Randwick Crescent, Moera, Lower Hutt
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Moera Kindergarten provides all-day education and care for up to 44 children, aged over two years. Of the total roll of 40 children, 12 are Maori and four are of Pacific heritage. The kindergarten serves a culturally diverse community.
The kindergarten philosophy emphasises acknowledging the aspirations parents and whānau have for their children. It also celebrates and affirms children's cultural identities. Since the September 2015 ERO report, development of the inside learning environment has occurred.
All teachers at Moera Kindergarten are fully qualified. Teachers are mainly long-serving.
Moera Kindergarten is one of 19 kindergartens in the Lower Hutt region, governed and managed by Hutt City Kindergarten Association (the association). Since the previous review, a new senior leadership team has been appointed. This includes a general manager and two senior teachers, guided by a team leader. The governance board has also undergone significant changes.
The previous ERO report identified key next steps for this kindergarten. These included: developing consistent practices and shared understandings about assessment; reviewing the philosophy; and strengthening the evaluative aspect of self review. Suitable progress has been made.
Practices requiring development were also identified for the association. These included: strategic planning; cultural responsiveness to Māori and Pacific families; evaluation; and the appraisal process. Good progress has been made in these areas.
This review was one of a cluster of nine in the Hutt City Kindergarten Association.
Children benefit from positive, warm and respectful relationships with teachers and their peers. Teachers are highly responsive to their learning needs. Whānau are welcomed as valued participants in their child's learning. A range of well-considered initiatives support whānau and children’s wellbeing.
Well-developed learning spaces provide opportunities for exploration, interaction, experimentation and fun. Both independent and group work is encouraged. Teachers expand on group interests through provision of well-considered excursions and events. Children participate in a play-based programme.
Teachers seek outside agency assistance where appropriate to effectively support children with additional learning needs and their whānau. Children's full participation in the programme is actively promoted.
Children's successful transitions to school are supported by purposeful reciprocal learning relationships with whānau, children and a local school.
Teachers are currently undertaking a review of the philosophy. As part of this process they are consulting with parents, whānau Māori and the Pacific community to identify what valued outcomes are for their children. In addition, teachers should develop a place-based curriculum that promotes and celebrates places of significance for mana whenua and is unique to their community. Association leaders should also continue to build teachers’ understanding of specific strategies, in partnership with whānau, that promote the learning success of Māori children.
Aspects of kaupapa Māori are valued and promoted. Māori children’s success is celebrated within the programme. Strengthening te reo me ngā tikanga Māori is a key next step. This is likely to be enhanced by the association’s current strategic focus on bicultural practices.
Well-considered planning for learning effectively supports children's emerging interests. Recently established partnerships enable parents, whānau and teachers to co-construct meaningful goals for children. Further improvement is needed in assessment documentation to make visible how teachers purposefully extend children’s learning and their cultures, languages and identities.
Teachers are beginning to build their knowledge and understanding of how to evaluate initiatives, the impact of the curriculum and their practices on children’s outcomes. They are supported to grow their evaluation practice through very useful association systems and tools. Senior teachers should continue to work with teachers to build their capacity to measure the impact of their practice on children’s learning.
A comprehensive, well-considered appraisal process is in place. Teachers challenge themselves to continually improve their practice through strategic goal-setting and professional learning. Plans are in place to further strengthen teacher development by implementing an inquiry-based approach to appraisal. ERO's evaluation affirms this direction. This should support teachers to better measure the success of improved practices in promoting outcomes for specific children and priority groups.
The governance board includes community representatives with a wide range of useful skills. The board and senior leadership team work well together, with a shared commitment to meeting strategic goals and objectives for the benefit of children, whānau and community. Resource allocation clearly aligns with this focus. Equitable and inclusive ways to eliminate barriers to children’s learning and wellbeing are actively sought.
The association's senior teaching team are reflective and highly improvement focused. Robust, linked systems and processes have been skilfully developed to guide and grow teacher capability and positively impact on children’s learning. Leaders successfully foster a collective sense of responsibility for the vision, values and mission of the association.
ERO and kindergarten teachers agree that their priority next steps are to:
strengthen aspects of assessment including the reflection of children's cultures, languages and identities
continue to develop a place-based curriculum and increase the use of te reo Māori
continue to develop and embed internal evaluation.
ERO, the governance board and senior leaders agree that they should continue to build their effectiveness by:
measuring the extent to which children's and their families’ outcomes are improved though association initiatives and systems. This should include analysing their impact on specific priority groups
increasing opportunities for whānau to actively contribute to the association’s operation and strategic direction.
Before the review, the staff and management of Moera 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 Moera Kindergarten will be in three years.
Alan Wynyard
Director Review and Improvement Services
Te Tai Pokapū - Central Region
25 October 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.
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Location |
Lower Hutt |
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Ministry of Education profile number |
5334 |
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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 |
44 children aged over 2 years |
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Service roll |
40 |
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Gender composition |
Girls 24, Boys 16 |
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Ethnic composition |
Māori |
12 |
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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 |
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Review team on site |
September 2018 |
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Date of this report |
25 October 2018 |
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Most recent ERO report(s) |
Education Review |
September 2015 |
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|
Education Review |
August 2012 |
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Education Review |
February 2009 |
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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:
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.
Moera Kindergarten provides education and care for children from two to five years of age. School-length days are provided three times a week and morning sessions are offered twice weekly. The kindergarten is licensed for 44 children. All teachers are fully qualified and the programme is assisted by support staff. The kindergarten is the oldest in Lower Hutt and has a positive reporting history with ERO.
Key features of the kindergarten’s context include a diverse, multi-cultural local community, participation in health and wellbeing programmes and strong links with Randwick School and a local sustainable gardens cluster.
The August 2012 ERO report identified some areas requiring further development. These included strengthening assessment, self review and appraisal. Some progress is evident in these areas and teachers remain committed to strengthening their practice.
The kindergarten is governed by the Hutt City Kindergarten Association (the association). Two professional practice managers (PPMs) are employed by the association to provide professional support and guidance to teachers. Since the previous review there have been several changes of General Manager.
This review was part of a cluster of nine kindergartens reviews in the Hutt City Kindergarten Association.
Children learn and play happily, and demonstrate a sense of belonging at the kindergarten. They are purposefully engaged in a wide range of self-selected learning experiences. Teachers know children well. They play alongside them and make connections to their interests. A wide choice of spaces and relevant resources is provided to encourage exploration. The outdoor environment is particularly well-considered, interesting and inviting.
Teachers demonstrate nurturing and respectful interactions with children. Their conversations help to extend children’s language. There are many opportunities for collaborative and sustained play and children’s independence is promoted in a range of contexts.
Bicultural practice is well integrated throughout the curriculum and environment. Teachers show a commitment to using te reo Māori in the programme. They should continue to develop their understanding of how they might promote success for Māori in this context. Pacific cultures are reflected through the resources. Teachers should continue to explore ways to strengthen strategies to promote success for Pacific learners.
Strong connections with the local school support children’s transitions. Teachers work collaboratively with families, external agencies and schools to ensure children with additional learning needs have every opportunity for success.
Records of children’s learning activities are easily accessed by children and their families. Leaders, teachers and ERO agree that assessment, planning and evaluation practice should be further strengthened. Teachers need to more consistently identify the specific learning that is happening for children. They should plan and document the deliberate teaching strategies used to extend learning for individuals and groups of children. These changes should lead to clearer pictures of the progression of children’s learning over time.
The experienced head teacher knows families and the community well. She leads a collaborative team aimed at supporting the wellbeing of children and their families. It is timely for the team to review their philosophy statement so that it more explicitly reflects the curriculum emphases and desired outcomes for children at the kindergarten. The revised philosophy should then be supported by indicators to describe quality practice and effective outcomes to enable teachers to evaluate the programme.
Teachers are reflective and improvement-focussed. Review of aspects of the curriculum has led to some improvements. A next step is for teachers to further develop shared understandings of evaluative self review processes that lead to ongoing improved outcomes for children.
The association is part way through the implementation of a new approach to appraisal. Once fully established this should assist leaders to provide a robust, supportive and developmental process. The PPMs should then undertake regular monitoring of how well appraisal is being implemented in each kindergarten.
The board receives a range of useful information. A key next step is for leaders to undertake more evaluative reporting to assist in decision making and ongoing resourcing. The strategic plan provides a vision and shared direction to guide development. Establishing clearer measures of success should strengthen evaluation of progress towards goals. In addition, strategies that promote cultural responsiveness to Māori and Pacific families should be highlighted in strategic documents.
The PPMs provide half-yearly written reports. These show how the kindergarten is meeting legislative requirements, and at times, make recommendations. The reports should be strengthened by providing critical feedback on the quality of teaching and the effectiveness of the curriculum in improving outcomes for children.
The association provides guidance and support to teachers for continuous improvement of teaching and learning. This includes:
At the time of this review the association was involved in a formal review to determine the future direction of Hutt City Kindergartens. ERO identified that within the current operating model the capacity of senior staff to provide targeted support that promotes ongoing improvement to teaching and learning is limited.
ERO identified that priorities for improvement should include:
developing consistent practices and shared understandings about assessment and planning for learning
The association should:
Before the review, the staff and management of Moera 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.
When is ERO likely to review the service again?
The next ERO review of Moera Kindergarten will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
18 September 2015
|
Location |
Lower Hutt |
||
|
Ministry of Education profile number |
5334 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
44 children, aged over 2 years |
||
|
Service roll |
53 |
||
|
Gender composition |
Boys 31, Girls 22 |
||
|
Ethnic composition |
Māori Pākehā Pacific Asian Other ethnic groups |
15 18 9 7 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 |
July 2015 |
||
|
Date of this report |
18 September 2015 |
||
|
Most recent ERO report(s) |
Education Review |
August 2012 |
|
|
Education Review |
February 2009 |
||
|
Education Review |
February 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.