Ngamotu Kindergarten - 27/08/2013

1 Evaluation of Ngamotu Kindergarten

How well placed is Ngamotu 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

Ngamotu Kindergarten is one of sixteen kindergartens managed by the North Taranaki Kindergarten Association (the association). The kindergarten offers four and a quarter hour sessions, five days a week, led by three qualified and registered teachers. The Ngamotu Kindergarten philosophy acknowledges the principles of turangawaewae, aroha and ako. These shared principles reflect the aspirations of parents, whānau and their community. The learning environment and curriculum philosophy comprehensively reflect culturally responsive practice, acknowledging and promoting Māori success as Māori.

Since the July 2010 ERO report, teachers have continued to develop teaching and self review practice through involvement in professional learning and development.

This review was part of a cluster of eight kindergarten reviews in the North Taranaki Kindergarten Association.

The Review Findings

The association governing board is responsible for setting the overall strategic and policy direction for the organisation. Goals contained in the Ngamotu Kindergarten strategic plan are well aligned to the service's philosophy. Teachers are highly reflective practitioners. They take on leadership roles to suitably achieve the goals contained in their annual plan. Curriculum outcomes purposefully promote the physical, social, emotional and cognitive competence of children.

Children actively and enthusiastically participate in activities and experiences to support and extend their interests. Well presented and available resources are accessed by children to promote their exploration and creativity. Children enjoy the outdoor environment which offers challenge and promotes their physical competence and confidence.

Culturally responsive practices are seamlessly woven through the curriculum and evident in daily practice. Acknowledgement of the rich Māori history of the local area is clearly evident in all aspects of practice and the environment. Children participate in culturally responsive learning experiences. Mana, Wairua, Mauri and Maanakitanga all appropriately reflect Māori learners’ sense of their cultural identity.

Parents, whānau and aiga are appropriately included in partnership with teachers. Informal conversations are used to guide and modify the curriculum to suit the needs of individual children. Comprehensive review and development of parent, whānau and children’s transition into the kindergarten effectively support a shared understanding of the philosophy and educational practice. Teachers are responsive to children’s priorities for learning with an appropriate focus on developing social and emotional competence.

Key Next Steps

To strengthen current self-review practice teachers should consider developing outcome indicators that acknowledge the strategies and practices used to promote curriculum success for children. Determining these indicators for agreed best practice should provide an improved basis for teachers to gather evidence, through evaluative review and appraisal, to show how effectively the Ngamotu Kindergarten curriculum meets the intent of their philosophy.

Management Assurance on Legal Requirements

Before the review, the staff and management of Ngamotu 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 Ngamotu Kindergarten will be in three years.index-html-m2a7690f7.gif

Joyce Gebbie

National Manager Review Services Central Region (Acting)

27 August 2013

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

New Plymouth

Ministry of Education profile number

5226

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, aged over 2

Service roll

32

Gender composition

Boys 21, Girls 11

Ethnic composition

Māori

NZ European/Pākehā

Fijian

Samoan

15

15

1

1

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

N/A

Choose an item.

 

Over 2

1:10

Meets minimum requirements

Review team on site

June 2013

Date of this report

27 August 2013

Most recent ERO report(s)

 

Education Review

July 2010

 

Education Review

February 2007

 

Education Review

December 2003

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.