51-53 Kiln Street, Silverstream, Upper Hutt
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.
Silverstream Kindergarten is in Upper Hutt. It opens Monday to Friday from 8:30am until 2:30pm. Daily sessional places are available for children aged two to five years.
Silverstream Kindergarten is one of 85 kindergartens and three home-based education and care networks governed and managed by He Whānau Manaaki o Tararua Free Kindergarten Association Incorporated (the association). This is a new kindergarten association created from joining the Rimutaka and Wellington Kindergarten Associations in 2014. This is the first review for this kindergarten since the merger.
Since the previous ERO review, there have been some changes in the teaching team.
The board and managers provide governance for the organisation. Senior teachers have delegated kindergartens. Their role is to provide regular support and a range of professional learning and development opportunities for teachers.
In 2012, the Wellington association developed a framework to guide the implementation of its curriculum, Te Manawa. This document outlines criteria for curriculum delivery including expectations for assessment and planning for children’s learning. Its introduction within this and other ex-Rimutaka Kindergartens occurred during 2015 with each kindergarten adapting it to respond to their community.
The October 2013 ERO report for Silverstream Kindergarten identified a number of areas for review and development. These included: assessment and evaluation of children's learning; self review; and supporting success for Māori and Pacific children. Valuable progress is evident in these areas.
This review was part of a cluster of nine reviews in the He Whānau Manaaki o Tararua Free Kindergarten Association Incorporated.
Clear curriculum expectations for children's learning are evident. Children confidently lead their own learning. They show skills of negotiation and compromise. They share their knowledge and support each other in play.
Teachers are continuing to strengthen assessment and evaluation of children's learning. They have successfully addressed this area for development identified in the previous ERO report. They notice, recognise and respond to children's interests and ideas. Strategies to share good practice and promote consistency across the teaching team are continuing to develop.
Recent organisational and operational changes have had an impact on kindergarten practices. Teachers have identified that the philosophy is in need of urgent review to better reflect their valued outcomes for children and the aspirations of the current kindergarten community. ERO's evaluation affirms this development.
Te ao Māori is evident in kindergarten routines and in conversations. Some teachers are skilled in te reo Māori and are having a positive impact on the practice of their colleagues. Supporting Māori children's learning has been a strategic focus since the previous ERO review and considerable progress is evident. A next step is to continue to strengthen partnerships with whānau Māori to support their leadership of tikanga Māori in the kindergarten.
The needs of children requiring additional learning support are well met. Teachers work collegially with whānau and external agencies to facilitate their play and learning alongside their peers.
There is an ongoing focus on improving teachers' response to Pacific learners. This has led to positive changes in the environment and in teachers' knowledge of Pacific communities.
Children and whānau are warmly welcomed into the kindergarten in a positive, unhurried manner. A useful range of strategies supports older children and families as they prepare for their move to school. An individualised approach is evident.
The senior teacher provides termly written feedback on agreed development priorities and the quality of teaching and learning. An annual internal evaluation supports strengthening of these termly reports. There is a deliberate focus on outcomes for children and teacher/leader performance.
A strengthened appraisal model is being implemented across the kindergartens. This includes focused goals that build teacher and leader capability, and clearer links with the Practising Teacher Criteria. Teachers at Silverstream Kindergarten are continuing to strengthen their appraisal practices.
Emergent leadership is encouraged and supported. It is contributing to enhanced teacher practice and positive relationships across the teaching team.
Self review is continuing to develop. Strengthening the evaluative lens and introducing best practice indicators is having an impact on improving outcomes for children. Teachers and leaders are continuing to embed effective use of internal evaluation across all areas of kindergarten operations.
The senior teacher, senior head teacher, staff and ERO agree on the following key next steps, to:
review the kindergarten philosophy
further develop approaches to support Māori children's learning
continue to embed effective use of internal evaluation.
Before the review, the staff and management of Silverstream 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 Silverstream Kindergarten will be in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
29 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 |
Upper Hutt |
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Ministry of Education profile number |
5321 |
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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 |
60 children, aged over 2 |
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Service roll |
75 |
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Gender composition |
Girls 43, Boys 32 |
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Ethnic composition |
Māori Pākehā Other ethnic groups |
8 55 12 |
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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 |
April 2017 |
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Date of this report |
29 May 2017 |
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Most recent ERO report(s)
|
Education Review |
October 2013 |
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|
Education Review |
April 2010 |
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Education Review |
January 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.
Silverstream Kindergarten is located in Silverstream, Upper Hutt and caters for up to 50 children aged from two to five years. It is a sessional service operating on an all-day licence. At the time of this review the diverse roll of 93 children included nine who identify as Māori and three as Pacific.
The teaching team comprises a head teacher and five fully qualified teachers. They have worked together for three years. The philosophy emphasises the importance of respectful partnerships with families and whānau to enhance children's learning.
The Rimutaka Kindergarten Association (the association) governs the kindergarten effectively and provides senior teacher support. It is committed to maintaining 100% of teachers being qualified. Well-developed policy guidelines clearly outline association expectations for developing the programme and managing day-to-day operation.
The association coordinates the Upper Hutt Professional Learning Community (UPLC) cluster. This focuses on teachers from both the early childhood and primary sectors meeting regularly to support positive transitions to school for children. Silverstream Kindergarten is part of this cluster.
The kindergarten has a positive reporting history with ERO. Areas for improvement from the April 2010 ERO report have been considered and thoughtfully responded to.
This review was part of a cluster of eleven kindergarten reviews in the Rimutaka Kindergarten Association.
The kindergarten philosophy, vision, and values are highly evident in practice. The curriculum is underpinned by Te Whāriki, the early childhood curriculum, and is responsive to children's emerging interests and strengths. While these are noted in records of daily programme discussions, they could be better documented in planning meetings to provide a thread of ongoing programme responses.
There is a strong focus on building relationships with children and their families. Parent aspirations are sought and considered. Parents are part of the daily sessions. Many stay on to play alongside their own and other children.
Portfolios are well presented and provide a good record of children's involvement. Teachers are encouraging children to make decisions about what will be entered and their parents to contribute their own perspectives.
Assessment, planning and evaluation practice has developed. Teachers are making connections between their observations of children and identifying possible learning steps. Consistency across teachers would be helped through documenting shared expectations of practice.
Teachers are welcoming and respectful. They maintain sensitive and responsive relationships with children to foster their emotional wellbeing. They support children to interact positively with others, to be a good friend and a leader. Teachers' response to children with identified learning needs is inclusive.
Children’s contributions are valued. Teachers take time to listen. They provide models of good language use and work with children to enrich their vocabularies. They play alongside children, talking through the activity, questioning and making links to children's home life and previous learning experiences.
Activity areas are well resourced for children's choices. The environment caters for their exploration, physical development and challenge. Children can access and set up equipment according to their interests. Children lead their own learning, frequently assisting and teaching skills to their peers. Play is busy and purposeful, with children choosing to play independently or cooperatively.
Children and whānau are well informed about and supported in their transition to school. Literacy and numeracy skills are taught naturally as opportunities arise.
The teaching team is developing a sound bicultural programme for children to learn about te ao Māori. The next step is to integrate more te reo me ngā tikanga Māori across sessions. As yet, the kindergarten has not specifically consulted with whānau to find out their aspirations for their children's success and to agree how their cultural identity should be upheld.
Pacific and other cultures represented on the roll are not well acknowledged in the environment. Teachers suggest they could improve this by using the languages of the children and displaying culturally appropriate artefacts.
The head teacher is an effective leader who encourages others to learn and grow professionally. Development goals are linked to undertaking leadership and incorporated in appraisal. This process affirms good practice and identifies teacher’s next steps for development. The head teacher's support is supplemented with advice and guidance from the association's senior teachers who promote regular professional development and systems that focus on fostering outcomes for children.
Progress toward strategic and annual goals is monitored through processes for self review. Evaluation of effectiveness is likely to be more focused with the use of agreed measures of success.
ERO and the teaching team agree that next steps include:
Before the review, the staff and management of Silverstream 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 Silverstream Kindergarten will be in three years.
Joyce Gebbie
National Manager Review Services Central Region (Acting)
22 October 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 |
Upper Hutt |
||
|
Ministry of Education profile number |
5321 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
50 children aged over 2 |
||
|
Service roll |
93 |
||
|
Gender composition |
Boys 43, Girls 50 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Pacific Other ethnic groups |
9 72 3 7 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Under 2 |
N/A |
|
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
August 2013 |
||
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Date of this report |
22 October 2013 |
||
|
Most recent ERO report(s)
|
Education Review |
April 2010 |
|
|
Education Review |
January 2007 |
||
|
Accountability Review |
May 2003 |
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.