24 Florence Street, Richmond
View on mapNot well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Richmond Kindergarten is part of the Nelson Tasman Kindergarten Association (NTKA). The kindergarten provides for the education and care of up to 43 children, aged from two-to-five years, from a diverse community. The association offers up to 30 free hours to support children's participation in early childhood education. It also provides a range of external expertise to help all children succeed in their learning. This includes te ao Māori expertise, teacher aides, a speech-language therapist, whānau support and parent-education opportunities.
A new head teacher was appointed at the beginning of 2018. All teachers are fully qualified. A teacher aide provides support for children and teachers to help meet identified areas of need. An active parent committee leads fundraising initiatives to support ongoing resourcing, special outings and improvements to the kindergarten.
The NTKA, including a Chief Executive Officer and board, is responsible for the governance of the kindergarten. A team of senior education advisors (SEA) oversees and supports the professional practice of the teaching team.
The kindergarten has made steady progress with the recommendations identified in ERO’s 2013 report. This includes improving assessment and evaluation processes and building the evaluation capacity of teachers.
This review was part of a cluster of seven kindergarten reviews in the NTKA.
Teachers warmly welcome children, parents and whānau. They actively foster positive, inclusive, respectful relationships. The language, culture and identity of Māori and Pacific children are valued. Bicultural practices that help all children to know about the dual heritage of Aotearoa New Zealand are integrated into the programme.
With the leadership of the new head teacher, the teaching team is reviewing many of the kindergarten's processes and practices, including the kindergarten vision, to better reflect the diversity of its community and the important learning that is valued for children. Teachers have established caring ways of working with children that promote children's social and emotional competencies, creative and physical skills, and literacy and mathematical learning. Teachers are reflective and open to new learning.
Children with additional needs are well supported through sensitive interactions and strong links to external agencies. Teachers work collaboratively with parents and external experts to develop an individualised approach to children's learning and wellbeing.
Children benefit from an orderly, well-resourced learning environment and predictable routines that promote their sense of security and confidence as a learner. They participate in a wide range of interesting experiences. Children's progress in learning is reflected in their records of learning. The contribution and involvement of parents, whānau and community enrich the curriculum provided for children within and beyond the kindergarten.
Managers and leaders have proactively addressed ERO’s recommendations for the association, identified in previous reports. There is strong alignment between the NTKA strategic priorities and each kindergarten’s priorities and plans.
The board is well informed about outcomes from association-wide strategic reviews and the progress being made to achieve strategic goals. The board and association managers are taking deliberate action to support Māori and Pacific children and children with diverse learning needs. NTKA leaders have developed strong networked relationships with community organisations to support children and their whānau.
There are effective systems and processes to ensure that regulatory requirements are met. Relevant professional learning opportunities, improved teacher-appraisal processes and effective ongoing coaching and mentoring by the education advisors are building leadership and teacher capability within the kindergartens.
A next step for association leaders and managers is to improve their planning to support the achievement of the board’s strategic objectives. This includes ensuring that reporting is evaluative and focuses on outcomes for children.
The key next steps for the board are to:
Richmond Kindergarten’s teaching team has identified, and ERO's evaluation has confirmed, that the key next steps for this kindergarten are to fully implement the priorities identified in the kindergarten's annual strategic plan. This includes:
Before the review, the staff and management of Richmond 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 Richmond Kindergarten will be in three years.
Alan Wynyard
Director Review & Improvement Services Southern
Te Waipounamu - Southern Region
24 September 2018
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 | Richmond | ||
| Ministry of Education profile number | 5405 | ||
| Licence type | Free Kindergarten | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 43 children aged over two years | ||
| Service roll | 40 | ||
| Gender composition | Boys: 23 Girls: 17 | ||
| Ethnic composition | Māori Pākehā Pacific Other ethnicities | 2 32 2 4 | |
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 | June 2018 | ||
| Date of this report | 24 September 2018 | ||
Most recent ERO report(s)
| Education Review | May 2013 | |
| Education Review | March 2010 | ||
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.
Richmond Kindergarten is well placed to promote positive outcomes for children.
Richmond Kindergarten provides education and care for up to 43 children, five mornings per week. An extended six hour day is offered three days per week and whānau placements are also available to families. The teaching team has implemented a perceptual motor programme that places a strong emphasis on supporting children’s development of skills to assist their success in all aspects of the curriculum. The kindergarten has a positive reporting history with ERO.
This review was conducted as part of a cluster approach to reviews in eight early childhood education services within the Nelson Kindergarten Association.
The kindergarten’s vision emphasises the development of children’s physical and sensory motor skills as a foundation for lifelong learning. This approach is well enacted and promoted throughout the programme. There is a balance between child-initiated and teacher-led learning with opportunities for children to take on leadership roles. Feedback to children acknowledges their effort and success.
Children engage in sustained play. They engage respectfully with one another and are supportive of their peers in play and learning. Cooperative and collaborative play is evident. Teachers ably support children’s developing social and emotional competence and use a wide range of effective teaching strategies to support and extend children’s learning.
The curriculum is clearly linked to the principles and strands of Te Whāriki, the early childhood curriculum. Literacy and mathematical experiences are effectively integrated throughout the programme. The curriculum is further extended through visitors to the kindergarten and excursions into the local community. Teachers are committed to further developing their confidence and competence to effectively use te reo me ngā tikānga Māori throughout the curriculum. Strategies have been put in place to support this development.
Learning spaces are well presented and interesting. They encourage children’s investigation, creativity and physical development. Robust systems and processes are in place to support children and families as they transition into the school environment. Equity funding is used appropriately to promote positive outcomes for children.
Children with additional learning needs are well supported. Teachers articulate a belief in inclusive education and where appropriate, liaise with external agencies. Routines are consistently implemented throughout the day, giving children a sense of security in being able to predict what will happen next. The atmosphere is busy and purposeful and the tone is conducive to learning.
Planning is responsive to children’s interests. It should be strengthened through regular evaluation to consider if the direction continues to be relevant to children. Children’s profiles are well presented. This information highlights children’s participation in the programme and their developing relationships. Teachers actively promote parent contributions.
Teachers engage in ongoing research. They are highly reflective practitioners and are committed to keeping up-to-date with professional learning and development. They work collaboratively and share their individual knowledge and skills to promote positive outcomes for children. Teachers regularly consult with families and are improvement focused.
Teachers are supported in their understanding of self review by the association. There is strong alignment between the guiding documents of the association and kindergarten and the resulting review. Spontaneous and regular review has been well used to improve outcomes for children. The teachers and association are highly consultative, regularly requesting and receiving feedback from their parent community. The association has effectively led robust review and evaluation using a collaborative approach.
The association provides high levels of guidance and support for teachers for the continuous improvement of teaching and learning. These include:
The association has recently updated its appraisal procedures to provide clear guidance to staff. Leaders are engaging in ongoing professional learning in this area to support its successful implementation.
The Senior Education Adviser (SEA) regularly visits the kindergarten and provides strong support and leadership to the teaching team. Through SEA guidance and identified next steps teachers are supported to enact the association’s vision of providing“consistently exceptional early childhood education”.
ERO and kindergarten leaders agree that the key next steps are to:
Before the review, the staff and management of Richmond 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.
ERO is likely to carry out the next review in three years.
Joyce Gebbie
National Manager Review Services Central Region (Acting)
21 May 2013
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Location |
Nelson |
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Ministry of Education profile number |
5405 |
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Licence type |
Free Kindergarten |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
43 children over the age of two yearsnumber |
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Service roll |
46 |
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Gender composition |
Male 25, Female 21 |
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Ethnic composition |
NZ European/Pākehā Samoan Other ethnic groups |
42 1 3 |
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Percentage of qualified teachers |
80% |
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|
Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
|
Review team on site |
February 2013 |
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Date of this report |
21 May 2013 |
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Most recent ERO report(s) |
Education Review Education Review Education Review |
March 2010 October 2006 February 2004 |
The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.
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:
Within these areas ERO considers the effectiveness of self review and partnerships with parents and whānau.
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.