155 Campbell Street, Karori, Wellington
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Karori Kindergarten is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Karori Kindergarten is licensed for 30 children aged over two years. Daily sessions are for children from two to school age. Around one third are under three. The kindergarten serves a diverse ethnic community.
All teachers have been appointed since the June 2016 ERO review and are qualified and registered. The head teacher took up her role at the end of 2019.
The kindergarten philosophy emphasises the importance of acknowledging the principles of Te Tiriti o Waitangi, Te Whāriki, the early childhood curriculum, and environmental sustainability.
ERO's 2016 report identified areas requiring further development. These included, understanding and use of internal evaluation and implementation of the association's revised appraisal process. Progress is evident.
The kindergarten is governed and managed by He Whānau Manaaki o Tararua Kindergarten Association (the association). The association governs 103 early childhood services which include a diverse range of kindergartens, all day education and care services, three Pacific kindergartens and a Pacific home-based service. A team of senior teachers oversees and supports professional practice.
Progress has been made by the association to improve support for individual kindergartens, the appraisal process, and teachers' capability to work with Māori learners.
This review is one of of eight in the He Whānau Manaaki o Tararua Kindergarten Association, Wellington region.
The learning environment is well developed and organised to invite children's interest and participation. A comprehensive range of high quality resources is freely accessible. The outdoor area effectively supports physical challenge, adventure and an ongoing focus on care for the environment.
The emergent curriculum is mostly child driven. Literacy, mathematics, science, and the arts are suitably integrated in play-based ways. Children are well supported to be self-managing and independent learners. Many sustain their engagement in their play for extended periods.
Teachers are responsive, respectful and well engaged with and alongside children. They are attuned to developing ideas and interests, supporting with strategies that encourage settling, collaboration, perseverance and problem solving. Positive guidance is used well to promote social competence and friendships. With the changing roll and high numbers of very young children attending, teachers are aware of the need to implement routines that effectively support this group's settling, increased care needs, and active participation.
The development of responsive and reciprocal relationships with families and whānau is prioritised and seen as a foundation to sustaining children's active involvement in the curriculum. Parents' views are supporting the current review of the philosophy, and valued as a basis for planning individual children's learning.
Commitment to, and acknowledgment of the importance of, bicultural practice is highly evident. Appropriate association support for building teaching and learning capability is in place. Teachers should continue to practice using the Māori language and protocols in everyday ways and seek connections with whānau Māori and mana whenua to inform their approach.
Provision for children with additional/diverse needs is well informed. Association and outside agency support is accessed as necessary. Barriers to learning are minimised. Cultural diversity is celebrated through displays and carefully considered in planning for children's learning.
Children's transitions into and out of the kindergarten are well supported by the team. They are appropriately based on individual needs and in collaboration with parents. Established relationships with local schools build teachers' and children's familiarity with the school environment. Teachers should continue to seek ways of sharing information about individual children with new entrant teachers to support continuity in their learning pathway.
Planning for learning is a focus for the team's development. Group planning is suitably responsive to needs and currently supporting relationships and a sense of whanaungatanga. While existing records of individual children's learning include examples of good practice, the head teacher has initiated a collaborative review to support shared understanding amongst the new team. An authentic, culturally responsive process that is inclusive of regular parent input and builds over time to show how teachers are progressing children's learning, is in development.
A strong sense of team is evident. Teachers are motivated, seeking to learn, and strongly focused on improving outcomes for children. Self review is valued as a tool to strengthen practice and operation. A next step for teachers is to develop their understanding and use of internal evaluation to better support their decision making about change and next development steps.
The association provides effective professional development and ongoing support to build the leadership capabilities of the head teacher and teaching team. Well-considered resource allocation enhances teaching and support for children’s learning and wellbeing. There is an established culture in place which values and celebrates children and their whānau.
The well-considered appraisal process continues to be reviewed and developed to better support teachers and leaders to inquire into the effectiveness of their practice. Work is ongoing to build and embed understanding of the association's expectations and processes.
Association leaders, including the senior teachers, work effectively together with shared commitment to the mission, vision, values and goals of the organisation. Strategic goals and objectives are focused on improvement for the benefit of children, whānau and community. Tūmanako, is providing high-level guidance for the association's future direction as a Tiriti o Waitangi based organisation. A range of effective tools is used well by senior teachers to monitor the quality of, and promote improvement to, individual kindergarten practice and operation.
ERO and senior leaders agree that priorities for teachers are to:
continue to develop their team approach to assessment for learning, and internal evaluation.
The priority for the association is:
to continue to build on and follow the strategic direction set through Tūmanako, Te Tiriti o Waitangi- based strategic priority framework.
Before the review, the staff and management of Karori 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.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region - Te Tai Tini
5 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 |
Wellington |
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Ministry of Education profile number |
5643 |
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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 |
30 children aged over 2 |
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Service roll |
45 |
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Gender composition |
Female 24, Male 21 |
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Ethnic composition |
Māori |
3 |
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Percentage of qualified teachers |
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 |
February 2020 |
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Date of this report |
5 June 2020 |
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Most recent ERO report(s) |
Education Review |
June 2016 |
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Education Review |
January 2012 |
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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.
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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.
Karori Kindergarten is situated in Wellington. It provides early childhood education and care for up to 30 children aged over two years. The current roll is 58, including five Māori children.
Since the January 2012 ERO report, there have been some changes to the teaching team. A new teacher joined the staff in 2016.
The Kindergarten is one of 85 kindergartens and three home-based education and care networks governed and managed by He Whānau Manaaki o Tararua Free Kindergarten Association Incorporated (the association). This is a new kindergarten association created from joining the Rimutaka and Wellington Kindergarten Associations in 2014.
The board and managers provide governance for the organisation. Senior teachers have delegated kindergartens. Their role is to provide regular support and a range of professional learning and development opportunities for teachers.
In 2012, the association developed a framework to guide the implementation of its curriculum, Te Manawa. This document outlines criteria for curriculum delivery including expectations for assessment and planning for children’s learning.
The previous ERO report for Karori Kindergarten identified a next step in relation to using self review to evaluate the programme. Teachers have strengthened their knowledge and understanding of internal evaluation and are working to embed this into their practice.
Areas where the association could strengthen its support for teachers were also identified, and positive progress has occurred. The alignment of individual kindergartens’ annual plans with the association’s strategic priorities has now been appropriately addressed.
This review was part of a cluster of 10 reviews in the He Whānau Manaaki o Tararua kindergartens.
The kindergarten philosophy is highly evident in practice. Children are learning to be independent, solve problems and support the learning of their friends. They participate enthusiastically in a programme that responds to their diverse cultural backgrounds.
Children and whānau are warmly welcomed into the kindergarten in a calm, unhurried manner. They are supported to settle at their own pace. A useful range of strategies supports older children and their families as they prepare for their move to school.
Teachers' responsiveness to children's wellbeing and individual needs is highly evident. They work collaboratively with parents and whānau to support children's progress in learning.
There is growing commitment by teachers to the use of te reo me ngā tikanga Māori. This is evident in the assessment of children's learning and in kindergarten routines. Their use of Tātaiako: Cultural Competencies for Teachers of Māori Learners is increasingly strengthening practice in supporting educational success for Māori children.
Children's emerging interests are effectively used to extend their learning. Improving assessment practices has been a focus for teachers, and progress is evident in children's learning stories. ERO affirms the need to continue to strengthen assessment practices identified by the senior teacher and agreed to by teachers.
Teachers' knowledge of internal evaluation continues to grow and has led to positive change. A recent action research project has been useful in promoting a systematic approach to the process. Teachers should continue to embed this method.
The senior teacher provides termly written feedback that outlines agreed development priorities and progress in relation to the quality of teaching and learning. She completes an annual internal evaluation that supports strengthening of these termly reports. There is a deliberate focus on outcomes for children and teacher/leader performance. This has been successful in promoting improved practices in the kindergarten.
Increased opportunities for leadership within the kindergarten are emerging. The head teacher is encouraging teachers to share their strengths and to lead aspects of the programme.
The 2012 ERO report identified that the association needed to improve the appraisal processes. Managers undertook an internal review of the appraisal system. The revised model is being implemented across the kindergartens. The process includes focused goals that build teacher and leader capability and clearer links with the Practising Teacher Criteria. Staff at Karori Kindergarten are in the early stages of implementing the revised appraisal approach. This should be a development priority so that teachers continue to be well supported to grow their professional practice.
The senior teacher, head teacher, staff and ERO agree on the following key next steps for Karori Kindergarten to continue:
developing and embedding internal evaluation practices
to prioritise the implementation of the revised appraisal process.
The association should continue to support the development of formal critique of teaching practice and strengthening of responsiveness to Māori children.
Before the review, the staff and management of Karori 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 Karori Kindergarten will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
24 June 2016
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 |
Karori, Wellington |
||
|
Ministry of Education profile number |
5643 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, over 2 years |
||
|
Service roll |
58 |
||
|
Gender composition |
Boys 35, Girls 23 |
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Ethnic composition |
Māori Pākehā Pacific Other ethnic groups |
5 38 1 14 |
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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 |
May 2016 |
||
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Date of this report |
24 June 2016 |
||
|
Most recent ERO report(s)
|
Education Review |
January 2012 |
|
|
Education Review |
April 2008 |
||
|
Education Review |
September 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.