Katikati Free Kindergarten

Education institution number:
5614
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
32
Telephone:
Address:

Fairview Road, Katikati

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Katikati Free Kindergarten - 28/07/2015

Here is the latest report for the Governing Organisation that this service is part of.

 

1. Evaluation of Katikati Free Kindergarten

How well placed is Katikati Free Kindergarten to promote positive learning outcomes for children?

Not well placedRequires further developmentWell placedVery well placed

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

Background

Katikati Free Kindergarten is located in the rural township of Katikati and is on an attractive and well-presented site, adjacent to an extensive park and playing fields. It is licensed for 30 children over two years of age. Currently 39 children are attending, including seven who identify as Māori. It provides an all-day programme from 8.30am to 2.30pm from Monday to Thursday, and from 8.30am until 12.45pm on Friday.

Since the 2012 ERO review the kindergarten and community have continued to benefit from the strong leadership of an experienced head teacher and a long serving team of teachers. A recent initiative is the appointment of a fourth teacher in a job sharing role. All four teachers are qualified and registered teachers. The kindergarten is supported by a committee of active parents and enjoys the support of the wider community. Central to the kindergarten’s philosophy is the belief that the environment is instrumental in advancing children’s learning. The programme supports children to learn about the natural world, sustainable conservation and healthy eating. The kindergarten provides a safe, welcoming, fun and stimulating environment where learning is encouraged through nurturing, creativity and play.

The kindergarten operates under the umbrella of Tauranga Regional Kindergartens (TRK), which is an early childhood education service, governed by a board of parent-elected community representatives. Senior teachers oversee and support the professional work of the kindergarten. This work is supplemented by a Resource Teacher Māori who provides professional learning and support for TRK staff in te ao Māori.

The association sets the strategic direction of its kindergartens, placing emphasis on nurturing reciprocal relationships with whānau and communities, educating for sustainability, meeting community needs and honouring the Treaty of Waitangi. It provides kindergarten staff with clear guidelines and expectations for practice. There is a good range of self-review practices to monitor and evaluate the quality of education and care provided by its kindergartens.

This review was part of a cluster of five kindergarten reviews in the Tauranga Regional Kindergarten Association.

The Review Findings

Children feel welcome and included and have high levels of trusting relationships with teachers and one another. They demonstrate a strong sense of belonging and a willingness to share their ideas and interests. The natural and challenging environment is well prepared to provide a rich variety of experiences. Children play and explore in the outdoor area, using their imagination and creativity in pursuing their interests. Oral language, literacy, mathematics, science and nature are naturally integrated into the programme.

A strong feature of the programme is that teachers make the environment a particular focus for children’s learning. Children are encouraged to learn about the natural world, sustainable conservation and healthy eating. Many aspects of the kindergarten environment support this focus with children involved in water conservation, rubbish recycling and worm farming. Children are actively involved in community projects such as Kati KaiWay where they help to plant and maintain fruit trees in a local reserve. They experience a sense of wellbeing as they discover the world of nature and develop responsible attitudes as guardians of the environment. This has been recognised by the kindergarten being awarded Green/Gold Status by the Enviroschools Foundation of New Zealand.

All children and their families are welcomed into the kindergarten. Children are understood as unique learners and are accepted and celebrated for who they are. Teachers are culturally responsive and support the identity and culture of each child. Te reo and tikanga Māori practices are well integrated into the programme in authentic contexts. The concepts of whanaungatanga, manaakitanga and kaitiakitanga are included in the programmes. All parents spoken to by ERO, including several Māori and Pacific parents, are pleased with the way the individuality and identity of their children’s culture are celebrated and fostered.

Children learn through play and are well supported to follow their interests, solve problems, and take responsible risks by teachers. They know children well, and spend time with them, supporting their engagement in self-initiated, sustained play. In addition, teachers notice, recognise and extend learning opportunities for children. Open-ended questions are used to prompt children’s thinking. Children are developing independence and are being supported to take increasing responsibility for their own learning and well being. Teachers are particularly skilled in supporting children with additional learning needs. Together with parents and external agencies, they work to identify areas for development and share useful skills and approaches to support children.

Programme planning uses ideas from children’s individual interests, as well as a balance of emergent interests, which respond to individual's fascination with a chosen subject. Recent interests have focused on insects, dinosaurs and volcanoes. An important part of planning is the fund of knowledge that children bring with them to kindergarten and share with others at mat time. Their interests, learning and progress are recorded in attractive individual portfolio books, and parents and children enjoy reading and sharing these books. Recently an on-line portfolio has been made available for families to contribute to. Parents value the opportunities this provides for them and others to share in their children’s learning, and respond with ideas and information to encourage further learning.

Children benefit from highly effective transition procedures to support them on entering the kindergarten or for entry to school. Procedures include visits, liaison with schools, sharing of information and support for parents. A feature of the transition procedures are informative pamphlets that compare how things are done at kindergarten with what happens at each school that children might attend.

The knowledgeable and experienced head teacher provides strong collaborative leadership to the teaching team. She empowers teachers to use their strengths and interests to take on leadership roles. The team shares a commitment to beliefs and values about children’s learning and wellbeing, and care and respect for the environment. These values underpin teaching. Team members are reflective practitioners who use self review to continually enhance their teaching practice.

Teachers have been involved in effective professional development and learning that has promoted enthusiasm, increased their confidence, and engagement in learning and teaching. Currently teachers are working on two main areas identified through self review. These are developing effective care and teaching strategies for children under three, and identifying the best ways to use information and communication technologies in kindergarten programmes to benefit children. The kindergarten is well supported in its operation and development by the association’s senior teacher.

Key Next Steps

ERO and the kindergarten have identified that the teaching team should continue to:

  • reflect on and refine strategies to include the diversity of needs of younger and older children
  • investigate appropriate ways of using information and communication technologies as an educational tool with children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Katikati Free 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 Katikati Free Kindergarten will be in four years.

Graham Randell

Deputy Chief Review Officer Northern (Acting)

28 July 2015

2. Information about the Early Childhood Service

LocationKatikati, Bay of Plenty  
Ministry of Education profile number5614  
Licence typeFree Kindergarten  
Licensed underEducation (Early Childhood Services) Regulations 2008  
Number licensed for30 children, including up to 0 aged under 2  
Service roll39  
Gender composition

Boys 23

Girls 16

  
Ethnic composition

Māori

NZ European/Pākehā

Pacific

South African

Indian

7

27

2

2

1

 

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%  
Reported ratios of staff to childrenOver 21:10Meets minimum requirements
Review team on siteJune 2015  
Date of this report28 July 2015  

Most recent ERO report(s)

These are available at www.ero.govt.nz

Education ReviewFebruary 2012 
 Education ReviewDecember 2008 
 Education ReviewMay 2006 

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.

Katikati Free Kindergarten - 01/02/2012

1. The Education Review Office (ERO) Evaluation

Katikati Free Kindergarten operates under the umbrella of the Tauranga Regional Free Kindergarten Association, which provides administrative and professional support. It is situated in an attractive and well-presented site, adjacent to an extensive park and playing fields. At the start of Term 4, 2011, after a period of extensive self review and community consultation, the kindergarten changed to daily six-hour sessions. The current roll is 38 children, who predominantly identify as New Zealander European. There is a small proportion of Indian, Cook Island Māori and Tongan children. The kindergarten and its community continue to benefit from the experienced leadership of the head teacher, and the long-serving team of teachers.

A feature of the kindergarten is the high-quality learning environment. It is thoughtfully planned to stimulate children’s appreciation of the natural world, and their shared responsibility to care for it. Outdoor play spaces include an adobe house, a variety of gardens, and areas for exploration and physical challenge.

The indoor and covered play areas are both highly functional and aesthetically pleasing. Children can move freely between areas of play, and have ready access to an appropriate range of high-quality resources, especially in music, construction, reading and creative play. The walls and ceiling include visually stimulating art and craft displays.

Children experience a high-quality programme that engages all their senses as they learn through play. Teachers work as a cohesive team as they plan to respond to children’s emerging interests and strengths. They prepare well-illustrated journals and records of learning to share with parents. Routines incorporate the effective use of music and non-verbal communication, and encourage self-management skills in children. Te reo me onā tikanga Māori is acknowledged and well modelled by teachers, and reflected in many aspects of the programme and operations. Children and their parents are well supported as they make the transition to school.

Affirming and caring interactions between children and adults are another strength of the kindergarten. Each child’s whānau and culture is embraced and relationships are mutually respectful. Children learn through play in a safe and secure environment. Teachers set and model high expectations for children’s considerate behaviour. They listen to children, and engage them in sustained conversations, making skilful use of questions to extend their thinking and understanding.

Through effective self review teachers have identified their own priorities for continued improvement of the kindergarten. ERO agrees with these priorities, which are linked to education for sustainability, strengthening the role of parents as partners in their child’s learning, and managing the changes inherent in the longer day programmes.

Future Action

ERO is confident that the service is being managed in the interest of the children. Therefore ERO is likely to review the service again in three years.

2. Review Priorities

The Focus of the Review

Before the review, the management of Katikati Free Kindergarten was invited to consider its priorities for review using guidelines and resources provided by ERO. ERO also used documentation provided by the centre to contribute to the scope of the review.

The detailed priorities for review were then determined following a discussion between the ERO review team and the management and staff. This discussion focused on existing information held by the centre (including self-review information) and the extent to which potential issues for review contributed to positive outcomes for children atKatikati Free Kindergarten.

All ERO education reviews in early childhood focus on the quality of education. For ERO this includes the quality of:

  • the programme provided for children;
  • the learning environment; and
  • the interactions between children and adults.

ERO’s findings in these areas are set out below.

The Quality of Education

Background

At the start of Term 4, 2011, the kindergarten changed to daily six-hour sessions. Older children now remain all day, and approximately 10 younger children leave after a shared lunch. The roll is at the maximum allowed for under the licence, and there are children on a waiting list.

The kindergarten and its community continue to benefit from the experienced leadership of the head teacher and the long-serving team of teachers. There is a well-defined philosophy for assessment, planning and evaluation processes, which is based on the principles of Art Costa’s ‘Habits of Mind’. The main focus areas for the ongoing professional learning for teachers have been education for sustainability, assessment practice, and building relationships with tangata whenua.

Areas of strength

Learning environment: A feature of the kindergarten is the high-quality learning environment. It is thoughtfully planned to invite engagement and to stimulate children’s awareness and appreciation of Papatuanuku and their role as kaitiaki o te whenua. An additional feature is the number of resources and equipment made from recycled or natural materials.

Teachers deliberately involve children, parents and the wider community in the imaginative development of the outdoor play areas. Children have access to gardens and resources that link to the natural world.

The indoor and covered play areas are both highly functional and aesthetically pleasing. Children can move freely between areas of play, and have ready access to an appropriate range of high quality resources, especially in music, construction, reading and creative play. The walls and ceiling include visually stimulating art and craft displays, which reflect children’s creativity and teachers’ artistic flair.

Programme: Children experience a high-quality programme that engages all their senses as they learn through play about the natural world, sustainable conservation and healthy eating.

Teachers work as a cohesive team as they plan to respond to children interests and strengths. Positive elements of the programme include:

  • free-play time when children can choose their activity, explore literacy, creativity or the natural environment;

  • the recognition and encouragement of an emergent curriculum, apparent in children’s interests in ‘watching babies’ and bird-related projects;

  • the acknowledgement of te reo me onā tikanga Māori, which is well modelled by teachers and reflected in routines, displays and communications with whānau; and

  • the skilful integration of literacy experiences into many parts of the programme, including storytelling, puppetry, dramatic play, the encouragement of early writing skills and the high levels of oral language used by teachers.

Assessment based on noticing, recognising and responding to children’s learning dispositions is an area of focus and ongoing development. This systematic approach is clearly reflected in teachers’ observations of children’s play and recorded in well-illustrated learning journals. These journals include a detailed report for parents, which are shared at parent-teacher meetings and used to inform individual education plans. Ongoing evaluation of children’s progress, and the effectiveness of the programme, is recorded in regular teacher planning meetings.

Interactions: Affirming and caring interactions between adults and children are another strength of the kindergarten. Each child’s whānau and culture are embraced and relationships are mutually respectful. Children’s physical and emotional needs are recognised and staff respond with empathy and warmth.

Children learn through play in a safe, secure and caring environment, and are well supported to be confident and competent communicators. Older children are encouraged to assist younger children in aspects of their learning and care routines.

Teachers set and model high expectations for children’s considerate behaviour and encourage them to take responsibility for their own actions. Teachers listen to children, and engage them in sustained learning conversations, making skilful use of questions to extend their thinking and understanding.

Agreed priorities:

Through effective self review, teachers have identified their own priorities for the continued improvement of the kindergarten. ERO agrees with these priorities which are linked to:

  • observing and reviewing current teaching practice and routines, to be assured they still meet their intended purposes;

  • strengthening the partnership with parents in the assessment of children’s learning; and

  • further enhancing education for sustainability.

3. National Evaluation Topic

Overview

ERO provides information about the education system as a whole through its national reports. This information will be used as the basis for long term and systemic educational improvement.

Inclusion of children with moderate to severe special needs

As part of this review ERO evaluated the extent to which:

  • transitions ensure the continuing well-being, learning, and development of children with moderate to severe special needs
  • children with moderate to severe special needs supported to be confident and capable learners
  • the service is inclusive of children with moderate to severe special needs

Although there are no children with moderate to severe special needs currently enrolled in this service, teachers express confidence about the capacity of the centre to welcome and support them. In 2010, a special needs child was enrolled for a short time, and was successfully integrated into the programme and strongly supported by teachers and other children. Kindergarten staff consulted and cooperated fully with external agencies and the family involved.

4. Management Assurance on Legal Requirements

Before the review, the staff of Katikati Free Kindergarten completed an ERO CentreAssurance Statement andSelf-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:

  • administration;
  • health, safety and welfare;
  • personnel management; and
  • financial and property management.

During the review, ERO looked at the service’s documentation, including policies, procedures and records of recent use of procedures. ERO also checked elements of the following areas that have a potentially high impact on outcomes for children:

  • emotional safety (including behaviour management, prevention of bullying and abuse);
  • physical safety (including behaviour management, sleeping and supervision practices; accidents and medication; hygiene and routines; travel and excursion policies and procedures);
  • staff qualifications and organisation; and
  • evacuation procedures and practices for fire and earthquake.

5. Future Action

ERO is confident that the service is being managed in the interest of the children. Therefore ERO is likely to review the service again in three years.

Makere Smith

National Manager Review Services

Northern Region (Acting)

About the Centre

Type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, and no children under 2 years of age

Roll number

38 children, and no children under 2 years of age

Gender composition

Girls 20 Boys 18

Ethnic composition

New Zealand European/Pākehā 33

Cook Island Māori 1

Fijian 1

Indian 1

Tongan 1

Other 1

Review team on site

November 2011

Date of this report

01 February 2012

Previous three ERO reports

Education Review December 2008

Education Review May 2006

Education Review December 2002

01 February 2012

To the Parents and Community of Katikati Free Kindergarten

These are the findings of the Education Review Office’s latest report on Katikati Free Kindergarten.

Katikati Free Kindergarten operates under the umbrella of the Tauranga Regional Free Kindergarten Association, which provides administrative and professional support. It is situated in an attractive and well-presented site, adjacent to an extensive park and playing fields. At the start of Term 4, 2011, after a period of extensive self review and community consultation, the kindergarten changed to daily six-hour sessions. The current roll is 38 children, who predominantly identify as New Zealander European. There is a small proportion of Indian, Cook Island Māori and Tongan children. The kindergarten and its community continue to benefit from the experienced leadership of the head teacher, and the long-serving team of teachers.

A feature of the kindergarten is the high-quality learning environment. It is thoughtfully planned to stimulate children’s appreciation of the natural world, and their shared responsibility to care for it. Outdoor play spaces include an adobe house, a variety of gardens, and areas for exploration and physical challenge.

The indoor and covered play areas are both highly functional and aesthetically pleasing. Children can move freely between areas of play, and have ready access to an appropriate range of high-quality resources, especially in music, construction, reading and creative play. The walls and ceiling include visually stimulating art and craft displays.

Children experience a high-quality programme that engages all their senses as they learn through play. Teachers work as a cohesive team as they plan to respond to children’s emerging interests and strengths. They prepare well-illustrated journals and records of learning to share with parents. Routines incorporate the effective use of music and non-verbal communication, and encourage self-management skills in children. Te reo me onā tikanga Māori is acknowledged and well modelled by teachers, and reflected in many aspects of the programme and operations. Children and their parents are well supported as they make the transition to school.

Affirming and caring interactions between children and adults are another strength of the kindergarten. Each child’s whānau and culture is embraced and relationships are mutually respectful. Children learn through play in a safe and secure environment. Teachers set and model high expectations for children’s considerate behaviour. They listen to children, and engage them in sustained conversations, making skilful use of questions to extend their thinking and understanding.

Through effective self review teachers have identified their own priorities for continued improvement of the kindergarten. ERO agrees with these priorities, which are linked to education for sustainability, strengthening the role of parents as partners in their child’s learning, and managing the changes inherent in the longer day programmes.

Future Action

ERO is confident that the service is being managed in the interest of the children. Therefore ERO is likely to review the service again in three years.

When ERO has reviewed an early childhood centre we encourage management to inform their community of any follow up action they plan to take. You should talk to the management or contact person if you have any questions about this evaluation, the full ERO report or their future intentions.

If you would like a copy of the full report, please contact the centre or see the ERO website, http://www.ero.govt.nz.

Makere Smith

National Manager Review Services

Northern Region (Acting)

GENERAL INFORMATION ABOUT REVIEWS

About ERO

ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.

About ERO Reviews

ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:

  • improve quality of education for children in early childhood centres; and
  • provide information to parents, communities and the Government.

Reviews are intended to focus on outcomes for children and build on each centre’s self review.

Review Focus

ERO’s framework for reviewing and reporting is based on four review strands.

Quality of Education – including the quality of the programme provided for children, the quality of the learning environment and the quality of the interactions between staff and children and how these impact on outcomes for children.

Additional Review Priorities – other aspects of the operation of a centre, may be included in the review. ERO will not include this strand in all reviews.

National Evaluation Topics – This strand contributes to the development of education policies and their effective implementation. The information from this strand is aggregated by ERO for its national evaluation reports. Topics for investigation are changed regularly to provide up-to-date information.

Compliance with Legal Requirements – assurance that this centre has taken all reasonable steps to meet legal requirements.

Review Coverage

ERO reviews do not cover every aspect of centre performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to this centre.

Review Recommendations

Most ERO reports include recommendations for improvement. A recommendation on a particular issue does not necessarily mean that a centre is performing poorly in relation to that issue. There is no direct link between the number of recommendations in this report and the overall performance of this centre.