Jonathan Rhodes Kindergarten

Education institution number:
5498
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
43
Telephone:
Address:

336 North Road, North East Valley, Dunedin

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Jonathan Rhodes Kindergarten - 10/03/2020

1 Evaluation of Jonathan Rhodes Kindergarten

How well placed is Jonathan Rhodes Kindergarten to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Jonathan Rhodes Kindergarten is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

Jonathan Rhodes Kindergarten provides education for children aged two years to school age. It is licensed for up to 45 children and currently has a roll of 46 children. Sessions operate from 8.30am to 2.30pm.

The kindergarten's philosophy states that children will be supported to become independent, resilient learners who demonstrate social competency and whanaungatanga. Teachers aim to empower children to embrace life.

Jonathan Rhodes Kindergarten is one of 24 kindergartens governed by Dunedin Kindergartens (DK). Day-to-day operations are led by a head teacher with the support of four experienced, qualified teachers. A senior teacher from DK provides support for professional and operational practice.

The kindergarten is part of the Ōtepoti Kāhui Ako/Community of Learning.

This review was part of a cluster of 11 DK kindergartens reviewed at the end of 2019.

The Review Findings

Children are well supported to grow their independence. They are empowered to take responsibility for themselves, others and their environment. Older children are encouraged to care of younger ones, and to demonstrate increasing levels of leadership. Children are supported to make decisions about their learning and are provided with regular, effective feedback that acknowledges their effort and success. Parents' knowledge of, and aspirations for, their children's independence, resilience and social competency are valued and respected. Māori and Pacific cultures are increasingly visible in the kindergarten, and families are invited to contribute to the kindergarten community's knowledge, understanding and celebration of their cultures. The kindergarten's daily routines and strong community relationships contribute to children's confidence and sense of belonging.

Teachers work collaboratively to deliver highly effective learning experiences that incorporate the goals, dispositions and learning outcomes of Te Whāriki, the Early Childhood Curriculum. Group and individual planning affirms children's current goals, their learning progressions and future learning pathways. Assessment narratives in learning stories are well focused on parents' aspirations and children's interests. Teachers and leaders take collective responsibility for all children and the daily operation of the centre. Transitions into school are proactively supported through effective partnerships between families and schools.

The learning environment is purposefully set up to develop and extend children's physical, social and cultural capabilities. The outdoor setting encourages children to explore, take risks and experience challenges. Teachers' focus on developing children's fine and gross motor skills is evident in their provision of a range of sensory resources, music and dance activities, and physical play equipment. Resources reflecting Māori and Pacific cultures contribute to the richness of the environment in which children learn.

Children with additional learning needs participate fully in all aspects of the programme alongside their peers. Parents, teachers and outside agencies work in partnership to support children's learning and wellbeing progress.

Leaders and teachers are committed to ongoing improvement. They use regular internal evaluation to reflect on kindergarten practices and processes, and respond to their findings in order to better support learner outcomes. Professional learning is supported by the DK and is focused on the learning needs and priorities of the children.

The board of DK has made good progress in addressing the governance recommendations from ERO's 2015 reviews. DK's mission and strategic priorities are well known and reflected in each kindergarten's strategic and annual plans. It has a sound policy and procedure framework that provides guidance for kindergartens and sound systems to monitor health and safety. Leaders and teachers benefit from relevant professional development and leadership support. DK actively supports equity of outcomes for all children by funding additional teaching resources to support children with additional needs.

Key Next Steps

For ongoing improvement, key next steps are for teachers and leaders to:

  • align all strategic planning, self-reviews and inquiries so that they are child centred and maintain a close focus on key priorities
  • strengthen individual and group planning to clearly identify deliberate teaching actions that will extend children's learning and better reflect the language and culture of all children.

The board has identified, and ERO agrees, that the key next steps for DK to further improve outcomes for children are to ensure that:

  • reporting and monitoring at all levels are evaluative, to clearly show how desired outcomes for children have been improved in relation to DK's and kindergartens' priorities for learning and other strategic priorities

  • a robust and systematic quality assurance framework is implemented to inform and monitor ongoing improvements in each kindergarten.

Management Assurance on Legal Requirements

Before the review, the staff and management of Jonathan Rhodes 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.

Dr Lesley Patterson

Director Review and Improvement Services (Southern)

Southern Region - Te Tai Tini

10 March 2020

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

North East Valley, Dunedin

Ministry of Education profile number

5498

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

45 children over two years of age

Service roll

46 children

Gender composition

Male 27

Female 19

Ethnic composition

Māori
NZ European/Pākehā
Other Ethnicities

7
30
9

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Under 2

N/A

Over 2

1:10

Meets minimum requirements

Review team on site

December 2019

Date of this report

10 March 2020

Most recent ERO reports

Education Review

November 2015

Education Review

June 2012

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

The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:

  • Very well placed

  • Well placed

  • Requires further development

  • Not well placed

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.

Jonathan Rhodes Kindergarten - 04/11/2015

1 Evaluation of Jonathan Rhodes Kindergarten

How well placed is Jonathan Rhodes 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

Jonathan Rhodes Kindergarten nestles in the heart of North East Valley, Dunedin. It is in a modern purpose-built building.

The kindergarten provides education and care for up to 40 children aged from two years to school age. It has recently changed its opening hours to align with the school day. However, some children still attend for either the morning or the afternoon. The kindergarten has stable staffing and all teachers are qualified.

The kindergarten has made positive progress on the recommendations of the 2012 ERO report. This includes the development of a strategic plan and a greater inclusion of a Māori dimension in the programme. 

The kindergarten operates under the Dunedin Kindergarten Association (DK) umbrella. DK provides management and professional support for the teachers. This review was part of a cluster of 24 kindergarten reviews in the DK.

The Review Findings

Children play and learn in a very settled and cooperative way. The kaupapa or philosophy of Jonathan Rhodes Kindergarten is for children to become independent, resilient and socially competent. The teachers plan experiences and set up resources and the environment with these goals in mind.

The teachers listen carefully to children and seek their opinions and points of view. They have a useful system to plan for individuals and groups of children. The plans build on children’s interests and enthusiasms and set challenges for children’s learning.

The teachers value parents’ wishes for their children’s learning and invite families to bring their skills and knowledge into the kindergarten programme. The teachers have identified they could enrich the programme further through more meaningful partnerships with parents.

Children and their families have a strong sense of belonging at the kindergarten. Children have strong friendships with one another. Teachers know the families well, and are supportive and responsive to their needs.

Children and teachers have explored Māori concepts such as manaakitanga through children caring for each other and the environment. The children have learnt a kindergarten mihi and children’s own whānau mihi are valued. The children use te reo Māori through the day and the teachers are working to increase their own knowledge and confidence with te reo Māori and te ao Māori.

Children enjoy a wide range of experiences in the well-resourced kindergarten. Features of the programme that support children’s learning include:

  • rich oral language and early-literacy experiences
  • using iPads as a tool for learning
  • exploration of the natural world
  • interesting outings in the local community and having visitors to the kindergarten
  • celebrating events such as Mātariki and Polyfest.

The teachers make a great team. They work collaboratively and value each other’s strengths. They share common understandings about what is important for children and their families. They reflect on their practice and actively seek professional learning and development.

Teachers have a good idea of what they want for the future of the kindergarten. Their ideas have been developed into a strategic plan which shows the priorities and actions to achieve the desired outcomes. Related systems such as professional learning, appraisal, self-review topics and senior teacher support should align with the strategic focus. The teachers are developing their understanding of self-review.

The vision of the DK is to provide excellence in early childhood education for all children. The DK is governed by a board and managed by a long serving general manager. The kindergarten teachers told ERO they appreciated the support they receive from the association and the advice and guidance of the senior teachers.

The board, general manager and senior teachers:

  • provide appropriate opportunities for parents and staff to contribute their ideas about matters in the association
  • are responsive to identified needs of children and families within the association and provide funding and support to enable these to be met
  • have developed a useful framework to guide their work
  • take all reasonable steps to ensure safe environments for children, teachers and staff
  • maintain their professional learning and provide ongoing professional learning for teachers in the association.

Key Next Steps

When teachers next review the kindergarten philosophy it would be useful if their beliefs were stated more clearly. This would enable them to evaluate more efficiently how well they are meeting their expectations for children’s learning.

The teachers with the support of their senior teacher should also continue to:

  • create closer partnerships with parents in setting learning goals for children
  • increase their knowledge and skills around te ao Māori and Māori perspectives
  • develop a shared understanding of effective self-review including use of evaluative questions and robust indicators.

Next steps for the board, with the support of the general manager and senior teachers, are to:

  • continue to define what excellence in education looks like in the DK
  • further develop strategic planning to better show future goals and priorities and how these will be achieved in the association and in the kindergartens
  • ensure that the reports they receive are evaluative, show how well the DK’s vision and goals are met, and inform future planning
  • continue to strengthen the appraisal process and be assured that appraisals are rigorous and consistent throughout the kindergartens.

With the appointment of a new senior teacher it is timely for the board and general manager to review the role of the senior teachers and strengthen systems to ensure consistent high quality practice across all kindergartens within the DK.

Management Assurance on Legal Requirements

Before the review, the staff and management of Jonathan Rhodes 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 Jonathan Rhodes Kindergarten will be in three years. 

Chris Rowe
Deputy Chief Review Officer Southern (Acting)

4 November 2015 

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

Dunedin

Ministry of Education profile number

5498

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children over two years of age

Service roll

67

Gender composition

Boys: 39

Girls: 28

Ethnic composition

Māori
Pākehā
Cook Island
Other Pacific
Other ethnicities

10
49
  3
  2
  3

Percentage of qualified teachers

0-49%       50-79%       80%+

Based on funding rates

80% +

Reported ratios of staff to children

Under 2

Not applicable

 

Over 2

1:10

Meets minimum requirements

Review team on site

August 2015

Date of this report

4 November 2015

Most recent ERO report(s)

 

Education Review

June 2012

Education Review

November 2008

Education Review

June 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.