102 Lipscombe Crescent, Havelock North
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Lucknow Kindergarten are as follows: TJ in alignment with evidence and synthesis.
Outcome Indicators(What the service knows about outcomes for learners) | Whakaū Embedding |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whakaū Embedding Whāngai Establishing |
Lucknow Kindergarten is one of 16 Kindergartens governed and managed by Heretaunga Kindergarten Association. Small numbers of children attending identify as Māori or of Pacific heritage. The philosophy gives value to the child being, capable, competent, strong and empowered.
Children experience a curriculum that promotes their independence and wellbeing. They display confidence and lead their own learning. Their verbal and non-verbal cues are responded to through a strong focus on building oral language. Children with diverse needs are well supported.
Children’s cultures are celebrated and fostered through the curriculum. Te reo Māori and tikanga Māori blend into the daily programme. Leaders have identified that children’s culture, language and identity needs to be more visible within assessment, planning and evaluation.
An increased focus on the learning outcomes of Te Whāriki, the early childhood curriculum, supports a collaborative approach to teacher knowledge and practice. Children’s learning is evident through assessment, and they have continuity of learning over time. Parent aspirations inform children’s individual needs and goals. Contribution from parents and whānau to the design of the curriculum is continuing to strengthen.
Significant change in association leadership has impacted capacity to progress key next steps identified in previous ERO reports. Leaders are enacting an organisation-wide shift to further enable collaboration, relational trust and sustained improvement. A range of new initiatives have been developed. Professional learning opportunities are responsive to teachers learning goals. Some information is generated in relation to the quality of teaching and learning. Leaders are developing their evaluation capabilities; however, evaluation is not yet used to:
Lucknow Kindergarten will include the following actions in its Quality Improvement Planning:
Heretaunga Free Kindergarten Association will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Lucknow Kindergarten completed an ERO 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.
Patricia Davey
Director of Early Childhood Education (ECE)
23 February 2024
| Early Childhood Service Name | Lucknow Kindergarten |
| Profile Number | 5294 |
| Location | Havelock North |
| Service type | Free Kindergarten |
| Number licensed for | 40 children aged over 2 |
| Percentage of qualified teachers | 100% |
| Service roll | 40 |
| Review team on site | October 2023 |
| Date of this report | 23 February 2024 |
| Most recent ERO report(s) | Education Review, May 2018; Education Review, April 2014 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Lucknow Kindergarten is in Havelock North. It opens Monday to Friday from 8:30am until 2:30pm for children aged from two to six years. Of the 40 children enrolled, eight children identify as Māori.
The April 2014 ERO report identified areas for improvement in relation to documentation of assessment, planning and evaluation, and self review.
Lucknow Kindergarten is one of 16 kindergartens governed and managed by the Heretaunga Kindergarten Association (the association). An ongoing programme of restructuring began in 2016 and the association has experienced significant changes at all levels. A new general manager was appointed in January 2016 and a new advisor - education delivery, in November 2017.
The previous ERO review identified that the association should establish, review and monitor the implementation of guiding documents in individual kindergartens and to undertake self review at association level.
This review was part of a cluster of 10 reviews in the Heretaunga Free Kindergarten Association.
Kindergarten teachers have worked collaboratively to successfully address the areas for development and review identified in the previous ERO report.
The philosophy is highly evident. Parents and whānau regularly contribute to the programme. A sense of whanaungatanga underpins the service's operation. Responsive relationships successfully support children's sense of belonging.
A well-resourced environment reflects the vision and fosters open-ended exploration. Purposeful teaching supports children's developing language and early literacy skills. Science, mathematics and technologies are naturally integrated throughout the curriculum. Tuakana teina relationships empower children to take on leadership roles.
A continued focus on sustainable environmental practices is well embedded in the curriculum and supports children's understanding of te ao Maori concepts. Local pūrākau and the recognition of significance of local areas successfully contributes to the provision of a bicultural curriculum. Children revisit these stories through their daily play. Teachers are committed to improving their use of te reo Māori to further enhance children's learning.
A range of useful strategies promotes successful learning outcomes for Māori children. Effective learning partnerships are well established and teachers are responsive to whānau aspirations. Teachers continue to strengthen their knowledge and understanding of Pacific children's languages and culture.
Assessment, planning and evaluation for children's learning is highly effective. Ongoing observation of everyday activities builds a comprehensive picture of what children know, are interested in, and can do. Teachers effectively analyse assessment information. They work in partnership with parents to support children's learning pathways. Small whānau groups provide younger children with appropriate learning experiences. Children with additional learning needs are well supported.
A strong focus on improving the quality of education and care through ongoing systematic review is evident. Teachers make good use of a wide range of data to inform practice. Measuring the impact of changes on children's learning outcomes, should further strengthen this process.
The governance and leadership team of the Heretaunga Kindergarten Association are well placed to continue to manage ongoing change and to set the strategic direction to promote sustainability. They are making good progress in addressing the key next steps identified in the previous ERO review. Continuing to strengthen systems to monitor and evaluate progress in individual kindergartens remains a key next step.
Senior leaders and ERO agree that the key next step for teachers at Lucknow Kindergarten is to strengthen their evaluative capabilities with a focus on outcomes for children.
The senior management team of Heretaunga Kindergarten Association should continue to strengthen processes for monitoring the implementation of guiding documentation for programme delivery and kindergarten operations. Particular attention should be given to increasing consistency in reviewing, evaluating and improving teaching practice.
Before the review, the staff and management of Lucknow 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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
In order to improve practice the association should:
The next ERO review of Lucknow Kindergarten will be in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
14 May 2018
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 |
Havelock North |
||
|
Ministry of Education profile number |
5294 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children aged over 2 |
||
|
Service roll |
40 |
||
|
Gender composition |
Boys 22, Girls 18 |
||
|
Ethnic composition |
Māori |
8 |
|
|
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 |
February 2018 |
||
|
Date of this report |
14 May 2018 |
||
|
Most recent ERO report(s) |
Education Review |
April 2014 |
|
|
Education Review |
November 2010 |
||
|
Education Review |
November 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:
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.
Lucknow Kindergarten is located in the Anderson Park area of Havelock North. It is open five days a week from 8.30am to 12.45 pm and is licensed for 40 children over the age of two years.
Teachers have a strong sense of purpose and work collaboratively to implement the curriculum. Parents are encouraged to be active learners and to support their children’s learning.
The kindergarten is governed by the Heretaunga Kindergarten Association (the association). Lucknow Kindergarten has developed an annual plan to complement the association’s strategic plan.
The annual plan appropriately guides the kindergarten’s operation and the priorities. Goals are strongly linked to positive learning outcomes for children. The intent is clearly expressed in the philosophy, which is underpinned by shared values and beliefs.
Two education managers are employed by the association to provide professional support and guidance to teachers.
This review was part of a cluster of eight kindergartens in the Heretaunga Kindergarten Association.
Children are active, enquiring learners who relate well to one another and are empowered to be confident and independent. Teaching is intentional and there is a constant focus on realising the philosophy. Teachers facilitate, challenge and support without being directive.
The kindergarten is welcoming. Manaakitanga is very evident. Parent and whānau relationships are strong. Teachers have a sound knowledge of the children’s cultures and family background. This knowledge is reflected in a curriculum that is firmly underpinned by Te Whāriki, the early childhood curriculum.
The kindergarten acknowledges Māori as tangata whenua and staff are committed to Tiriti-based partnerships. Tikanga is evident and the physical environment reflects bicultural New Zealand. Teachers draw on community leaders to share their skills in weaving, cooking, gardening, art work, storytelling and modelling protocol and practice.
A strength of the programme is having small whānau groups for learners’ choice time. This is an opportunity for active storytelling to extend children’s literacy, science, technology and mathematical knowledge.
The provision of a well-planned physical environment enhances learning. It is stimulating and offers a range of opportunities and challenges. The kindergarten is very well resourced and there are many opportunities for children to explore and interact.
Teachers regularly reflect on the programme and evaluate the extent to which outcomes for children have been achieved. Portfolios are well presented and indicate children's participation in the wide range of activities available.
Assessment practices should be strengthened further through regularly revisiting earlier learning and better documenting the depth and complexity of children’s learning. The next step is for teachers to review and document the way they plan, assess and evaluate the impact of the programme.
Lucknow Kindergarten has good procedures to settle children at the service. Teachers provide sound support for the children and parents in transition to school.
Staff are focused on improving the quality of teaching and learning through systematic, ongoing self review. Capable leadership is evident at all levels. A number of recent spontaneous reviews have led to change or affirmed practice. In order to strengthen self review and evaluation, teachers should develop a clearer understanding of the process and build their evaluative capacity.
The association provides guidance and support to teachers for the continuous improvement of teaching and learning. The recently developed strategic plan provides a clear, long term direction for the association. Teachers are well supported through regular visits from the education managers who offer professional assistance and guidance and access to a wide range of professional learning opportunities.
There is a commitment by the association to increase teachers’ capabilities through the introduction of the Haere Whakamua project. This project is based around progressing the organisation's journey in becoming bicultural.
The association identifies and ERO confirms that key areas for development include:
updating the appraisal process and policy
providing clear expectations through guiding documents for programme delivery and kindergarten operations, and monitoring the implementation of these.
In addition, education managers should undertake strategic review and evaluation across the association to establish a deeper understanding of the ongoing professional learning needs of teachers and use this information to inform future decision-making.
Procedures in the kindergarten are good and the next steps are to:
document how planning, assessment and evaluation will be carried out at Lucknow Kindergarten
make the planned self reviews more evaluative.
The association should:
establish and review current guiding documents and monitor implementation
undertake strategic self review at association level.
Before the review, the staff and management of Lucknow 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.
The next ERO review of Lucknow Kindergarten will be in three years.
Joyce Gebbie National Manager Review Services Central Region (Acting)
9 April 2014
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 |
Havelock North |
||
|
Ministry of Education profile number |
5294 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children |
||
|
Service roll |
45 |
||
|
Gender composition |
Girls 26, Boys 19 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Pacific Other ethnic groups |
9 30 2 4 |
|
|
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 |
February 2014 |
||
|
Date of this report |
9 April 2014 |
||
|
Most recent ERO report(s) |
Education Review |
November 2010 |
|
|
Education Review |
November 2006 |
||
|
Education Review |
April 1998 |
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:
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.