357 Tukapa Street, RD 1, New Plymouth
View on mapNot well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Kahikatea Kindergarten Hurdon provides full day and sessional education and care for children from two years to school age. The kindergarten is open for six hours, five days a week and is licensed for up to 34 children. The teaching team is fully qualified and the programme is further assisted by support staff. It is involved in the Enviroschools programme and is situated in a natural environment adjacent to Frankley School. Resources are frequently shared.
The kindergarten is one of 24 governed by the newly established Kindergarten Taranaki (the association), formerly North and South Taranaki Kindergarten Associations. A Chief Executive was appointed to lead the association in 2014. Two professional leaders (PLs) are employed by the association to provide professional support and guidance to teachers. Since the earlier 2016 ERO reviews a programme manager and a human resource manager have been appointed.
ERO's October 2013 report asked the association to strengthen appraisal. Progress in this is ongoing.
This review was part of a cluster of eight in the Taranaki Kindergarten Association.
Teachers draw on sound professional knowledge to provide a well-considered, varied curriculum for the mixed age group. Interactions are peaceful and unhurried. The environment is used purposefully to invite children's exploration, curiosity and developing interests. Social and emotional learning is an area of strength. Highly effective teaching in this area results in a culture of engagement and sustained play. Events, excursions and celebrations extend the programme and link to children's home cultures, as well as to the kindergarten's sustainability focus.
Te reo me ngā tikanga Māori is meaningfully integrated throughout the curriculum. All children are immersed in valuable bicultural learning. Association guidance should support the kindergarten's ongoing focus on promoting educational success for Māori.
Parents regularly contribute to the programme. Their input is highly valued by teachers, who actively promote learning partnerships with whānau. Families and children benefit from the sharing of useful curriculum information and current early learning research.
Portfolios show children's engagement in the programme, and celebrate dispositional learning and virtues. However, their assessment component requires strengthening. Individual programmes of learning, based on a clearly linked cycle of assessment, planning and evaluation, are not yet evident. Teachers should develop and implement a process which clearly highlights children's progress and informs deliberate, planned teaching strategies.
Self review is currently used for research and development projects. These are collaborative, childfocused and result in improvements. Leaders have indicated their intention to shift this process towards internal evaluation of the curriculum. ERO affirms this direction as a next step.
Thoughtful processes are in place to support children's transition into kindergarten and on to school. Teachers have developed useful resources to support families and children. Reciprocal relationships with local schools have been established.
Children with diverse needs are identified, supported and external agencies are liaised with where appropriate.
A recently revised appraisal procedure includes the use of formal observation of teacher practice. Once fully established this should assist leaders to strengthen the process. PLs should then undertake regular monitoring of how well appraisal is being implemented in each kindergarten.
The board works with the community to establish vision, values and strategic priorities. Establishing clearer measures of success should enable the board to measure progress and evaluate how well practices support the realisation of the goals and vision.
The board's ongoing commitment to biculturalism is evident through planned initiatives to support teachers to promote te āo Māori in the curriculum and to develop culturally appropriate practices. Senior leaders are developing initiatives to better determine the impact of curriculum delivery and teaching and learning in each kindergarten.
The association should establish clear expectations of the purpose and use of assessment, planning and evaluation in kindergartens. Professional leaders in partnership with teaching teams should then monitor the effective implementation of:
In addition, the association should establish a system for the ongoing monitoring of legislative requirements, including those related to health and safety.
ERO and kindergarten teachers agree that the key next steps are to:
The association should:
Before the review, the staff and management of Kahikatea Kindergarten Hurdon 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 Kahikatea Kindergarten Hurdon will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
21 April 2017
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 | New Plymouth | ||
| Ministry of Education profile number | 5220 | ||
| Licence type | Free Kindergarten | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 34 children aged over 2 | ||
| Service roll | 60 | ||
| Gender composition | Boys 39, Girls 21 | ||
| Ethnic composition | Māori Pākehā Other ethnic groups | 10 47 3 | |
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 2017 | ||
| Date of this report | 21 April 2017 | ||
Most recent ERO report(s)
| Education Review | October 2013 | |
| Education Review | June 2010 | ||
| Education Review | December 2006 | ||
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.
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.
Kahikatea Kindergarten Hurdon is one of sixteen kindergartens managed by the North Taranaki Kindergarten Association (the association). The association governing board is responsible for setting overall strategic and policy direction for the organisation. Senior teachers are employed by the association to support teaching and learning.
The service is licensed for 34 children aged from two to five years. Older children attend five morning sessions each week, with a group of five staying all day. Younger children attend four afternoon sessions. The teaching team consists of four qualified teachers. The head teacher is fully registered and three are working towards registration.
Kahikatea Kindergarten is situated in a natural environment adjacent to Frankley School. The two enjoy a positive and close relationship. Resources are frequently shared, particularly the outdoors, as both are involved in the Enviro schools programme.
The philosophy has undergone extensive review. It reflects New Zealand’s dual cultural heritage and focuses strongly on the natural environment and sustainability. Respectful relationships and nurturing the child’s interests and strengths are values, lived and breathed by children and adults.
The kindergarten has a positive reporting history with ERO. Areas for development identified in the June 2010 ERO report have been addressed in a productive way.
This review was part of a cluster of eight kindergarten reviews in the North Taranaki Kindergarten Association.
Board members undertake regular training and have developed useful processes to support governance roles and responsibilities. The senior teacher provides effective professional leadership. She visits the kindergarten regularly and works alongside the teaching team to support development of practice. These association processes help to promote positive outcomes for children.
Children experience a rich curriculum. Teachers plan from children’s interests, passions and strengths. Thoughtful conversations with parents, and teachers’ daily observations, help to decide the next steps to challenge children and enrich their experiences. Children frequently return to a previous day’s activity with teachers skilfully adding more complex resources. They support children to sustain their interests and to persevere.
There are many opportunities for children to explore and engage in reading, writing and number activities. Children use their knowledge confidently across the curriculum.
Bicultural respect and the unique place of Māori are interwoven within the sustainable curriculum. A reciprocal visit to a marae and knowledgeable adults and children showing leadership, provide a rich source for children’s and teachers’ learning. Language, culture and identity are celebrated in every part of centre operation.
Children with special needs are welcomed and supported by close partnerships with parents. Teachers know each child and their personalities well. Developing appropriate social behaviour is evident in children’s relationships and the respectful way they interact with each other. Teachers model the values, held by parents and whānau, of caring for each other and enjoying learning.
Children are confident and enthusiastic learners. Teachers use open-ended questions and gentle prompts to encourage children to solve problems and explore through imaginative play. Surroundings are inviting and there are many resources and activities used by children to learn about gardening and caring for the environment. Parents and community members are active in building children’s skills and understanding of sustainable practices.
Thoughtful assessment practices focus on moving children on in their learning. Portfolios include the children’s voice and family contributions. There are clear links from one learning story to the next. Teachers are skilled observers. They respond to what they notice with ideas for next steps and an offer to be involved.
Children’s transition to school is tailored to meet their individual needs. The neighbouring school and service work closely together. Teachers and parents share information so that children’s confidence and capability at preschool transfer to the new entrant classrooms.
The head teacher is a capable professional leader who welcomes initiative. The teaching team is innovative and enthusiastic. Each teacher plays an active role in the service’s development.
Teachers clearly understand the purpose and process for self review. Reviews are well structured and there is regular evaluation during the process. Change is considered and responsive to findings, guided by best practice in early childhood education.
Self-review processes are resulting in positive change for children and their families. ERO agrees that continuing to use the kindergarten’s well-developed review process to evaluate all aspects of teaching and learning, is appropriate.
The association should continue to review appraisal and consider formal critique of teaching practice and feedback processes to improve teaching and learning.
Before the review, the staff and management of Kahikatea Kindergarten Hurdon 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 Kahikatea Kindergarten Hurdon will be in four years.
Joyce Gebbie
National Manager Review Services Central Region (Acting)
21 October 2013
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 |
New Plymouth |
||
|
Ministry of Education profile number |
5220 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
34 children aged over 2 |
||
|
Service roll |
59 |
||
|
Gender composition |
Girls 31, Boys 28 |
||
|
Ethnic composition |
NZ European/Pākehā Māori Other ethnic groups |
43 6 10 |
|
|
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 |
August 2013 |
||
|
Date of this report |
21 October 2013 |
||
|
Most recent ERO report(s)
|
Education Review |
June 2010 |
|
|
Education Review |
December 2006 |
||
|
Education Review |
December 2003 |
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.
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.