2 Mckellar Street, Oakura
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Kaitake Kindergarten is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Kaitake Kindergarten provides early childhood education and care for up to 40 children over two years of age. The current roll is 64, including four Māori children. All teachers are fully qualified.
The philosophy emphasises parents as valued and a vital part of the learning process.
Kaitake Kindergarten is one of 24 kindergartens operating under the governance and management of Kindergarten Taranaki (the association). The association’s vision is ‘enriching learning’. The governing board is responsible for setting the overall direction for the organisation. Oversight of the association is the role of the current acting chief executive. The acting chief executive is supported by a team of managers and leaders. There have been a number of changes in leadership and management personnel in the past three years.
Since the previous ERO review, the head teacher and most of the teaching team at Kaitake Kindergarten are newly appointed.
Key next steps for the association, identified in the January 2017 ERO evaluation, continue to be priorities. Strengthening appraisal, partnerships with whānau Māori, including children's cultures in assessment documentation and review and evaluation were key next steps for the kindergarten. There has been progress in most of these areas.
This review was part of a cluster of seven kindergartens in Kindergarten Taranaki.
Warm, inviting and trusting relationships between children, teachers and whānau are fostered. Children confidently communicate, lead their learning and demonstrate a strong sense of belonging. Teachers skilfully promote learning experiences for children and build on opportunities to extend their knowledge and thinking. Children have a responsive curriculum that promotes kaitiakitanga, science, mathematics, literacy, te ao Māori and physical exploration.
Kindergarten Taranaki assessment guidelines effectively inform teaching and learning practices. Planning for individual children highlights their interests, preferences and strengths and include parents and whānau contributions and aspirations.
Māori success as Māori is upheld through increased te reo me ngā tikanga rituals and practices. Māori children's identity as Māori is celebrated. Whānau Māori input and expertise are valued by the kindergarten as a learning community. Promoting all children's culture, language and identity in planning for learning processes is an area for ongoing development.
Well considered systems and practices are in place to support children's diverse learning needs.
The association has identified that a priority is to strengthen educationally powerful partnerships with whānau. A range of information and reporting is shared with whānau and surveys are undertaken to gather their views. Evaluating the effectiveness of current communication and consultation strategies should contribute to the association progressing this priority.
Teacher appraisal and professional development are growing practice and effectively promoting positive outcomes for children. The association board maintains a deliberate focus on strengthening Kindergarten Taranaki capacity and capability to support educational success for Māori learners. Teachers have accessed professional learning to build their Māori knowledge and understandings of their place and learning community.
Teachers are well supported to build their understanding and use of evaluation for teaching improvement. Targeted support to enhance understanding of aspects of evaluation should continue to drive improvements for children’s learning. Having a clear focus for each evaluation is a key next step, so that actions needed are identified and given priority.
Systems for recording and monitoring health and safety requirements were implemented in 2018. Further rigour and monitoring is required to ensure oversight of ongoing compliance accountability is maintained. Priority should also be given to the consistent implementation of a policy review schedule.
Board members show a good understanding of their governance roles and responsibilities. Strategic direction and annual planning align and guide the organisation. Reporting to the board by association leaders has been recently strengthened. Evaluating progress and outcomes of the strategic plan and further refining reporting to the board should continue to enhance decision making.
Key next steps for the kindergarten are to continue to:
meaningfully include all children's culture, language and identity in assessment, planning and evaluation
use effective internal evaluation to promote positive learning outcomes for children.
Kindergarten Taranaki should;
consistently implement a policy review schedule and strengthen effective monitoring of accountability systems and processes
enhance reporting to the board to include assurance of accountability, the quality of teaching and learning and outcomes for children’s learning
systematise and strengthen processes used to evaluate progress of the strategic plan.
Priority should be given to sustaining a systematic process that assures governance and management of ongoing compliance accountability.
Before the review, the staff and management of Kaitake 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.
To improve practice, Kindergarten Taranaki should:
finalise the development of lockdown procedures to further guide kindergarten practice statements
strengthen the review of accident, illnesses and incident records and implementation of practices as required.
To improve compliance practice, Kaitake Kindergarten should:
[Licensing Criteria for Early Childhood Education and Care Centres 2008, HS6]
Since the onsite visit the service has provided ERO with evidence that shows it has addressed this non-compliance.
Darcy Te Hau
Acting Director Review and Improvement Services (Central)
Central Region - Te Tai Pūtahi Nui
2 June 2020
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 |
Oakura |
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Ministry of Education profile number |
5636 |
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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 |
40 children over 2 years |
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Service roll |
64 |
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Gender composition |
Girls 36, Boys 28 |
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Ethnic composition |
Māori |
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 |
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Review team on site |
March 2020 |
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Date of this report |
2 June 2020 |
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Most recent ERO report(s) |
Education Review |
January 2017 |
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|
Education Review |
October 2013 |
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|
Education Review |
August 2010 |
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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:
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 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.
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.
Kaitake Kindergarten provides education and care for children from two to five years of age. The kindergarten is open five days a week, for six hours daily and licensed for up to 34 children. Within these hours, sessional care and education is also provided. Of a roll of 59 children, eight identify as Māori.
The kindergarten is located in the coastal town of Oakura, near New Plymouth. The philosophy acknowledges that children learn through play within a nurturing and family-focused environment.
The teaching team is fully qualified and the programme is further assisted by support staff.
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. Three professional leaders are employed by the association to provide professional support and guidance to teachers.
The October 2013 ERO report identified areas requiring further development. These included review and evaluation, planning for learning and support for children's transition to primary school. In addition, the 2013 and 2015 ERO reviews identified key next steps for the association. Progress in addressing these areas is ongoing.
This review was part of a cluster of eight in the Taranaki Kindergarten Association.
Children's independence and social competence is promoted through a child-led curriculum. Children engage in sustained play, independently or in groups of their own choosing. The environment has been thoughtfully designed to maximise their engagement with a range of learning experiences. Environmentally sustainable practices are evident and integrated throughout the curriculum. These experiences build children's knowledge of the living world and their sense of belonging.
Children with additional learning needs are identified, supported and monitored over time. Teachers liaise with external agencies as required.
Teaching is collaborative and evident is a strong commitment to the kindergarten philosophy that values children's uniqueness, learning through play, respectful relationships and bicultural practice. Teachers engage well with children to extend their play and learning.
A bicultural perspective is evident. A next step is to further develop understanding of a te ao Māori and learning partnerships with whānau Māori. Association guidance should support the ongoing focus on promoting educational success for Māori children as Māori.
Planning for groups of children is emergent and responsive to their interests. A next step is for teachers to focus on determining how effectively they are meeting children's learning outcomes through evaluation.
Teachers effectively recognise children's learning through assessment practices. These practices should be strengthened to reflect children's cultures, languages and identities. Further consideration should be given to:
regularly revisiting the learning goals identified for children
clearly showing children's learning progress over time.
Children's successful transition to school is supported by the strong reciprocal relationships teachers have developed with their local schools.
Teachers are improvement focused and reflective. Review is undertaken in consultation with children and their families. Clarifying teachers' understanding and use of internal evaluation should better support decision making about change and improvement.
A useful teacher appraisal process is in place. A next step is to enhance critique of practice using a range of evidence. The association has recently revised its appraisal procedure and this now includes the use of formal observation of teacher practice. Once fully established this should assist leaders to strengthen the process. Professional leaders should then undertake regular monitoring of practice and evaluate how well appraisal is being implemented in each kindergarten.
The board works collaboratively with its community to establish vision, values and strategic priorities. This provides a shared direction to guide development. Establishing clearer measures of success should enable the board to measure progress and evaluate how well practices support the realisation of goals and vision.
The board's ongoing commitment to biculturalism is evident through planned initiatives to support teachers to promote te ao Māori in the curriculum and to develop culturally responsive practices. Senior association leaders are focused on 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:
assessment, planning and evaluation
review and internal evaluation.
ERO identified some issues in relation to health and safety. These have since been satisfactorily addressed. The association should establish a system for the ongoing monitoring of compliance with legislative requirements, including practices related to health and safety.
ERO and kindergarten teachers agree that key next steps are to continue to strengthen:
the quality of feedback in appraisal
learning partnerships with whānau Māori
acknowledgement of children's cultures, languages and identities in assessment documentation
review and evaluation.
The association should:
strengthen the processes used to evaluate the progress of the strategic plan
provide effective guidance and monitoring of association expectations related to assessment practice, review and internal evaluation and health and safety practices.
Before the review, the staff and management of Kaitake 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 Kaitake Kindergarten will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
19 January 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 |
Oakura |
||
|
Ministry of Education profile number |
5636 |
||
|
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 |
Māori Pākehā Samoan Other ethnic groups |
8 43 2 6 |
|
|
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 |
November 2016 |
||
|
Date of this report |
19 January 2017 |
||
|
Most recent ERO report(s) |
Education Review |
October 2013 |
|
|
Education Review |
August 2010 |
||
|
Education Review |
December 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:
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.