120 Havelock Street, Riverton
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Riverton kindergarten is licensed for 30 children aged from 2 years to school age. Up to 20 children attend between 8:30am and 1:30pm for up to five sessions a week. Some families travel long distances for their children to attend.
The kindergarten is governed by Kindergartens South (KS). The kindergarten receives regular support from senior teachers. The kindergarten is led by an experienced head teacher and teachers.
After the 2014 ERO review senior teachers supported the teachers to develop action planning to address the key next steps for improvement. The head teacher and teachers have made good progress in addressing the next steps, particularly in strengthening bicultural practices.
This review was part of a cluster of fourteen kindergarten reviews in the Southland Kindergarten Association (trading as Kindergartens South).
Teachers provide a rich and interesting curriculum that promotes positive outcomes for children. Teachers have identified priorities for learning but these could more specifically included in the kindergarten philosophy. The kindergarten's vision to be visible in and connected to the local community is strongly evident. Children learn about the bush and sea environments and about local history. Local people enrich children's learning by sharing their knowledge and talents. Over time, teachers intentionally weave the localised curriculum into experiences that support children's mana and sense of whanaungatanga and kotahitanga.
Teachers also deliberately support children's:
oral language skills
growing knowledge of mathematics and early literacy
dispositions to learn such as independence and making choices
tuakana/teina and skills to be friends.
Children with diverse needs are thoughtfully provided for. Teachers are increasingly supporting children who have English as a second language. Children's transitions into kindergarten and to school are well supported by teachers.
Children experience enriched bicultural programmes and practices. The head teacher has led a planned approach to develop teachers' knowledge and implement a culturally responsive curriculum. Teachers have plans in place to continue developing their cultural competencies. Children’s culture and language is acknowledged and well supported in the programme. Teachers need to continue to find ways to improve assessment practices to show:
Māori children progressing well and succeeding as Māori
how they value the diverse language and cultures of other children attending.
Teachers have identified that planning, assessment and evaluation is a work in progress. Best examples show the genuine partnerships teachers and whānau have as they work together to support children's learning. In records of individual and group learning teachers need to:
clearly identify the desired learning outcomes and the strategies and experiences to support these
show their role in supporting the learning
evaluate the effectiveness of the strategies and experiences in supporting learning.
Teachers have used internal evaluation to make improvements. Teachers need to continue to grow their understanding of inquiry and analysis to deepen and strengthen internal evaluation.
The kindergarten benefits from ongoing and well-planned professional learning and development and is well supported by the Senior Teachers. A new appraisal system is being introduced, further development is required to include expectations for observations and explicit links to Tātaiako.
The kindergarten receives good support from KS. The KS board has a clear strategic vision that outlines key priorities for development. The next step is to ensure explicit alignment of these priorities to each kindergarten's long term planning. The board has identified that internal evaluation practice is not strong at board level. The board needs to receive evaluative reporting of how well these plans and other initiatives have been enacted and the impact on children’s learning.
The key next steps for the head teacher and teachers with the support of the senior teachers are to:
include desired outcomes for learning in the philosophy
continue to develop planning, assessment and evaluation
strengthen internal evaluation.
Next steps for the board are to:
ensure the appraisal system continues to be developed and embedded
develop and use rigorous internal evaluation practices
ensure explicit alignment of kindergarten planning to implement the KS strategic goals
receive evaluative reporting of progress towards the strategic goals
Before the review, the staff and management of Riverton 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.
The next ERO review of Riverton Kindergarten will be in three years.
Dr Lesley Patterson
Deputy Chief Review Officer Southern (Te Waipounamu)
24 May 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.
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Location |
Riverton |
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Ministry of Education profile number |
5526 |
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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 |
30 children aged over 2 |
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Service roll |
29 |
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Gender composition |
Girls: 17 Boys: 12 |
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Ethnic composition |
Māori |
7 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
March 2017 |
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Date of this report |
24 May 2017 |
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Most recent ERO report(s)
|
Education Review |
December 2013 |
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Education Review |
October 2010 |
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Education Review |
May 2007 |
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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.
Riverton Kindergarten is located in a small coastal town south of Invercargill. Children attend from the Riverton township and outlying farming areas. The kindergarten provides extended morning sessions for up to 20 children aged from two-to-five years.
Recently there have been many staff changes. At the time of this review the teachers had only been together a short time and ERO found they were working well as a team. They have received good support from the Southland Kindergarten Association through this transition. The teachers aim to provide an environment where children experience success and enjoy a wide variety of learning experiences.
This review was part of a cluster of 23 kindergarten reviews in the Southland Kindergarten Association.
The new teaching team has made it a priority to develop warm, caring relationships with children and their whānau. Parents and younger siblings are made welcome and encouraged to stay during the sessions. Teachers are finding ways to involve parents more in the life of the kindergarten. They are also exploring ways of gathering parents’ wishes about what they want their children to learn. They are working to establish relationships with the local community, through visits to the local school and making links with the other early childhood centre.
The kindergarten has a relaxed atmosphere and an unhurried pace. Children have good friendships and fun with each other and their teachers. They are confident and settled in the programme.
Children benefit from a programme where they:
Teachers have worked hard to develop routines that support children’s independence. They have clear expectations for learning and behaviour. They use some effective teaching strategies to support children’s thinking and exploration. Children take part in a range of engaging experiences, outings and activities that relate to their interests and home life.
Kindergarten South governors consulted widely when developing the vision and goals that guide the long-term direction of the association. They have high expectations that the association and each kindergarten will:
The association is committed to transforming each kindergarten’s outdoor play area. Children now play and learn in attractive and natural environments.
Governors and staff have a clear understanding of the roles of governance and management in the association. They have developed a useful policy framework and guidelines that support the day-to-day and long-term operation of the kindergartens.
The advisory support teachers provide useful feedback and guidance to staff and endorse the high expectations set by the board of governors. Riverton Kindergarten benefits from strong ongoing support from the general manager and other association staff.
The teachers have identified, and ERO agrees, that the next steps are to continue:
Before the review, the staff and management of Riverton 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 Riverton Kindergarten will be in three years.
Graham Randell
National Manager Review Services Southern Region
13 December 2013
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 |
Riverton, Southland |
||
|
Ministry of Education profile number |
5526 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, two-to-five years |
||
|
Service roll |
35 |
||
|
Gender composition |
Boys: 20 Girls: 15 |
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Ethnic composition |
Māori NZ European/Pākehā German Asian |
4 29 1 1 |
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Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
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Reported ratios of staff to children |
Under 2 |
N/A |
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Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
September 2013 |
||
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Date of this report |
13 December 2013 |
||
|
Most recent ERO reports
|
Education Review |
October 2010 |
|
|
Education Review |
May 2007 |
||
|
Education Review |
October 2004 |
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.