108 A Park Road South, Parkvale-Napier/Hastings, Hastings
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Parkvale Kindergarten are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whāngai Establishing |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whāngai Establishing Whāngai Establishing |
Parkvale Kindergarten is one of 16 kindergartens governed and managed by Heretaunga Free Kindergarten Association. Approximately one quarter who attend are Māori and a sixth identify as Pacific. The service is becoming increasingly ethnically diverse. The philosophy values manaakitanga, whanaungatanga, kaitiakitanga and ako.
Children make choices about their learning through a curriculum that advances their sense of autonomy. Younger children’s social and emotional competence is promoted. Children’s oral language development is fostered through positive teacher-child relationships and sustained conversations. Children have opportunities to use, see and hear some aspects of te ao Māori. Teachers are currently inquiring into how to make all children’s identities, languages and cultures visible within the curriculum.
Assessment of children’s learning has strengthened since ERO’s 2017 report, to better inform planning, curriculum and intentional teaching practices. The learning outcomes from Te Whāriki, the early childhood curriculum are variably used through assessment, planning and evaluation. Children with diverse learning needs are well supported through individualised plans to progress their learning. Teachers have identified a need to better understand how well teaching strategies are improving learner outcomes.
Significant change in Association leadership has impacted capacity to progress key next steps identified in previous ERO reports. Leaders are enacting an organisation wide shift to further enable collaboration, relational trust and sustained improvement. A range of new initiatives have been developed. Professional learning opportunities are responsive to teacher learning goals. Some information is generated in relation to the quality of teaching and learning. Leaders are developing their evaluation capabilities, however, evaluation is not yet used to:
systematically seek evidence about the effectiveness of professional learning processes to improve teaching practice and children’s outcomes
understand the impact of improvement actions in relation to how they contribute to strategic priorities and achieve equitable and excellent outcomes for learners.
Parkvale Kindergarten will include the following actions in its Quality Improvement Planning:
For leaders and teachers to inquire into their teaching strategies to monitor and evaluate the impact of these on outcomes for all learners.
Strengthen planning and assessment for learning to deepen the reflection and response to each child’s cultures, languages and identity.
Heretaunga Free Kindergarten Association will include the following actions in its Quality Improvement Planning:
Develop a systematic process that enables leaders to better understand and respond to the teaching and learning needs of each kindergarten.
Prioritise building internal evaluation capability and leadership at all levels to better monitor and evaluate the impact of improvement actions, including professional learning, on outcomes for individuals and groups of children.
Before the review, the staff and management of Parkvale Kindergarten completed an ERO 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; safety checking; teacher registration; ratios)
relevant evacuation procedures and practices.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Patricia Davey
Director of Early Childhood Education (ECE)
15 September 2023
|
Early Childhood Service Name |
Parkvale Kindergarten |
|
Profile Number |
5297 |
|
Location |
Hastings |
|
Service type |
Free Kindergarten |
|
Number licensed for |
40 children |
|
Percentage of qualified teachers |
100% |
|
Service roll |
49 |
|
Review team on site |
June 2023 |
|
Date of this report |
15 September 2023 |
|
Most recent ERO report(s) |
Education Review, December 2017; Education Review, April 2014 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Parkvale Kindergarten is in Hastings. It opens Monday to Friday from 8:30am until 2:30pm for children aged from two to five years. The philosophy statement places children and whānau at the heart of the kindergarten.
The April 2014 ERO report identified areas for review and development, including: assessment, planning and evaluation for children's learning; culturally responsive practices; and developing the statement of philosophy.
There have been significant changes in the teaching team since the previous ERO review. A new head teacher was appointed in 2015.
Parkvale is one of 16 kindergartens governed and managed by the Heretaunga Kindergarten Association (the association). An ongoing programme of restructuring began in 2016 and the association has experienced significant changes at all levels. A new general manager was appointed in January 2016.
The previous ERO review identified that the association should establish, review and monitor the implementation of guiding documents in individual kindergartens and to undertake self review at association level.
This review was part of a cluster of six in the Heretaunga Free Kindergarten Association.
Kindergarten teachers have worked collaboratively in response to the areas for development identified in the previous ERO report. Most concerns have been addressed.
Aspects of the kindergarten's new philosophy are evident in practice. Children have easy access to an environment that encourages their exploration. They lead their own learning and show a strong sense of belonging to their kindergarten whānau.
Children are warmly welcomed into the centre in a gradual, unhurried manner. They are encouraged to settle at their own pace. A useful range of strategies supports older children and families as they prepare for their move to school.
Assessment, planning and evaluation for children's learning continues to require improvement. The kindergarten is being supported by Ministry of Education funded professional development to support teachers to improve their practice. Continuing to strengthen systems that promote reliability and consistency in evaluating the depth and complexity of children's learning is a key next step.
Children with additional needs play and learn alongside their friends in an inclusive environment. Teachers work with families and external agencies to meet individual learning goals. Their responsiveness to children's wellbeing is evident.
The recent focus on increasing aspects of te ao Māori is strengthening practice in how teachers support Māori children's learning. Kaupapa Māori concepts of manaakitanga, whanaungatanga and kaitiakitanga are integral to the curriculum. Children speak te reo Māori frequently in their play. Whānau Māori contribute to programme decision making.
Teachers are developing resources to maintain Pacific children's connections to their cultural identities. ERO's evaluation affirms teachers' recognition that this is an area requiring further development.
Internal evaluation is in the early stages. Spontaneous reviews have contributed to improvements in routines and the environment. A key next step is for teachers to regularly evaluate the impact of curriculum decisions on children's learning outcomes. To meet regulatory requirements the kindergarten should develop a schedule for reviewing and evaluating its operation over time.
Guiding documents that contribute to efficient running of the kindergarten require urgent attention. The head teacher and teachers should ensure that appropriate documentation and records are developed, maintained and regularly reviewed.
Teachers work well together. A culture of distributed leadership is evident. Emerging leadership is nurtured. Collaborative ways of working are fostered across the kindergarten whānau.
The governance and leadership team of the Heretaunga Kindergarten Association is well placed to continue to manage change and to set the strategic direction to promote future sustainability. They are making good progress in addressing the key next steps identified in the previous ERO review. Strengthening systems to monitor performance in individual kindergartens remains a key next step.
Senior leaders and ERO agree on the following key next steps for Parkvale Kindergarten, to:
The senior management team of Heretaunga Kindergarten Association should continue to strengthen processes for monitoring the implementation of guiding documentation for programme delivery and kindergarten operation. Particular attention should be given to increasing consistency in reviewing, evaluating and improving teaching practice.
Before the review, the staff and management of Parkvale 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 Parkvale Kindergarten will be in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
15 December 2017
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 |
Hastings |
||
|
Ministry of Education profile number |
5297 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, aged over 2 |
||
|
Service roll |
45 |
||
|
Gender composition |
Boys 25, Girls 20 |
||
|
Ethnic composition |
Māori |
13 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
|
Review team on site |
November 2017 |
||
|
Date of this report |
15 December 2017 |
||
|
Most recent ERO report(s)
|
Education Review |
April 2014 |
|
|
Education Review |
January 2011 |
||
|
Education Review |
November 2006 |
||
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.
Parkvale Kindergarten is located in Parkvale, Hastings and provides education and care for children from three to five years of age. It is licensed for up to 40 children and operates as a sessional kindergarten on an all day licence. The kindergarten has peer groupings, with four year olds able to attend five mornings a week and three year olds for three afternoons. A playgroup is held on Tuesday afternoons to facilitate transition into the larger group.
The four teachers are fully qualified and registered. They work well as a team to meet the needs of the children who come from a range of backgrounds. The programme is influenced by the aspirations parents and whānau have for their children. The kindergarten enriches its programme by taking advantage of the good links with the wider community.
The kindergarten is governed by the Heretaunga Kindergarten Association (the association). Two Education Managers are employed by the association to provide professional support and guidance to teachers. This review was part of a cluster of eight kindergartens in the Heretaunga Kindergarten Association.
The principles of Parkvale Kindergarten’s philosophy relate to the uniqueness of children, their interests and community collaboration. These elements are reflected in the programme. Teachers have begun a timely review of the philosophy, in consultation with the community, to be sure it meets the aspirations of the current children and community.
The kindergarten’s focus on “playing as good friends” is highly evident in this warm and supportive environment. Teachers model supportive relationships and positive interactions. They encourage children to explore and challenge themselves and to lead their own play.
Teachers recently attended a leadership conference and plan to reflect on the implications for them in their capacity as leaders. The next step is to put into practice the findings from the conference.
Teachers reflect on the daily programme and consider children’s strengths and interests in their ongoing planning. The next step is to more clearly document the kindergarten’s approach to planning and assessment to facilitate consistent practice.
The wide range of resources and the spacious physical environment support the stimulating and challenging programme. Partnerships with families are strong and valued. Children and their families display a sense of belonging in the kindergarten setting.
Through ongoing whānau consultation teachers plan to meet aspirations for Māori children. The importance of Te Tiriti o Waitangi is acknowledged through partnerships, policies and practices. This is an ongoing focus for development.
Routines are consistently implemented. These routines give children a sense of security and provide an opportunity for shared formal learning. Teachers engage children in constructive conversations and through astute questioning, facilitate language and numeracy development.
Transitions are well considered. Children from the playgroup may join the three-year-old afternoon session. The move to the morning session is well paced and is usually timed according to readiness rather than age. There are very good links to local schools and a well-established programme facilitates a smooth and successful transition.
The association provides guidance and support to staff for the continuous improvement of teaching and learning. The recently developed strategic plan provides a clear, long-term direction for the association. Teachers are well supported through regular visits from the education managers who offer access to a wide range of professional learning opportunities.
There is a commitment by the association to increase teachers’ capabilities through the introduction of the Haere Whakamua project. This project is based around progressing the organisation's journey in becoming bicultural.
The association identify, and ERO affirms, that key areas for development include:
updating the appraisal process and policy
providing clear expectations through guiding documents for programme delivery and kindergarten operations and monitoring the implementation of these.
In addition, education managers should undertake strategic review and evaluation across the association to establish a deeper understanding of the ongoing professional learning needs of teachers and use this information to inform future decision making.
ERO and kindergarten leaders agree that they should continue to:
review and develop the statement of philosophy
practise the learning gained from the leadership conference
document procedures for assessment, planning and evaluation
extend culturally responsive practices and strategies which support success for Māori as Māori and success for Pacific as Pacific.
The association should
Before the review, the staff and management of Parkvale 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.
The next ERO review of Parkvale Kindergarten will be in three years.
Joyce Gebbie
National Manager Review Services Central Region (Acting)
24 April 2014
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 |
Hastings |
||
|
Ministry of Education profile number |
5297 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children aged over 2 |
||
|
Service roll |
40 |
||
|
Gender composition |
Girls 25, Boys 15 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Other ethnic groups |
5 33 2 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Over 2 |
1 : 10 |
Meets minimum requirements |
|
Review team on site |
February 2014 |
||
|
Date of this report |
24 April 2014 |
||
|
Most recent ERO report(s) |
Education Review |
January 2011 |
|
|
Education Review |
November 2006 |
||
|
Education Review |
December 1997 |
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.