18 Kingsley Street, Leamington, Cambridge
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.
James Gray Kindergarten located in Cambridge, is licensed for 45 children. The kindergarten offers both full and part day education and care for children from two years to school age. At the time of this ERO review 71 children were enrolled, including five of who identity 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 kindergarten’s philosophy aims to provide a programme in which children are affirmed for who they are, in an environment that encourages them to develop strategies for exploring, thinking and reasoning. They have opportunities to experience and learn te reo and tikanga Māori and to respect and nurture the natural world.
Since the last ERO review in 2014 the kindergarten has been re-licensed to reflect the increase in operational hours and extended indoor area. The teaching team has generally remained stable. One teacher has been seconded to another kindergarten for the past 18 months. A newly appointed teacher will take up her position in early 2019.
This review was part of a cluster of four reviews in the Waikato Kindergarten Association.
Children experience and enjoy a rich and broad curriculum. An expansive well-resourced learning environment provides many opportunities for physical challenge, risk taking and social and imaginative play. Creativity is promoted through a wide range of resources, opportunities and processes. Children are supported to build connections with the local community. Māori children's sense of belonging is fostered through a responsive and expressive bicultural curriculum. Children with additional needs are well supported through the development of individual plans in consultation with parents and external agencies. Children are empowered to be capable and competent learners and explorers.
Assessment practices effectively support continuity of learning for individual children. Learning is shared through a variety of media, which provides many valuable opportunities for children to revisit their learning. Parents' thoughts and aspirations are valued by teachers. Children’s interests and dispositions are recognised and thoughtfully responded to through intentional planning.
High-quality teacher interactions value children's contributions to their learning and challenge their thinking. Literacy, mathematics and science are skilfully integrated into the programme. Teachers model rich oral language to extend children's vocabulary, interests and inquiries. Warm and responsive relationships with children and their families support successful transitions into and out of the kindergarten.
Experienced leaders know children, families and the community well. They have established a culture of ongoing professional learning and development. Leaders and teachers reflect critically on their practices and are encouraged to embrace leadership opportunities. Strategic decision making is focused on positive outcomes for children.
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 ESM's.
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 steps for leaders and teachers are to strengthen individualised assessment, planning and evaluation with a focus on:
more explicit use of learning outcomes of Te Whāriki
the bicultural and multicultural perspectives in assessment documentation.
Before the review, the staff and management of James Gray 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 James Gray Kindergarten will be in four years.
Phil Cowie
Director Review and Improvement Services Central
Central Region
21 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 |
Cambridge |
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Ministry of Education profile number |
5148 |
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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 |
45 children, including up to 0 aged under 2 |
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Service roll |
71 |
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Gender composition |
Girls 39 Boys 32 |
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Ethnic composition |
Māori |
5 |
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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 |
December 2018 |
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Date of this report |
21 December 2018 |
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Most recent ERO report(s) |
Education Review |
August 2014 |
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|
Education Review |
September 2011 |
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Education Review |
December 2008 |
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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.
James Gray Kindergarten is located in Cambridge and provides both all-day and sessional education and care for children from two years to school age. The kindergarten is licensed for up to 40 children over the age of two years at any one time. At the time of this ERO review, 81 children were enrolled, of whom 10 are identified as Māori.
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 kindergartens provide an Enviro-School 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.
The kindergarten has a positive ERO reporting history. Since the last ERO review teachers have strengthened self-review practices to bring about continual improvement to the quality of education and care for children. Teachers have shared values for teaching and learning. They are providing an inclusive programme in which children are safe, relate positively to others, enjoy themselves and develop as capable independent learners.
This review was part of a cluster of 12 kindergarten reviews in the Waikato Kindergarten Association.
James Gray Kindergarten is very well placed to promote positive learning outcomes for children.
Teachers have established a warm, welcoming environment for children and their families. Children benefit from the trusting and respectful relationships they experience with their peers and teachers. There are many opportunities to develop their communication and social skills. Children are empowered to take responsibility for the wellbeing of themselves and others.
Children experience a rich curriculum that provides them with extensive opportunities to initiate their learning through their interests, strengths and play. Outstanding features of the curriculum include:
Te ao Māori is naturally interwoven throughout the daily programme through the use of resources, natural environment and involvement in waiata and basic te reo Māori.
Teachers use a wide range of high-quality teaching interactions. They are skilled at having meaningful learning conversations that extend children’s thinking, encourage children to problem solve, reflect and build on their knowledge, skills and competencies. Children engage in sustained and complex learning that supports them to use their imagination, be creative and innovative.
Teachers work in partnership with families. They value and acknowledge parents' aspirations for their child’s learning and respond through their child’s learning portfolios and planning. Individual child portfolios celebrate children’s success and progress in learning and are regularly shared among children and families.
The head teacher is a strong advocate for children and their families. She is highly respected in the community and provides effective professional leadership for teachers. An experienced and knowledgeable education service manager from the association provides highly-effective support and guidance for the kindergarten. Teachers are reflective and work as a collaborative team focused on the best outcomes for children. They keep up-to-date with recommended best practice and participate in ongoing professional learning and development. They have developed effective processes for monitoring and evaluating the effectiveness of education and care within the kindergarten.
ERO supports teachers’ intention to further investigate, through research-based self review, the use and place of information and communication technologies (ICT) in the kindergarten. The focus of the review should be on learning outcomes for children.
Before the review, the staff and management of James Gray 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 James Gray Kindergarten will be in four years.
Dale Bailey
National Manager Review Services
Northern Region
13 August 2014
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 |
Cambridge |
||
|
Ministry of Education profile number |
5148 |
||
|
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 |
81 |
||
|
Gender composition |
Boys 44 Girls 37 |
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Ethnic composition |
Māori NZ European/Pākehā Other |
10 69 2 |
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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 |
June 2014 |
||
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Date of this report |
13 August 2014 |
||
|
Most recent ERO report(s) |
Education Review |
September 2011 |
|
|
Education Review |
December 2008 |
||
|
Education Review |
May 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.