70 Storey Ave, Forest Lake, Hamilton
View on mapNot well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Jamieson Kindergarten is one of 29 kindergartens located in the wider Hamilton region. It is situated in the residential suburb of Forest Lake and is licenced for 42 children from two years to school age. At the time of this review, 49 children were enrolled, including 18 who identify as Māori. The kindergarten offers all-day education and care and flexible attendance hours and days to meet the needs of families. All teachers are qualified and registered. The organisation provides twenty free hours for all children.
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 in Waikato Kindergarten Association are involved in sustainable programmes promoting the care of people and the environment, such as Enviroschools, Sport Waikato Under 5 Energise and a ‘Cool for School’ transition programme. A kaumātua from Tainui provides advice, guidance and support to the organisation. The kindergartens education, operational and administrative responsibilities are well supported by Association specialist personnel.
The kindergarten's philosophy aims to foster children’s sense of identity and emotional wellbeing within the programme. A commitment to the Treaty of Waitangi and other cultures within the community is promoted. Te whāriki, the early childhood curriculum, is strongly followed and implemented, and there is a focus on establishing and maintaining strong parent and whānau partnerships for children's learning.
Since the last ERO review in 2014, the philosophy has been reviewed, refined and further review is underway at the time of this review. Assessment, planning and evaluation are also currently under review with a view to support new online approaches. The notion of children as themselves as learners and decision makers has improved. The kindergarten has had a positive reporting history with ERO.
This review was part of a cluster of five reviews in the Waikato kindergarten Association.
Children experience positive and affirming relationships with teachers and each other. They are supported to develop a strong sense of belonging and wellbeing through the respectful and calm culture of the kindergarten. Predictable routines support the development of children’s social competency and self-management skills. Teachers deliberately plan to respond to parent aspirations for their children's learning. Children benefit from a wide range of learning experiences.
The curriculum is well designed and follows the identified interests of all children. The spacious inside environment provides many opportunities for children to gain literacy and early mathematical knowledge through meaningful play. Oral language is promoted by teachers through the use of resources and equipment that reflect all curriculum areas of play. The outside environment is extensive and invites children’s engagement and problem solving. Risk and challenge is encouraged and natural/living world experiences support children’s knowledge of themselves as explorers. The extensive curriculum supports children to become capable and confident lifelong learners.
Planning, assessment and evaluation have been recently reviewed to better reflect Te Whāriki, the early childhood curriculum. Parents are well informed about their child's learning through an online assessment system and through six-monthly learning evaluations. Children with additional learning and development needs are fully included into the programme. They and their families are well supported by teachers who involve external agencies as appropriate. Transitions into and out of the kindergarten foster children’s friendships and engagement to enhance their security and confidence at settling in and transition times.
Te ao Māori is visible throughout the environment. The head teacher demonstrates competence and confidence in te reo and tikanga Māori, waiata and karakia. Her leadership promotes and acknowledges the value of the language, culture and identity of Māori. Manaakitanga is promoted strongly through the enviro-schools programme where children are encouraged to care for the environment and the local community. The multicultural community is celebrated with displays around the kindergarten and in shared whānau events. Teachers recognise the next step is to strengthen the local curriculum to include and reflect the unique and historical features of the community.
The long serving head teacher strongly promotes collaborative ways of working with all staff. She sets high expectations and models reflective teaching practice that strongly focuses on sustaining positive relationships with staff, children and their families. A deliberate priority to building relationships with parents as partners in their children’s learning is promoted. Kindergarten leadership supports positive educational outcomes for all children.
Internal evaluation is effectively documented. It is well used to guide important aspects of practice, daily operations and long term improvement. The developing process of teaching as inquiry is leading to centre-wide improvement, particularly in relation to planning and assessment for children's learning.
The WKA has a commitment to providing high-quality, inclusive and equitable services for children. The association provides sound, comprehensive systems, policies and procedures to guide kindergarten practice. Teachers have access to ongoing and targeted professional development to support improved practices which lead to improved outcomes for children. Education Support Managers work closely with the head teacher and provide well-informed professional leadership to support kindergarten operations.
ERO and leaders agree the important next step is to further develop teaching as inquiry to include purposeful observations of teaching practice.
To enhance practice there needs to be long term internal evaluation on curriculum delivery which will include an evaluation of:
Before the review, the staff and management of Jamieson 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 Jamieson Kindergarten will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
Te Tai Miringa - Waikato / Bay of Plenty Region
22 January 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.
| Location | Hamilton | ||
| Ministry of Education profile number | 5149 | ||
| Licence type | Free Kindergarten | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 42 children, including up to 0 aged under 2 | ||
| Service roll | 49 | ||
| Gender composition | Girls 24 Boys 25 | ||
| Ethnic composition | Māori Pākehā Asian Other | 18 16 7 8 | |
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 | December 2017 | ||
| Date of this report | 22 January 2018 | ||
Most recent ERO report(s)
| Education Review | November 2014 | |
| Education Review | April 2011 | ||
| Education Review | November 2008 | ||
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Jamieson Kindergarten is located in Hamilton North, near Forest Lake School. It provides sessional education and care for children from three years to school age. The kindergarten is licensed for up to 40 children over the age of two years old. Afternoon sessions are currently limited to 20 children who remain at the kindergarten for the school day. Of the 50 children enrolled at this kindergarten, 12 are identified as Māori.
The head teacher and two members of the teaching team have remained together at the kindergarten for many years. A long-serving teacher and former head teacher retired from her position in the weeks preceding this ERO review and an acting part-time teacher now teaches during morning sessions. Since the 2011 ERO review, there have been improvements to the outdoor area. These enhance opportunities for children to explore the natural world and to access physical challenges and play activities of their choice.
Children and families from the community and beyond are always welcome, and many have a long association with the kindergarten. Parents are regularly invited to contribute their thoughts and opinions about the programme. Teachers have recently engaged in professional development about positive guidance for children and assessment, planning and self review. A review of kindergarten routines has resulted in more time for children to engage in sustained play activities of their choice. Systems to ensure smooth transition to the nearby school are well established.
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 Enviroschools 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 12 kindergarten reviews in the Waikato Kindergarten Association.
Jamieson Kindergarten is well placed to promote positive learning outcomes for children.
Children benefit from positive interactions and relationships where inclusion and friendship are promoted. Tuakana-teina is naturally expressed as children support each other in learning and achieving success. Teachers and children have fun together, sharing humour and enjoying their learning and play. Teachers have responsive conversations with children that challenge their thinking and literacy skills. Te reo Māori is well integrated into discussions and conversations. Children know waiata very well and participate enthusiastically in singing and actions.
Recently revised routines have resulted in more time for child-directed, sustained and uninterrupted play. Teachers respond continually to children’s emerging interests and provide opportunities to extend their skills in music, physical challenges and creative expression. They skilfully integrate opportunities for children to develop their early mathematical concepts and writing skills within the varied contexts of their play. Children who remain at the kindergarten for both sessions have opportunities to further extend their interests and skills during afternoon play. They see themselves as confident, capable learners and communicators.
The curriculum is well resourced to respond to children’s interests. Teachers provide a comprehensive range of puzzles and activities which are progressive in their complexity and foster children’s developing interests and skills in many aspects of literacy and mathematics. An Enviroschools' approach provides children with opportunities to learn about and care for the natural environment. Computers are used as tools for learning and research. Learning is becoming more visible to parents through wall displays, portfolios and digital communication.
Teachers know children and families well and have established a welcoming environment and a strong sense of community among teachers, families and children. Twice-yearly interviews with parents ensure that families can share their goals and aspirations for their children with teachers. Portfolios include records of parent meetings with clear goals, teacher responses and outcomes for children. Parents who spoke with ERO appreciate teachers’ approachability and immediate opportunities to see their children’s play and learning through digital media. They are increasingly responding to this information. Family evenings are appreciated and well supported.
The head teacher is a reflective leader and practitioner. She sets clear expectations and has a shared vision for further developing the kindergarten’s programme, practice and environment. She recognises and values the skills and interests of the teaching team and has implemented opportunities for shared leadership. Self review is developing and includes regular consultation with parents.
ERO, the ESM, the head teacher and teachers agree that the kindergarten’s next steps are to further develop strategic self review in order to strengthen:
Before the review, the staff and management of Jamieson 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 Jamieson Kindergarten will be in three years.
Dale Bailey
National Manager Review Services
Northern Region
6 November 2014
|
Location |
Hamilton |
||
|
Ministry of Education profile number |
5149 |
||
|
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 |
50 |
||
|
Gender composition |
Boys 30 Girls 20 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Asian Samoan Other |
12 33 2 1 2 |
|
|
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 2014 |
||
|
Date of this report |
6 November 2014 |
||
|
Most recent ERO report(s) |
Education Review |
February 2011 |
|
|
Education Review |
January 2008 |
||
|
Education Review |
November 2004 |
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.
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.