Ngā Tamariki o Ngā Hau E Whā Kindergarten - 20/04/2016

1 Evaluation of Ngā Tamariki o Ngā Hau E Whā Kindergarten

How well placed is Ngā Tamariki o Ngā Hau E Whā 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

Ngā Tamariki o Ngā Hau e Whā Kindergarten is located in Wairoa. The centre opened in 2014, and was fully licensed in 2015. It caters for up to 45 children aged over two years. The current roll is 43, including 31 Māori children.

This is the first education review of the kindergarten.

The kindergarten is part of the Napier Kindergarten Association, which oversees the operations of 16 kindergartens, including two based in Wairoa. A board of trustees oversees governance for the association with support of the general manager. Two education managers have responsibility for building teacher capability. The experienced head teacher provides strong professional leadership to a cohesive team. A recently appointed Pou Whakarewa Mātauranga supports teachers to develop their knowledge and understanding of te ao Māori. He demonstrates a clear vision for Māori children and their whānau.

The kindergarten serves a diverse range of families from the urban and wider rural communities of the area. The key principles of whakapapa and whakawhanaungatanga are evident in teaching and learning. Upholding the mana of the child and the whānau is integral to centre practices.

This review was part of a cluster of seven reviews in the Napier Kindergarten Association.

The Review Findings

The kindergarten's carefully planned and well-resourced environment enhances the learning programme. Children are supported to engage in activities in which they become explorers, risk-takers and nurturers.

Children's interests and individual needs underpin the kindergarten curriculum. Teachers use deliberate strategies to extend individual interests and address identified needs. Children enjoy learning through play. They relate respectfully and positively with each other and adults. Teachers and children know each other well. Parents and whānau contribute their knowledge to promote children's learning. Children are well supported to self-manage and lead their own learning.

The broad curriculum reflects the kindergarten's commitment to Māori ways of knowing, doing and being. Literacy, maths and science development are emphasised. An intentional focus on wellbeing includes healthy food and physical activity.

Māori children experience success as Māori. All children engage in a curriculum that incorporates te reo me ngā tikanga Māori. This culturally responsive approach includes place-based learning. Centre excursions to local landmarks and the use of narratives affirm children's culture, language and identity. Te ao Māori is reflected through:

  • the use of Māori expertise in kapa haka

  • effective modelling of te reo me ngā tikanga Māori

  • valuing Māori ways and what children and whānau bring with them.

ERO's evaluation supports the service's next step as continuing to build visiting teachers', educators' and children's knowledge and understanding of te ao Māori.

Children with diverse needs are well supported. Positive relationships with parents, whānau and external agencies enhance this approach.

Children individual profiles are attractively presented. There are good examples of narratives which show children's learning outcomes and complexity of learning over time.

The head teacher leads assessment, planning and evaluation. Effective systems and processes are being developed. Planning is responsive to children's interests and whānau aspirations.

The kindergarten provides information to parents and whānau to support transition to school. Leaders recognise the need to continue to strengthen relationships with local schools.

Staff collaborate closely. Strategic leadership by the head teacher empowers children and staff. Māori staff provide leadership and guidance in building strong links with the community. Appraisal practices continue to develop. Teachers are acknowledged for their individual strengths and development, and encouraged to build their effectiveness.

Self review is deliberately used to create positive changes and improvements for children and their families. Revisiting the impact of change supports teachers' critical reflection and openness to change. There has been an appropriate focus on being flexible and responsive to children's changing interests and needs.

The association enables teachers to use their strengths to respond to children and the parent community. Education managers have played an integral role in establishing the kindergarten and supporting staff capability.

Key Next Steps

Centre management and ERO agree that the following are next steps:

  • further developing internal evaluation to effectively review the quality of teaching practices and programmes

  • refining and improving assessment, planning and evaluation practices.

Management Assurance on Legal Requirements

Before the review, the staff and management of Ngā Tamariki o Ngā Hau E Whā 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 Ngā Tamariki o Ngā Hau E Whā Kindergarten will be in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

20 April 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

Wairoa

Ministry of Education profile number

46430

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

45 children, aged over 2

Service roll

43

Gender composition

Boys 28, Girls 15

Ethnic composition

Māori

Pākehā

31

12

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

Over 2

Review team on site

February 2016

Date of this report

20 April 2016

Most recent ERO report(s)

No previous ERO reports

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.