Marewa Kindergarten - 18/10/2012

1. Evaluation of the Service

How well placed is the service to promote positive outcomes for children?

Marewa Kindergarten is very well placed to promote positive outcomes for children.

Context

Marewa Kindergarten offers five morning and four afternoon sessions, for up to 46 children over two years of age. Fifteen children identify as Māori. The kindergarten is culturally diverse with families, whānau and aiga attending from a wide area.

The kindergarten philosophy encourages children to learn at their own pace. A love of learning is nurtured and facilitated by staff. Teachers create a warm, welcoming and stimulating environment that is inclusive of all children. Children have time to think, be creative, explore and reflect.

This review was conducted as part of a cluster approach to reviews in fifteen early childhood education services within the Napier Kindergarten Association umbrella organisation.

The Review Findings

Children and their parents are warmly welcomed by teachers on arrival. Children settle quickly and engage positively with adults and their peers. Daily routines are well established and children enjoy their participation in the programme. The learning environment and resources strongly reflect children’s cultural backgrounds.

The curriculum is child-centred and responsive to children’s strengths, needs, interests and cultures. The principles of Te Whāriki, the early childhood curriculum, are woven into the programme planning and children’s learning stories. Teachers effectively use community resources and people to respond to and extend children’s learning.

Teachers create a sense of belonging for children, families, whānau and aiga. Staff use a range of strategies and practices to invite families to contribute to the programme. Parents' ideas and aspirations are highly valued. Children’s profile books show learning over time and visual displays of their work foster parents involvement in their child’s learning.

Children with special needs are well supported. Teachers demonstrate a strong commitment to inclusive education and liaise with external support agencies and specialists when needed. All children participate fully in all aspects of the programme alongside their peers.

Successful transitions are well supported by effective partnerships between families, the kindergarten and schools. Children are well-informed and their transition to school is celebrated when they lead mat time. This enhances children’s confidence and sense of security.

Teachers are highly collegial and form a cohesive team. Individuals' strengths and interests are valued and contribute to the learning programme. Te reo me ngā tikanga Māori are integrated into the daily programme. Teachers continue to develop their knowledge and confidence in this area.

Self review is well developed. It is regular, planned and spontaneous with opportunities for staff, parents and children to be involved. Reviews inform decision making, planning and resourcing to improve learning outcomes for children. The kindergarten’s ongoing use of these practices continues to enhance positive outcomes for all children, their parents, whānau and aiga.

Teachers own self review appropriately identifies that they wish to continue to strengthen how they incorporate diverse cultures into the learning programme.

2. Legal Requirements

Management Assurance on Legal Requirements

Before the review, the staff and management of Marewa Kindergarten completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they select ‘have’ or ‘have not’ 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.

3. Next Review

When is ERO likely to review the early childhood service again?

ERO is likely to carry out the next review in three years.

 

Joyce Gebbie

National Manager Review Services Central Region (Acting)

18 October 2012

 

Information about the Early Childhood Service

Location

Napier

Ministry of Education profile number

5279

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

46 children over 2 years

Service roll

71

Gender composition

Male 36,

Female 35

Ethnic composition

NZ European/Pākehā

Māori

Indian

Samoan

Other ethnic groups

47

15

4

2

3

Review team on site

August 2012

Date of this report

18 October 2012

Most recent ERO report(s)

Education Review

Education Review

Accountability Review

May 2009

March 2006

January 2002

General Information about Early Childhood Reviews

About ERO Reviews

The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.

Review focus

ERO's education reviews in early childhood services focus on the factors that contribute to positive learning outcomes for children. ERO evaluates how well placed the service is to make and sustain improvements for the benefit of all children at the service. To reach these findings ERO considers:

  • 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 self review and partnerships with parents and whānau.

Review Coverage

ERO reviews do not cover every aspect of service 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 the service.

Disclaimer

Individual ERO school and early childhood service reports are public information and may be copied or sent electronically. However, the Education Review Office can guarantee only the authenticity of original documents which have been obtained in hard copy directly from either the local ERO office or ERO National Office in Wellington.