58 Lethbridge Street, Feilding
View on mapMakino Kindergarten
Makino Kindergarten - 31/10/2019
1 Evaluation of Makino Kindergarten
How well placed is Makino Kindergarten to promote positive learning outcomes for children?
Not well placed |
Requires further development |
Well placed |
Very well placed |
Makino Kindergarten is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Background
Makino Kindergarten is in Feilding. Opening hours are Monday to Friday from 8.30am until 2.30pm. Full day places are available to children from three to six years old. At the time of this review, there were 51 children enrolled and 11 identify as Māori.
The kindergarten philosophy is 'Tamariki - the heart of Makino te whare Kōhungahunga'. It emphasises relationship and recognises parents and whānau as valued contributors in supporting their children's learning.
The kindergarten is administered by the Ruahine Kindergarten Association The governing board is responsible for setting the overall strategic direction for the organisation. The day-to-day running of the association is the role of the chief executive who is responsible to the board. An operations manager supports the service’s compliance and policy development. Two senior teachers provide educational leadership across the teaching teams.
The October 2016 ERO report identified that assessment and planning for learning and the use of internal evaluation required further development. Both areas have been strengthened.
This review was part of a cluster of twelve kindergartens and one early learning service in the Ruahine Kindergarten Association.
The Review Findings
The kindergarten's philosophy is clearly evident in practice. Well-considered spaces in the kindergarten empower children to create, challenge and problem solve. Children demonstrate their confidence and competence as learners and show a strong sense of belonging to their kindergarten whānau.
Respectful relationships between children and teachers are evident. Teachers are responsive to children's interests and needs. They work collaboratively to provide support that fosters sustained play. Children invite teachers into their play. Teachers use opportunities to meaningfully extend children's thinking and integrate mathematical and literacy concepts.
Teachers are proactive in seeking appropriate advice to achieve positive learning outcomes for children with diverse needs. They provide inclusive learning environments. Strategic use of funding provides opportunities of enrichment and support for children and their families.
Children have opportunities to make connections to people, places, and things in their world. Teachers collaboratively build knowledge and understanding of te ao Māori perspectives across the curriculum. Te ao Māori is strongly reflected in their environment, rituals, and children's learning journals. Kaupapa Māori concepts of manaakitanga, whanaungatanga and kaitiakitanga are integral to the curriculum. Teachers have identified that continuing to build on their knowledge should support stronger learning partnerships with whānau Māori.
Teachers engage in meaningful relationships with whānau. Close relationships with whānau promote a sense of belonging. Opportunities are provided for whānau to contribute to children's learning.
Well-considered transitions into the kindergarten respond to children's needs and promote a sense of belonging. Well established partnerships with local schools support transition for children and families.
Teachers know children well. Assessment and planning builds a picture of children as successful learners. Assessment supports continuity in learning and shows progress across the curriculum.
Senior teachers work collaboratively to build teacher and leadership capability. There is a strong commitment to growing staff knowledge and skills through ongoing professional learning, research opportunities and the sharing of good practice.
Teachers express greater confidence and understanding of the purpose of internal evaluation. It has led to positive changes and developments within the curriculum. Emergent evaluations are responsive to parent and whānau voice.
Association leaders have a well-considered approach to progressing strategic objectives. Robust systems and processes are in place for monitoring, reporting and evaluating the quality of operations. Information is used to inform decision making and to improve the quality of teaching and learning.
Key Next Steps
At kindergarten level, priorities are to continue to:
-
build practices and processes within internal evaluation that should support teachers to continue to promote the curriculum to meet the philosophy's intended outcomes
-
respond to each child's individual learning pathway, supported by further monitoring of systems to promote teacher consistency.
At the governance level, the Ruahine Kindergarten Association have identified that their priorities are to continue to:
-
strengthen and build their knowledge and understanding of tikanga Māori and seek engagement with local iwi, with kaumatua support.
Management Assurance on Legal Requirements
Before the review, the staff and management of Makino 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.
To improve compliance practice:
-
the association agree that is timely to revise and strengthen procedures in relation to the supervision of children’s eating.
Since the onsite phase of ERO's evaluation, the association has revised and strengthened procedures in relation to medication forms.
Phil Cowie
Director Review and Improvement Services Central
Central Region
31 October 2019
The Purpose of ERO Reports
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.
2 Information about the Early Childhood Service
Location |
Feilding |
|
Ministry of Education profile number |
5619 |
|
Licence type |
Free Kindergarten |
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|
Number licensed for |
40 |
|
Service roll |
51 |
|
Gender composition |
Female 28, Male 23 |
|
Ethnic composition |
Māori |
11 |
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
|
Reported ratios of staff to children |
1:10 |
Meets minimum requirements |
Review team on site |
August 2019 |
|
Date of this report |
31 October 2019 |
|
Most recent ERO report(s) |
Education Review |
October 2016 |
Education Review |
February 2013 |
|
Education Review |
May 2009 |
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
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.
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.
Makino Kindergarten - 05/10/2016
1 Evaluation of Makino Kindergarten
How well placed is Makino Kindergarten to promote positive learning outcomes for children?
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Background
Makino Kindergarten is one of 25 early childhood services administered by the Ruahine Kindergarten Association Incorporated (the association). It is licensed for 40 children aged over two years. Of the 54 children enrolled, 11 are Māori. All teachers are qualified. A number of children with diverse needs access additional support from the Ministry of Education’s specialist services. In 2016, the kindergarten’s licensed hours were increased to 30 per week and staffing was increased accordingly.
The kindergarten philosophy is 'Tamariki - the heart of Makino Kohungahunga'. Parents and whānau are valued contributors to supporting the learning of tamariki. Māori values of manaakitanga, ako and kaitiakitanga are prioritised. The Ti Kouka symbolises 'Footprints in the Landscape' and refers to children being guided in their learning journeys.
The February 2013 ERO report identified areas for further development. These included: refining assessment, planning and evaluation processes and practices; increasing ways to involve parents and whānau; evaluating teaching to determine impact on outcomes for children; reflecting Māori success as Māori in the curriculum; and improved internal evaluation implementation. Progress is evident.
Day-to-day management of the association's affairs is the responsibility of the general manager. A governing board sets the overall strategic direction. The senior teacher provides professional leadership for teaching and learning. An operations manager supports services’ compliance, policy development and leadership. A management restructure has been undertaken since the previous ERO review.
This review is one of a cluster of eight reviews of Ruahine Kindergarten Association early learning services.
The Review Findings
The purpose-built, well-resourced learning centre supports children to delight in their learning. Children navigate the environment purposefully, use outdoor apparatus confidently and communicate a responsibility as kaitiaki for Papatūānuku. The redevelopment of the outdoor area has supported an increased range of challenging learning experiences.
The programme effectively responds to children's interests and ideas. Intentional planning supports children's emerging dispositions in literacy and numeracy and the progression of their thinking and learning. Teachers' conversations, children's voice and parent and whānau input informs individualised planning for children. Portfolios and an online tool are used to document contributions from teachers, parents and whānau about their learning experiences, progress and successes. Teachers recognise that they should continue to strengthen assessment and evaluation, and ways for parents and whānau to participate in children's learning.
Children's learning stories include links to Te Whāriki, the early childhood curriculum. These show how literacy, mathematics, physical activity and science are integrated into everyday experiences. Children's understanding of the environment and sustainability is evolving. Many and varied excursions outside the kindergarten provide children with enriched localised learning.
Respectful relationships between teachers, children, parents and whānau are highly valued. An inclusive, welcoming environment upholds the prestige of children with diverse needs. Individual planning and external agency input is supportive to children's wellbeing and progress. Thoughtful consideration has been given to children with giftedness. Children's ways of knowing, doing and being are celebrated within the centre.
Children are well supported to settle into the kindergarten. Responsive and flexible practices to transition children into and out of the kindergarten are enacted. A well-considered transition process with the local schools positively supports children, parents and whānau. Teachers agree they need to continue to share information with schools.
Te ao Māori is well integrated within children's learning experiences and the environment. Teachers identify the need to reinforce the use of te reo me ngā tikanga Māori.
The head teacher effectively leads a collaborative team. Teachers facilitate a shared working knowledge of the philosophy and teaching and learning priorities. Internal evaluation is purposefully used to measure the impact of curriculum decisions on children's learning.
The association is providing good support for teachers to use a more evaluative approach to review for improvement. The association agrees the continued development of its Wise Practice indicators should occur, to support understanding about the quality and effectiveness of practice and operation at kindergarten through to board level.
The kindergarten's annual plan outlines priorities for the year linked to the association's strategic goals of having high quality staff, coordinated services, effective partnerships and operations. Progress is recorded and reflected upon in collaboration with the senior teacher and operations manager. Quality indicators linked to outcomes for children are a useful addition to the annual plan. These should be further defined to enable more effective monitoring of progress.
The association provides effective governance and management support for this service. This includes:
-
constructive and improvement-focused support from the senior teacher
-
suitable quality assurance processes and guidelines linked to compliance with regulations and association expectations
-
a variety of operational and administrative support
-
effective and targeted support for teacher and leadership development through appraisal and wide-ranging professional learning opportunities.
Key Next Steps
ERO and association leaders agree that teachers should be supported to continue to strengthen:
-
assessment for learning, planning and evaluation
-
shared understanding of internal evaluation to enhance teaching and learning.
Management Assurance on Legal Requirements
Before the review, the staff and management of Makino 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 Makino Kindergarten will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
5 October 2016
The Purpose of ERO Reports
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.
2 Information about the Early Childhood Service
Location |
Feilding |
||
Ministry of Education profile number |
5619 |
||
Licence type |
Free Kindergarten |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
40 children |
||
Service roll |
54 |
||
Gender composition |
Girls 28, Boys 26 |
||
Ethnic composition |
Māori Pākehā Cambodian Middle Eastern |
11 41 1 1 |
|
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 |
August 2016 |
||
Date of this report |
5 October 2016 |
||
Most recent ERO report(s)
|
Education Review |
February 2013 |
|
Education Review |
May 2009 |
||
Education Review |
October 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.