6 Bayswater Place, Onerahi, Whangarei
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.
Onerahi Free Kindergarten operates under the governance of the Northland Kindergarten Association. It is a well-established service, licensed for 40 children over two years of age. The kindergarten serves a multi-cultural community and offers six-hour sessions in response to community needs.
The kindergarten's philosophy acknowledges children's capability and recognises them as independent learners. It promotes an environment that incorporates bicultural practices and celebrates the multicultural diversity in the community. The teaching team values partnerships with families and the community.
The Association provides a framework of policies, procedures and expectations that guides kindergarten management and curriculum practices. Teachers are supported in their practice by Association personnel. A Pou Whakarewa Tikanga Māori Advisor supports teachers to strengthen their bicultural understanding and practices. An Association Speech Language Therapist and Social Worker also provide valuable support for children, whānau and teachers. A Professional Practice Manager (PPM) visits regularly and provides leadership and curriculum guidance for teachers through professional discussion and written reports.
Previous ERO reports have identified high quality practices in curriculum, management, self-review and partnerships with whānau. The team has responded to ERO's 2013 recommendations regarding inclusion, cultural diversity and extending children's learning.
This review was part of a cluster of three kindergarten reviews in the Northland Kindergarten Association.
The children at Onerahi Kindergarten lead the programme. They are capable, confident, enthusiastic learners. They settle quickly, play alongside each other and eagerly join in group learning activities. Their creativity and physical development are fostered in a spacious and very well resourced environment. They display independence and self-management skills that enable them to work independently and cooperatively without the aid of an adult. The calm, unhurried pace and periods of uninterrupted play enable children to sustain their interest in activities.
The programme aligns well with Te Whāriki, the early childhood curriculum. Teachers extend children's learning through an inquiry-based programme and learning provocations. Literacy, numeracy and science are integrated into activities throughout the day. Information and communication technologies are used effectively to help children explore ideas and build on prior knowledge.
Experienced teachers nurture respectful relationships. An inclusive culture is evident and promoted in all areas of the programme. Children initiate conversations easily. Their oral language is strengthened through meaningful discussions and learning experiences. Thoughtfully considered spaces promote imaginative play and encourage children to make choices and solve problems.
Children's individual learning progress is documented in portfolios that allow them to revisit their learning experiences. Parents can access and contribute to their children's learning journey and can share them with the wider whānau. Transitions into the kindergarten and to school are tailored to suit the child. Learning opportunities embedded in programmes build children's readiness for moving on to school.
The Association has a strong commitment to bicultural practices and working in partnership with Māori whānau to achieve educational success for Māori children. Teachers are well supported by the Pou Whakawera Tikanga Māori. Bicultural perspectives are woven into learning experiences. Kindergarten practices and the environment acknowledge children's bicultural heritage. Teachers use te reo and tikanga Māori in the context of children's play and at mat and kai times.
Teachers are reflective practitioners and there is a very strong focus on continual improvement. Professional learning programmes and internal evaluation have impacted positively on the programme and outcomes for children. Strengthening curriculum-based evaluative questions will add more depth to internal evaluation.
Very good Association support and effective management practices help to sustain quality practices. Leaders continue to adapt personnel systems, including teacher appraisal, in response to changes in legal requirements. The Association is responsive to the changing needs of the community. Effective use of Government Equity Funding contributes to good provision for children with additional learning needs.
The Association has a strong commitment to continuous improvement in educational outcomes for children. Teachers are able to access regular professional development through the Association and are also supported to attend learning opportunities provided by external providers. This support fosters the Association's expectations of high quality, evidence-based teaching practices.
Kindergarten leaders have recognised that in order to sustain and enhance current practices, next steps are to:
consider ways to extend children's participation in planning and evaluation processes
use evaluative questions more explicitly in internal evaluation to focus on curriculum and learning outcomes for children
continue to strengthen cultural inclusion and responsiveness in the kindergarten.
Association leaders agree that their next steps are to:
simplify and align long-term and annual plans
continue to build evaluation capability among the teaching teams.
Before the review, the staff and management of Onerahi Free 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 Onerahi Free Kindergarten will be in four years.
Julie Foley
Deputy Chief Review Officer Northern (Acting)
Te Tai Raki - Northern Region
28 May 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 |
Onerahi, Whangarei |
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Ministry of Education profile number |
5014 |
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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 |
40 children, over 2 years of age |
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Service roll |
58 |
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Gender composition |
Boys 34 Girls 24 |
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Ethnic composition |
Māori |
17 |
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Percentage of qualified teachers |
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 |
April 2018 |
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Date of this report |
28 May 2018 |
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Most recent ERO report(s) |
Education Review |
August 2013 |
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Education Review |
February 2007 |
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Education Review |
April 2004 |
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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.
Onerahi Free Kindergarten is one of 21 kindergartens that operate under the governance of the Northland Kindergarten Association. The kindergarten is in an outlying suburb of Whangarei, and serves a multicultural community. Whānau sometimes travel lengthy distances to attend the kindergarten.
The kindergarten has recently changed the hours children may attend by providing school day sessions for three days a week. Families are able to select the days they wish children to attend. Some children continue to attend morning sessions only.
The association provides a framework of policies and procedures that are reviewed and updated on a regular basis. Teachers’ practices are monitored and supported by a number of association personnel including a Māori Pou Whakarewa Tikanga who has supported teachers to strengthen their bicultural practises. An association speech language therapist also supports children and teachers. Regular visits and reports from the professional practice manager affirm teachers’ work and identify improvements they should consider.
Teachers are able to access regular professional development provided by the association. This support fosters the association’s expectations of high quality practices from teachers. Day-to-day management of the kindergarten is delegated to the head teacher and the teaching team.
Onerahi Free Kindergarten has a positive reporting history with ERO.
Children thrive in a programme that supports them to make choices and include their friends. They are eager to attend and settle quickly at the start of the day. Warm welcomes for families and children set the scene for the lively and positive tone to the day. Teachers work collaboratively to provide high quality programmes.
Children take meaningful leadership roles by planning their own play and learning. Teachers provide resources and suggestions to encourage children to think about their play and extend their learning. Children are collaborative and friendly. They talk cheerfully together and often use tuakana/teina strategies to include others in imaginative games. Inclusion practices are well established and modelled by both children and teachers.
Programmes that support te reo me ngā tikanga Māori are well established. Teachers initially worked with the association Pou Whakarewa Tikanga and now take responsibility for increasing their own focus on bicultural education. One teacher in particular, supports the team to strengthen their own and children’s understanding of New Zealand’s bicultural heritage. Learning about Māori legends, particularly about the local area, forms an important part of the programme. The association’s Pumanawatanga bicultural programme provides a clear framework for teachers.
Teachers initiate conversations that encourage and support children’s ideas and thinking. Opportunities to learn about the value of reading, writing, numeracy and scientific exploration are linked to enjoyable play experiences. Children are also becoming proficient with using information and communication technologies (ICT) as part of the programme. Children transition easily to school.
Children’s portfolios provide informative glimpses into their activities and experiences. Photographs and children’s own words provide authentic explanations about what they learn through their play. Teachers’ knowledge about children’s strengths and interests adds to the development of supportive and interesting planning.
Teachers use detailed self review to reflect on their work with children and to make decisions about their teaching. Team leadership plays an important part in the effectiveness of programmes, and teachers are enthusiastic about their work. Whānau have opportunities to contribute to decisionmaking about developments or changes to practices. Children are included when review impacts on their play and the resources provided for them. Teachers make responding to partnership opportunities easy for families by explaining their thinking clearly and encouraging participation. Families appreciate the opportunity to contribute.
Management systems and processes are closely linked to association expectations and frameworks. Teachers appreciate the useful support and guidance provided by association personnel which helps them to sustain high quality practices.
ERO, association representatives and teachers identified next steps for the kindergarten to be:
Before the review, the staff and management of Onerahi Free 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.
The next ERO review of Onerahi Free Kindergarten will be in four years.
Graham Randell
National Manager Review Services Northern Region (Acting)
26 August 2013
|
Location |
Onerahi, Whangarei |
||
|
Ministry of Education profile number |
5014 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, including up to 0 aged under 2 |
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Service roll |
46 |
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Gender composition |
Girls 27 Boys 19 |
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Ethnic composition |
Māori NZ European/Pākehā |
16 30 |
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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 |
|
Review team on site |
June 2013 |
||
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Date of this report |
26 August 2013 |
||
|
Most recent ERO report(s) |
Education Review |
May 2010 |
|
|
Education Review |
February 2007 |
||
|
Education Review |
April 2004 |
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.