11 Dittmer Drive, Palmerston North
View on mapNot well placed | Requires further development | Well placed | Very well placed |
Riverdale Kindergarten (PN) is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Riverdale Kindergarten (PN) is located in Palmerston North. Opening hours are Monday to Friday 8:30am until 2:30pm. Full day places are available for children from three to six years old. At the time of this review there were 55 children enrolled and four identify as Māori. The centre serves a culturally diverse community.
The kindergarten philosophy emphasises care and inclusion and that children are kaitiaki of their environment.
The kindergarten is administered by the Ruahine Kindergarten 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 March 2016 ERO report identified that understanding of internal evaluation and bicultural curriculum needed development. Good progress has been made to address both these areas.
This review was part of a cluster of twelve kindergartens and one early learning service reviews in the Ruahine Kindergarten Association.
The kindergarten philosophy is evident in practice. Teachers have developed an inclusive culture in which children are celebrated and affirmed for who they are and what they bring to their learning.
A child-centred approach is evident in daily interactions. The set-up of play areas is well considered, allowing children to engage in individual, small group and larger group activities. Children are challenged to be creative, problem solve and enjoy the complexities of an environment that has been constructed to offer a range of learning experiences.
The curriculum provides opportunities for children to negotiate, discuss and contribute to decisions about their learning. They are able to make choices, attempt new challenges and manage themselves. Teachers engage in genuine conversations with children. They foster language development and through deliberate teaching strategies promote learning. The effective use of the local reserve as an extension of their programme provides further opportunities for children to explore the natural environment and to take risks.
Whānau and families are welcomed and warmly invited into the centre. Families actively communicate with teachers about their child's learning. Children's portfolios are a valuable record of their participation in a wide range of experiences. Teachers use a range of appropriate assessment approaches to support planning, identify progress and provide additional support where necessary. Teachers are considering ways to strengthen the gathering of family aspirations and this should better align the philosophy to teaching and learning.
Children who identify as Māori are known by teachers. The knowledge they bring to the centre is valued. Te ao Māori concepts are respectfully woven through environmental literacy and access to the living world. Kupu Māori are promoted in the programme. Children benefit from regular opportunities to see, hear and experience aspects of te ao Māori through waiata, karakia, praise and basic commands. Teachers are supported and demonstrate commitment to growing their cultural competence. This provides a strong foundation for teachers to understand and promote educational success for Māori children.
Educators work closely with the families to support children identified as having additional needs. Liaison with appropriate agencies occurs when required. The kindergarten has developed positive relationships with local schools. They have identified transition as an area for internal evaluation to build a learning partnership that should benefit all children.
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.
Teachers have continued to build their understanding of internal evaluation. A range of completed reviews align to kindergarten and the association priorities. Shifting the focus from review to evaluation, should support teachers and leaders to know what is working for children more clearly.
Association leaders have a well-considered approach to progressing strategic objectives. Robust systems and processes are in place for reporting, monitoring and evaluating the quality of operations. Information is used to inform decision making and to improve the quality of teaching and learning.
At kindergarten level, priorities are to continue to strengthen:
At governance level, the Ruahine Kindergarten Association have identified that their priorities are to continue to:
Before the review, the staff and management of Riverdale Kindergarten (PN) 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.
Phil Cowie
Director Review and Improvement Services Central
Central Region
30 October 2019
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 | Palmerston North | |
| Ministry of Education profile number | 5264 | |
| Licence type | Free Kindergarten | |
| Licensed under | Education (Early Childhood Services) Regulations 2008 | |
| Number licensed for | 40 children, aged over 2 | |
| Service roll | 55 | |
| Gender composition | Male 29, Female 26 | |
| Ethnic composition | Māori NZ European/Pākehā Other ethnic groups | 4 28 23 |
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates | 80% + | |
| Reported ratios of staff to children | 1:10 | Meets minimum requirements |
| Review team on site | August 2019 | |
| Date of this report | 30 October 2019 | |
Most recent ERO report(s)
| Education Review | March 2016 |
| Education Review | November 2012 | |
| Education Review | May 2009 | |
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:
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.
Riverdale Kindergarten (PN) 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 49 children enrolled, 11 are Maori. All five teachers are qualified and registered.
Since the November 2012 ERO report there has been extensive renovation of the kindergarten building and significant development of the outdoor area.
The recently reviewed kindergarten philosophy emphasises reciprocal relationships, developing dispositions for learning and sustainable practices. Key virtues have been identified to support the enactment of the philosophy.
The November 2012 ERO report identified the need to improve teaching practices, give greater significance to te reo and tikanga Māori and increase the use of self review. Teachers, leaders and the association have responded effectively to these areas. Priorities have been in building relationships and establishing a culture based on supporting learning. The kindergarten is now better placed to promote positive outcomes for children.
Day-to-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 was part of a cluster of 8 reviews in the Ruahine Kindergartens.
A positive tone promotes constructive interactions that supports the learning of all children. Learners self-manage and play cooperatively. They enjoy high levels of interest in learning experiences. The calm and purposeful environment enables children to sustain their involvement in activities.
The environment offers challenge and interest that invites children to explore and become involved in a wide range of activities. Imaginative and creative play is well supported by the many resources that can be adapted to suit children's current interests.
Teachers provide meaningful contexts for children to use and build their literacy and mathematics knowledge and understanding. Regular opportunity is provided for children to extend their oral language and thinking skills. Effort and success is regularly affirmed by teachers.
Teachers develop and maintain positive relationships with parents and whānau. Families are welcomed and participate in the programme as partners in promoting children's learning. Teachers flexibly respond to children with higher needs. An on-line programme records teachers' and parents' communication about learning. Teachers have identified a next step is to develop a more systematic response to aspirations parents have for their children.
Māori concepts, values and te reo Māori are increasingly evident in the curriculum. Teachers actively build their capability and confidence in te reo me ngā tikanga through professional learning.
Teachers and association leaders agree implementation of a bicultural curriculum and promotion of success for Māori as Māori need further development. The recently revised Tiriti o Waitangi policy, and ‘Wise Practice’ document, and the establishment of enduring connections with mana whenua should support these aspects of practice.
Professional learning has supported review and improvement in assessment and planning. There is increased focus on identifying and supporting learning. This continues to develop. Ongoing discussion between teachers allows more meaningful extension of individual children's current interests.
Teachers are reflective and improvement-focused. Internal evaluation is guided by a process developed association-wide. Leaders and teachers should continue to build the use of internal evaluation to inquire into the impact of curriculum decisions on children's learning.
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 operation. Progress is recorded and reflected upon in collaboration with the senior teacher and operations manager. Quality outcomes linked to agreed ‘wise practice’ are 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:
ERO and association leaders agree, teachers should be supported to continue to develop:
Before the review, the staff and management of Riverdale Kindergarten (PN) 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 Riverdale Kindergarten (PN) will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
31 March 2016
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 |
Palmerston North |
||
|
Ministry of Education profile number |
5264 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, aged over 2 |
||
|
Service roll |
49 |
||
|
Gender composition |
Boys 27, Girls 22 |
||
|
Ethnic composition |
Māori |
11 |
|
|
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 2016 |
||
|
Date of this report |
31 March 2016 |
||
|
Most recent ERO report(s) |
Education Review |
November 2012 |
|
|
Education Review |
May 2009 |
||
|
Education Review |
January 2007 |
||
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:
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.