27 Doncaster Drive, Papamoa, Tauranga
View on mapNot well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Papamoa Free Kindergarten provides both school-day and sessional education for children from two years to school age. At the time of this ERO review 36 children were enrolled, and 12 are of Māori descent.
The kindergarten’s philosophy aims to:
The kindergarten operates under the umbrella of Tauranga Regional Kindergartens (TRK), which is a not-for-profit early childhood education service, governed by a board of parent-elected community representatives. Senior Teachers oversee and support the professional work of kindergarten. This work is supplemented by a Resource Teacher Māori who provides professional learning and support for TRK staff in te ao Māori.
The association sets the strategic direction of its kindergartens with emphasis nurturing reciprocal relationships with whānau and communities, education for sustainability, meeting community needs and honouring the Treaty of Waitangi. The TRK provides kindergarten staff with clear guidelines and expectations for practice. There is a good range of self-review practices to monitor and evaluate the quality of education and care provided by its kindergartens.
Consistent with TRK policy of only employing trained and registered teachers in regulated positions, the kindergarten is staffed by four qualified and registered teachers, along with an administrator. Supports for children with identified special educational needs above that provided by the Ministry of Education, is available from the TRK.
Immediately prior to this ERO review the long-standing and well-respected head teacher won a position within TRK to establish the new kindergarten in the Papamoa East area.
This review was part of a cluster of four kindergarten reviews in the Tauranga Regional Kindergarten Association.
Papamoa Free Kindergarten is highly effective in providing responsive and inclusive education and care for children, families and whānau in the Papamoa community. Pivotal to the kindergarten’s effectiveness is the concept of ako that is highly evident in all aspects of the kindergarten. This community of learners, values and maximises the knowledge, strengths and expertise of children, whānau and teachers. Manaakitanga, whanaungatanga and kaitiakitanga underpin the kindergarten’s philosophy and practices.
The head teacher has continued to foster leadership that maximises the strengths and talents of others and promotes a shared understanding of the kindergarten philosophy among teachers, whānau and children. Leaders and teachers respectfully and successfully create opportunities for whānau and parents to voice their views, and participate in and contribute to, the life of the kindergarten. This leadership style contributes to a culture of respect, trust and reciprocity, which is highly evident. With the pending changes to kindergarten leadership, the planned review of the kindergarten philosophy is likely to support the consolidation of significant strengths of this learning community. Such a review should also capture the aspirations of children, families, whānau, teachers and TRK to set future directions.
Self review is clearly understood by all teachers. It supports a strongly reflective process focused on further enhancement of teaching practice, and contributes to positive learning outcomes for children. These well-established, self-review processes are informed by current research and about best practice in early childhood education. Outcomes from self review underpin the kindergarten’s ongoing focus on improvement.
Fundamental to the child-focused and child-led kindergarten curriculum is an emphasis on growing children’s identity as learners. The dispositions of reflectiveness, resourcefulness, reciprocity and resilience are promoted to support children’s life-long-learning and wellbeing. Particular features of this broad and rich curriculum include:
Teachers have a clear and in-depth understanding of the purpose and value of responsive assessment, planning and evaluation practice. This is highly evident in documentation that identifies children as successful learners. Collaborative planning among teachers, parents and children, builds on prior knowledge and contributes to the development of appropriate learning pathways for each child.
Knowledgeable and skilled teachers work in partnership with children and families to effectively implement the kindergarten philosophy. They intentionally respond to children’s interests and learning in meaningful and appropriate ways. Children enjoy and benefit from their engagement in in-depth learning experiences that are responsive to their interest, working theories and questions.
ERO observed settled and happy children engaging in sustained and meaningful play with their kindergarten friends.
Before the review, the staff and management of Papamoa 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 Papamoa Free Kindergarten will be in four years.
Dale Bailey
Deputy Chief Review Officer Northern
17 April 2015
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.
| Location | Papamoa, Bay of Plenty | ||
| Ministry of Education profile number | 5569 | ||
| Licence type | Free Kindergarten | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 45 children, including up to 0 aged under 2 | ||
| Service roll | 36 | ||
| Gender composition | Boys 22 Girls 14 | ||
| Ethnic composition | Māori Pākehā Japanese Samoan Other European | 12 21 1 1 1 | |
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates | 80% + | ||
| Reported ratios of staff to children | Over 2 | 1:10 | Better than minimum requirements |
| Review team on site | February 2015 | ||
| Date of this report | 17 April 2015 | ||
Most recent ERO report(s)
| Education Review | September 2011 | |
| Education Review | September 2008 | ||
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.
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.
Papamoa Kindergarten operates under the umbrella of the Tauranga Kindergarten Association. It is located in the coastal suburb of Papamoa near Mt Maunganui. The kindergarten is licensed to provide sessional education and care for 40 children over two years of age.
Children learn in a safe, affirming atmosphere where there are high levels of respect and genuine interest in their growth and development. The kindergarten philosophy recognises ‘each child learning in remarkably unique ways’ and is underpinned by strong beliefs in sustainability, diversity, biculturalism, community and nature education.
Teachers are responsive to children’s wide range of interests and abilities. Children have fun in a safe learning environment that enables them to initiate play, try new experiences, use their creativity and imagination, and develop their sense of responsibility.
Extensive links with the local and wider community are a strength of the kindergarten. Staff develop effective partnerships with parents that support the learning and social development of children.
Staff are reflective practitioners who have a clear focus on continually improving the quality of education they provide for children. The head teacher provides highly effective professional guidance for teachers who are encouraged to assume leadership in areas of expertise, and continually grow and develop their teaching practice.
ERO is confident that the service is being managed in the interest of the children. Therefore ERO is likely to review the service again in three years.
Before the review, the management of Papamoa Kindergarten was invited to consider its priorities for review using guidelines and resources provided by ERO. ERO also used documentation provided by the centre to contribute to the scope of the review.
The detailed priorities for review were then determined following a discussion between the ERO review team and the management and staff. This discussion focused on existing information held by the centre (including self-review information) and the extent to which potential issues for review contributed to positive outcomes for children atPapamoa Kindergarten.
All ERO education reviews in early childhood focus on the quality of education. For ERO this includes the quality of:
ERO’s findings in these areas are set out below.
Papamoa Kindergarten operates under the umbrella of the Tauranga Kindergarten Association, benefiting from the use of its professional resources including the support of an experienced Senior Teacher. The kindergarten’s philosophy recognises ‘each child learning in remarkably unique ways’ and is underpinned by strong beliefs in sustainability, diversity, biculturalism, community and nature education.
Staff keep up to date with relevant developments and trends in early childhood education and are engaged in ongoing ‘Education for Sustainability’ research projects with Waikato University. The kindergarten recently achieved the Green Gold Enviroschools Award. The association encourages staff to share their ideas and successes with other kindergartens locally and have presented at an international conference.
Relationships: Positive, affirming and caring relationships amongst adults and children are a feature of the centre. Children develop social and cooperative skills such as negotiation and turn-taking through their play and interactions. They support and include each other in their play.
Programme and interactions: The programme consistently reflects the centre’s belief in empowering children to learn in a caring, inclusive environment where they can have fun. Strengths of the programme include:
Children are benefiting from effective teaching that encourages thinking and active participation.
Environment: Children learn in a richly resourced and stimulating environment that encourages their participation, exploration and investigation. Teachers are responsive to children’s wide range of interests and abilities. Children have fun in a safe learning environment that enables them to initiate play, try new experiences, use their creativity and imagination, and develop their sense of responsibility.
Community: Extensive links with the local and wider community are a strength of the kindergarten. These include:
Professional practice: Staff are reflective practitioners who have a clear focus on continually improving the quality of education they provide for children. Individual and group assessments, scheduled planning meetings, and continuous discussion contribute to effective, formal and informal self review. The head teacher provides highly effective professional guidance for teachers who are encouraged to take a leadership role in areas of expertise, and to continually grow and develop their teaching practice.
Teachers have identified and ERO agrees that the focus on enhancing professional practice, through research and self review, is an ongoing priority for the kindergarten.
ERO provides information about the education system as a whole through its national reports. This information will be used as the basis for long term and systemic educational improvement.
As part of this review ERO evaluated the extent to which:
At the time of this review the kindergarten had one child enrolled with moderate to high learning needs.
An effective transition programme contributes to the child’s full inclusion in the kindergarten and subsequently on to the neighbouring school. Staff have extensive discussions with parents / whānau before the child enrols. Specialist and advisory services are accessed and involved in the preparation of appropriate learning programmes.. Additional staffing support is sourced through appropriate external agencies and the Tauranga Kindergarten Association.
Individual programmes are designed to the needs, interests and abilities of the child. These are responsive to emerging interests and developments. All teachers have input into, and responsibility for, the learning of the child.
Before the review, the staff of Papamoa Kindergarten completed an ERO CentreAssurance Statement andSelf-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 documentation, including policies, procedures and records of recent use of procedures. ERO also checked elements of the following areas that have a potentially high impact on outcomes for children:
ERO is confident that the service is being managed in the interest of the children. Therefore ERO is likely to review the service again in three years.
Richard Thornton
National Manager Review Services
Northern Region
|
Type |
Kindergarten |
|
Licensed under |
Education (Early Childhood Centres) Regulations 1998 |
|
Number licensed for |
40 children over 2 years of age |
|
Roll number |
64 |
|
Gender composition |
Boys 36 Girls 28 |
|
Ethnic composition |
New Zealand European/Pākehā 36 New Zealand Māori 14 Indian 9 Cook Island Māori 2 Other 3 |
|
Review team on site |
August 2011 |
|
Date of this report |
23 September 2011 |
|
Previous three ERO reports |
Education Review September 2008 Education Review January 2006 Education Review December 2002 |
23 September 2011
These are the findings of the Education Review Office’s latest report on Papamoa Kindergarten.
Papamoa Kindergarten operates under the umbrella of the Tauranga Kindergarten Association. It is located in the coastal suburb of Papamoa near Mt Maunganui. The kindergarten is licensed to provide sessional education and care for 40 children over two years of age.
Children learn in a safe, affirming atmosphere where there are high levels of respect and genuine interest in their growth and development. The kindergarten philosophy recognises ‘each child learning in remarkably unique ways’ and is underpinned by strong beliefs in sustainability, diversity, biculturalism, community and nature education.
Teachers are responsive to children’s wide range of interests and abilities. Children have fun in a safe learning environment that enables them to initiate play, try new experiences, use their creativity and imagination, and develop their sense of responsibility.
Extensive links with the local and wider community are a strength of the kindergarten. Staff develop effective partnerships with parents that support the learning and social development of children.
Staff are reflective practitioners who have a clear focus on continually improving the quality of education they provide for children. The head teacher provides highly effective professional guidance for teachers who are encouraged to assume leadership in areas of expertise, and continually grow and develop their teaching practice.
ERO is confident that the service is being managed in the interest of the children. Therefore ERO is likely to review the service again in three years.
When ERO has reviewed an early childhood centre we encourage management to inform their community of any follow up action they plan to take. You should talk to the management or contact person if you have any questions about this evaluation, the full ERO report or their future intentions.
If you would like a copy of the full report, please contact the centre or see the ERO website, http://www.ero.govt.nz.
Richard Thornton
National Manager Review Services
Northern Region
ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.
ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:
Reviews are intended to focus on outcomes for children and build on each centre’s self review.
ERO’s framework for reviewing and reporting is based on four review strands.
ERO reviews do not cover every aspect of centre 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 this centre.
Most ERO reports include recommendations for improvement. A recommendation on a particular issue does not necessarily mean that a centre is performing poorly in relation to that issue. There is no direct link between the number of recommendations in this report and the overall performance of this centre.