175 Macandrew Road, Dunedin
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Rachel Reynolds Kindergarten is very well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Rachel Reynolds Kindergarten provides early childhood education for children|mokopuna aged two years to school age. It is licensed for 45 children and currently has a roll of 30. It operates from 8.30am to 2.30pm Monday to Friday.
The valued priorities for children's learning, as reflected in the philosophy, are social and emotional competence, and communication and language skills. Teachers|kaiako believe that to achieve these outcomes the principle value must be placed on people. Through:
wānanga|communication, children can learn from others
tangata whenua|cultural locatedness, the kindergarten is a community where everyone can learn
whanaungatanga|relationships, everyone is welcomed and invited to contribute
manaakitanga|integrity, equity and sincerity, everyone is respected
ako|teaching and learning, children can succeed.
The teaching team has made very good progress in addressing the areas for development identified in the December 2015 ERO report. These included sharpening the focus, planning and visibility for children's oral language development. Valued learning priorities needed to be stated more clearly and aligned to strategic planning, internal evaluation, appraisal goals and professional development.
Rachel Reynolds Kindergarten is one of 24 kindergartens governed by Dunedin Kindergartens (DK). Day-to-day operations are led by a head teacher, who is new in the role since the kindergarten's last review. She works with two other qualified teachers and teacher aides. A senior teacher from DK provides support for professional and operational practice.
This review was part of a cluster of seven DK kindergartens reviewed at the beginning of 2020.
The rights and autonomy of children are recognised and effectively supported. Children are purposefully engaged and cooperative as they play and learn. They communicate successfully and persevere with challenging tasks, negotiating and contributing meaningfully to routines. Older children show care for younger children, who confidently explore in the environment, secure in their relationships with their teachers. Children and their families develop a strong sense of belonging to the kindergarten.
Children's learning is enhanced through many effective teaching practices. These include respectful, flexible, intentional interactions with children. Planned practices draw children in and help them to feel included. Teachers consistently promote and support the identified curriculum priorities. They respect and deliberately foster child-led learning. Cultural identity, including that for Māori and Pacific children, is recognised, nurtured and celebrated. Children experience a caring, strengths-based approach to their learning and development.
There is personalised assessment, planning and evaluation for individual children. Parents' and whānau wishes for their children's learning are gathered regularly and purposefully responded to. Intentional teaching is evident in assessment, however this could be more specific in planning for some individual children. Assessment of children's learning shows their dispositions, reflects learning priorities and affirms their progress. Planning for groups of children responds to their interests and priority groups, including those of younger children. Teachers could consider exploring the impact of the bicultural plan for all learners, and specifically Māori learners and whānau. Overall a strong commitment to equity for all children forms the basis of decision making.
Children and their whānau benefit from a strong culture of care and respect. They experience genuine partnerships and dialogue that reflect the kindergarten's vision. Teachers sustain strong collaborative partnerships with whānau, agencies, community groups and the DK. Transitions for children into, and on from the kindergarten are well supported with useful communication and links.
Teachers and whānau work productively together. The philosophy was collaboratively developed with teachers, whānau and the community. The head teacher very effectively leads a team of highly committed teachers and teacher aides. Children are affirmed and nurtured for who they are and what they bring to their learning. Children with additional needs are very well provided for with specific strategies designed to enhance their learning and wellbeing. Teachers strongly advocate for, and support, whānau in their communication with specialist agencies. There is collective ownership and commitment to best outcomes.
Internal evaluation practice is valued and leads to improvements for children's learning. Teachers are highly reflective and responsive professionals. They make good use of purposeful professional learning to add rigour and depth to evaluations. The focus of evaluative activity consistently aligns with emergent or established curriculum priorities. Teachers' inquiries are meaningful and linked to teachers' experience, personal interest and what the kindergarten wants for its children. Teachers are open to learning to better support children and whānau.
The board of DK has made good progress in addressing the governance recommendations from ERO's 2015-2016 reviews. DK's mission and strategic priorities are well known and reflected in each kindergarten's strategic and annual plans. It has a sound policy and procedure framework that provides guidance for kindergartens and sound systems to monitor health and safety. Leaders and teachers benefit from relevant professional development and leadership support. DK actively supports equity of outcomes for all children by funding additional teaching resources to support children with additional needs.
The next step for teachers is to refine some aspects of internal evaluation in relation to planning for priority groups and clearly answer evaluative questions posed.
The DK board has clearly identified, and ERO agrees, that the key next steps for DK to further improve outcomes for children are to ensure that:
reporting and monitoring at all levels are evaluative, to clearly show how desired outcomes for children have been improved in relation to DK's and kindergartens' priorities for learning and other strategic priorities
a robust and systematic quality assurance framework is implemented to inform and monitor ongoing improvements in each kindergarten.
Before the review, the staff and management of Rachel Reynolds 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.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region - Te Tai Tini
22 May 2020
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 |
Dunedin |
||
|
Ministry of Education profile number |
5503 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
45 children, over the age of 2 |
||
|
Service roll |
30 |
||
|
Gender composition |
Female 20, Male 10 |
||
|
Ethnic composition |
Māori |
10 |
|
|
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 2020 |
||
|
Date of this report |
22 May 2020 |
||
|
Most recent ERO reports |
Education Review |
December 2015 |
|
|
Education Review |
October 2012 |
||
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 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.
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.
Rachel Reynolds Kindergarten is one of 24 kindergartens operating under the Dunedin Kindergarten Association (DK). It is located in South Dunedin and provides programmes for up to 45 children from 8:30 in the morning to 2:30 in the afternoon. Children may attend all or part of the day as their family chooses. The group size is kept to 30 children at the most with five adults usually present. This includes three experienced, qualified teachers who have worked together for a long time, and two teacher aides.
Rachel Reynolds Kindergarten has a long history of providing care and education for children (over 100 years). Children come from diverse social and cultural backgrounds.
Teachers aim to provide equitable opportunities for children to learn and grow at their own pace. They value cultural diversity and provide a caring, safe, happy, non-judgemental place for children and their families. Teachers have stated that their desired outcomes are for children to:
The team has made good progress in addressing the recommendations from the 2012 ERO review.
This review was part of a cluster of 24 reviews in the DK.
Children and their families benefit from the very strong pastoral care provided by the head teacher and teachers. For example, the kindergarten provides morning tea for all children and termly barbeques for families at no cost. Teachers have created and model an inclusive and non-judgemental environment. Children also show these attributes. There is a calm, inviting and welcoming atmosphere. Teachers have earned parents’ trust and given them confidence to have their children attend regularly. The experienced team of teachers work well together to provide stability and continuity for children.
Teachers provide a wide range of experiences so that all children are appropriately challenged. Teachers plan specifically for children under three years as well as for the older age group.
Planning is based on children’s interests and includes a focus on early literacy and numeracy, in particular oral language development, gardening, dramatic play and music. Including a Māori dimension within the daily programme and life of the kindergarten is a strength, along with a growing awareness of the cultures of Pacific children. There is deliberate planning for this.
Teachers are particularly aware of children’s needs and Individual children are planned for in detail. Profile books are attractive records of children’s learning and progress throughout their kindergarten journey. Stories show teachers respond to what parents have shared about their children and in some cases what parents want for their children’s learning.
The outdoor area is stimulating and encourages children to explore and play. There is a deliberate use of natural resources to create a challenging and attractive environment. Indoors, children enjoy a wide variety of interesting materials and experiences. Skilled teachers support children’s developing oral language and model positive interactions and social skills for children. Digital technology is helping to extend children’s learning. Teachers have developed a booklet to support children and their families as they move on to school. Children are learning to manage their play and routines independently. Teachers acknowledge that this could be extended further.
The teachers follow a useful process of self review. They regularly reflect on their practices and make changes to what they are doing so that children benefit. Termly evaluations, however, would be more useful if they were less descriptive and more critical about how well teaching and programmes were achieving the desired outcomes.
The vision of the DK is to provide excellence in early childhood education for all children. The DK is governed by a board and managed by a long-serving general manager. The kindergarten teachers told ERO they appreciated the support they receive from the association and the advice and guidance of the senior teachers.
The board, general manager and senior teachers:
Kindergarten documents state that it is highly important for children to develop strong oral language. If this was at the forefront of planning, included in teachers’ appraisal goals and made more visible within the kindergarten for teachers and parents, the teaching and learning would be even more focused to ensure this outcome is met.
When next reviewing the philosophy, teachers should state more clearly what the most valued learning priorities are for children at this place. The strategic plan, self review, appraisal goals and professional development should then be aligned with these. This would enable teachers to evaluate more efficiently how well they are meeting their expectations for children’s learning.
Next steps for the board, with the support of the general manger and senior teachers, are to:
With the appointment of a new senior teacher, it is timely for the board and general manager to review the role of the senior teachers and strengthen systems to ensure consistent, high-quality practice across all kindergartens within the association.
Before the review, the staff and management of Rachel Reynolds 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 Rachel Reynolds Kindergarten will be in three years.
Chris Rowe
Deputy Chief Review Officer Southern (Acting)
22 December 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 |
Dunedin |
||
|
Ministry of Education profile number |
5503 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
45 children over two years of age |
||
|
Service roll |
38 |
||
|
Gender composition |
Boys: 23 Girls: 15 |
||
|
Ethnic composition |
Māori Pākehā Pacific Others |
9 19 8 2 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Under 2 |
Not applicable |
|
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
October 2015 |
||
|
Date of this report |
22 December 2015 |
||
|
Most recent ERO reports |
Education Review |
October 2012 |
|
|
Education Review |
April 2009 |
||
|
Education Review |
February 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:
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:
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.
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.