Parkland Kindergarten - 09/11/2012

1. Evaluation of the Service

How well placed is the service to promote positive outcomes for children?

Parkland Kindergarten is well placed to promote positive outcomes for children. ERO has identified that while there is a clear process for self review, this needs to be further developed.

Context

Parkland Kindergarten is located on a local school ground in Palmerston North. The kindergarten offers education and care for up to 40 children aged two and over, five days per week. There are several job shared positions within the kindergarten and this includes the head teacher’s position, which has been shared over the past year. The Professional Services Manager (PSM) supports the kindergarten through regular contact and visits. The teaching team works collaboratively.

This review was conducted as part of a cluster approach to reviews in 25 early childhood education services within the Ruahine Kindergarten Association (the Association) umbrella organisation.

The Review Findings

Relationships between teachers, parents and children are positive and responsive. The programme is child centred and children have ample opportunities to make their own choices. Teachers recognise and value the diverse backgrounds of children and families. Parents spoken to commented that teachers are friendly and welcoming. They identified there is a range of effective communication strategies in place and that teachers work alongside them to support their children’s learning. A partnership approach is used to improve outcomes for children.

Teachers are reflective practitioners often seeking parent and child input into aspects of the programme. The curriculum is linked to the principles and strands of Te Whāriki, and where appropriate, links are being drawn to The New Zealand Curriculum for schools. Teachers are responsive to children with additional learning needs who are monitored and supported. There is a focus on positive guidance and this contributes to a settled and productive learning environment.

Children are well engaged in their play and learning, and their independence is promoted. Teachers support learning by drawing on a range of effective strategies and engaging in sustained conversations with children. A range of opportunities is provided to support children’s developing literacy and numeracy skills. Teachers use te reo Māori in their conversations with children and te ao Māori is reflected in the environment.

ERO identified that the planning and assessment process could be strengthened by:

  • establishing a formal process to capture and document parents aspirations and expectations
  • showing how depth and complexity has been added to children’s learning and reflected through portfolios that more effectively highlight progress over time.

Teachers have identified a need to continue to develop their knowledge of te reo me nga tikanga Māori. ERO affirms this.

Children’s sense of belonging is enhanced as they transition into the kindergarten and on to school. Parents indicated that transitions are responsive to their needs and those of their children. A close partnership with the local school is strongly evident.

Leadership is a shared model and effectively meets the needs of the kindergarten community. A range of initiatives is in place from the Association to support teachers’ professional practice and improve outcomes for children. These include access to a wide range of professional development, regular visits from the PSM and access to a bicultural advisor.

2. Legal Requirements

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.

3. Next Review

When is ERO likely to review the early childhood service again?

ERO is likely to carry out the next review in three years.

Joyce Gebbie

National Manager Review Services Central Region (Acting)

9 November 2012

Information about the Early Childhood Service

Location

Palmerston North

Ministry of Education profile number

5263

Licence type

Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 childrennumber aged over 2

Service roll

64

Gender composition

Male 39, Female 25

Ethnic composition

NZ European/Pākehā

Māori

Pacific

Other ethnic groups

55

5

1

3

Review team on site

September 2012

Date of this report

9 November 2012

Most recent ERO report(s)

Education Review

Education Review

Accountability Review

June 2009

March 2005

March 2002

General Information about Early Childhood Reviews

About ERO Reviews

The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.

Review focus

ERO's education reviews in early childhood services focus on the factors that contribute to positive learning outcomes for children. ERO evaluates how well placed the service is to make and sustain improvements for the benefit of all children at the service. To reach these findings ERO considers:

  • 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 self review and partnerships with parents and whānau.

Review Coverage

ERO reviews do not cover every aspect of service 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 the service.

Disclaimer

Individual ERO school and early childhood service reports are public information and may be copied or sent electronically. However, the Education Review Office can guarantee only the authenticity of original documents which have been obtained in hard copy directly from either the local ERO office or ERO National Office in Wellington.