Parkland Kindergarten

Education institution number:
5263
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
39
Telephone:
Address:

41 Parkland Crescent, Terrace End, Palmerston North

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Parkland Kindergarten - 02/10/2019

Here is the latest report for the Governing Organisation that this service is part of.

 

1 Evaluation of Parkland Kindergarten

How well placed is Parkland Kindergarten to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Parkland Kindergarten is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

Parkland Kindergarten is in Palmerston North. Opening hours are Monday to Friday from 8.45am until 2.45pm. Full day places are available to children from two to six years. At the time of this review, there were 53 children enrolled and 11 identify as Māori.

The kindergarten philosophy emphasises aroha and love of learning at the centre, and guides teaching and learning supported through; 'manaakitanga, whanaungatanga, kaitiakitanga and kotahitanga'.

The kindergarten is administered by the Ruahine Kindergarten Association (the association). The governing board is responsible for setting the overall strategic direction for the organisation. The day-to-day running of the association is the role of the chief executive officer who is responsible to the board. An operations manager supports the service’s compliance and policy development. Two senior teachers provide educational leadership across the teaching teams.

The February 2016 ERO report identified that understanding of internal evaluation, gathering parent aspirations and the bicultural curriculum needed development. The understanding and use of internal evaluation is an ongoing development focus.

This kindergarten is part of the Palmerston North East Kāhui Ako.

This review was part of a cluster of twelve kindergartens and one early learning service in the Ruahine Kindergarten Association.

The Review Findings

Children follow their interests and lead their own learning through a responsive curriculum. Their problem solving, risk-taking and challenge are well promoted. They are encouraged to investigate, make discoveries and take responsibility for their own learning. Children's oral language development is successfully fostered. A feature of the kindergarten is the expansive natural environment and use of cultural and natural resources that promote sustainable practice and learning.

A well-considered framework for planning, aligned to Te Whāriki, is used to create meaningful experiences that promote individual children's learning. Children's leadership of the programme is valued and celebrated. Literacy and numeracy are purposefully embedded throughout the programme and the environment. Children are empowered to make decisions and choices about their wellbeing.

Assessment identifies children's learning and wellbeing progress. Teachers should continue to strengthen evaluation of children's learning, to show which strategies are making the most difference to learning and why.

Children and their families enjoy caring and trusting relationships with teachers. Staff establish a warm, welcoming atmosphere and positive kindergarten culture. They work and play alongside children and use a range of approaches to add to and extend learning as opportunities emerge. Children are provided with feedback that acknowledges their efforts and success. Ako is well promoted.

Māori and other children experience a strong sense of belonging in an inclusive family-based environment. The language, culture and identity of Māori and other children is well promoted through te reo Māori, waiata and karakia. Bicultural learning opportunities acknowledge the unique place of Māori in Aotearoa/New Zealand.

The use of New Zealand sign language as well as children’s home languages are meaningfully incorporated into daily interactions. Families from diverse cultures are encouraged to share their own languages, customs and special events. Teachers acknowledge and celebrate cultural diversity.

Children with additional needs experience an inclusive environment where they are valued for what they and their whānau bring to their learning.

Teachers use the association developed framework to effectively review practice to inform changes for improvement and curriculum priorities. Strengthening understanding and use of evaluation should further assist the team to determine the impact of their teaching on children's learning.

Senior teachers work collaboratively to build teacher and leadership capability. There is a strong commitment to growing staff knowledge and skills through ongoing professional learning, research opportunities and the sharing of good practice.

Association leaders have a well-considered approach to progressing strategic objectives. Robust systems and processes are in place for monitoring, reporting and evaluating the quality of operations. Information is used to inform decision making and to improve the quality of teaching and learning.

Key Next Steps

At kindergarten level, priority is to continue to strengthen:

  • understanding use of internal evaluation to further assist the team to determine the impact of the curriculum and their teaching practice on children's learning.

At governance level, the Ruahine Kindergarten Association have identified that their priorities are to continue to:

  • strengthen and build their knowledge and understanding of tikanga Māori and seek engagement with local iwi, with kaumatua support.

Management Assurance on Legal Requirements

Before the review, the staff and management of Parkland 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.

Phil Cowie

Director Review and Improvement Services Central

Central Region

2 October 2019

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

LocationPalmerston North
Ministry of Education profile number5263
Licence typeFree Kindergarten
Licensed underEducation (Early Childhood Services) Regulations 2008
Number licensed for50 children, aged over 2
Service roll53
Gender compositionMale 32, Female 21
Ethnic compositionMāori 
NZ European/Pākehā 
Other ethnic groups
11
24
18

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +
Reported ratios of staff to children1:10Meets minimum requirements
Review team on siteAugust 2019
Date of this report2 October 2019

Most recent ERO report(s)

 

Education ReviewFebruary 2016
Education ReviewNovember 2012
Education ReviewJune 2009

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

The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:

  • Very well placed
  • Well placed
  • Requires further development
  • Not well placed

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.

Parkland Kindergarten - 11/02/2016

1 Evaluation of Parkland Kindergarten

How well placed is Parkland 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

Parkland Kindergarten is one of 24 administered by the Ruahine Kindergarten Association Incorporated (the association). It is licensed for 40 children aged over two years. Of the 53 children enrolled, three are Māori. All five teachers are qualified and registered.

The kindergarten philosophy emphasises the importance of relationships, lifelong skills, exploration and love of learning. During ERO’s observations of the programme in action these aspects were very evident.

The November 2012 ERO review identified that planning and assessment processes could be strengthened by more effectively highlighting progress over time. Professional support has assisted the service to build this aspect of practice. Teachers have also developed their knowledge of te reo me ngā tikanga Māori.

Dayto-day management of the association’s affairs is the responsibility of the general manager. A governing board sets overall strategic direction. The senior teacher provides professional leadership for teaching and learning. An operations manager supports kindergartens’ compliance, policy development and leadership. A management restructure has been undertaken since the previous ERO reviews.

This review is one of a cluster of five reviews of Ruahine Kindergartens.

The Review Findings

Ongoing development within the indoor and outdoor environments have successfully extended the opportunities for challenge, creativity and exploration. The well-resourced and attractive environment provides a wide range of meaningful activities that invite investigation and participation. Learning experiences promoting environmental sustainability are further extending opportunities for children.

Interesting spaces and a variety of well-presented materials and equipment enable children to have choice in their learning. Self-management and individual decision-making is fostered. High levels of sustained involvement in learning activities are apparent. Children are well-engaged, independent learners.

The service has a purposeful, calm tone. Constructive and respectful relationships support the positive play and learning of children. They actively explore, clarify their understanding and have fun alongside other children and their teachers. Parents and whānau are welcomed and encouraged to be involved in their children’s learning.

Literacy and mathematical skills and understanding is extended through relevant, interesting opportunities within the everyday programme. Children use digital technologies as an integral part of their learning.

The programme is responsive to individual children’s interests and learning needs. Planning includes building learning competencies and the use of intentional teaching strategies. Portfolios record children’s active participation in a range of activities. An online computer programme is effectively used to share children’s learning and progress.

Teachers should continue to increase the emphasis in planning and assessment on significant learning and how intentional strategies are contributing to children’s progress. Deliberately responding to parent aspirations for their children should also be a continuing focus.

Some progress has been made in developing a bicultural perspective in the programme. This is supported by the growing environmental focus, consideration of bicultural values and some teacher development goals. Association leaders agree, implementation of bicultural curriculum and promotion of success for Māori as Māori need further development. The recently revised Te Tiriti o Waitangi policy, the ‘Wise Practice’ document, and the establishment of enduring connections with mana whenua should support these aspects of practice.

Transition to school is effectively supported by a close partnership with the adjacent school. Regular opportunities to be part of shared activities assists children to be more confident about the move to new entrant classes.

The teaching team is reflective, enthusiastic and works collaboratively to support positive outcomes for children. Teachers are well supported by the experienced head teacher to take on leadership roles and develop their practice.

A suitable model to support understanding and the use of internal evaluation is in place. Reference to indicators of best practice assists the service to consider its own effectiveness. Recent review of planning, assessment and the mathematics programme have identified ways to continue to improve outcomes for children.

The kindergarten’s annual plan outlines priorities for the year linked to the association’s strategic goals of having high quality staff, coordinated services, effective partnerships and operations. Progress is recorded and reflected upon in collaboration with the senior teacher and operations manager. Quality outcomes linked to agreed ‘wise practice’ should be a useful addition to the annual plan. This should enable more effective monitoring of progress in relation to learning, teaching and outcomes for children.

The association provides effective governance and management support for this service. This includes:

  • constructive and improvement-focused support from the senior teacher
  • suitable quality assurance processes and guidelines linked to compliance with regulations and association expectations
  • a variety of operational and administrative support
  • effective and targeted support for teacher and leadership development through appraisal and wide-ranging professional learning opportunities.

Developing and implementing appraisal for the senior teacher and operations manager is a priority.

Key Next Steps

ERO and association leaders agree that, teachers should be supported to continue to develop:

  • understanding and use of internal evaluation
  • implementation of a bicultural curriculum and promotion of success for Māori as Māori.

Management Assurance on Legal Requirements

Before the review, the staff and management of Parkland 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 Parkland Kindergarten will be in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

11 February 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

Palmerston North

Ministry of Education profile number

5263

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children aged over 2

Service roll

53

Gender composition

Boys 29, Girls 24

Ethnic composition

Māori

Pākehā

Pacific

Other ethnic group

3

45

2

3

Percentage of qualified teachers

80%

Reported ratios of staff to children

Over 2

1:10

Meets minimum requirements

Review team on site

November 2015

Date of this report

11 February 2016

Most recent ERO report(s)

Education Review

November 2012

 

Education Review

June 2009

 

Education Review

March 2005

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.