share and celebrate significant aspects of their culture with the rest of the kindergarten community. The kindergarten’s philosophy is woven through planning, assessment and evaluation and is continually reflected in the daily programme.
Learning is continually visible to children and families. Information and communication technologies are used effectively to enable children to record and share their learning and play. Storypark, which is a computer-based communication system, enables parents to view children’s work and to respond immediately. Parents’ and children’s comments inform ongoing planning and assessment. Teachers share daily digital updates about the programme. Assessment records demonstrate a wide range of learning experiences for children and increasingly show a progression of learning over time. There are well-established processes for facilitating transition to school, particularly for children who need additional support.
The head teacher demonstrates very well-informed and effective professional leadership. She empowers and supports teachers to work collaboratively and to successfully manage delegated leadership responsibilities. The experienced teaching team engages in professional learning and continually reflect on practices that promote positive outcomes for children. Reflection and robust self review result in a momentum of continual improvement. The team has shared goals that reflect high expectations for children’s education, parent involvement and a collaborative approach to ongoing review and learning.
The ESM and teaching team already recognise, and ERO agrees, that areas for ongoing development include continuing to:
Before the review, the staff and management of Hillcrest 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 Hillcrest Kindergarten will be in four years.
Dale Bailey
Deputy Chief Review Officer Northern
3 February 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 |
Hamilton |
||
|
Ministry of Education profile number |
5145 |
||
|
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 |
70 |
||
|
Gender composition |
Girls 37 Boys 33 |
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Ethnic composition |
Māori Pākehā Indian Chinese Fijian Indian Somali Tongan Other |
4 50 4 2 2 2 2 4 |
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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 |
|
Review team on site |
November 2014 |
||
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Date of this report |
3 February 2015 |
||
|
Most recent ERO report(s) |
Education Review |
March 2012 |
|
|
Education Review |
December 2008 |
||
|
Education Review |
June 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.