Taihape Kindergarten

Education institution number:
5270
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
49
Telephone:
Address:

Toroa Street, Taihape

View on map

Taihape Kindergarten - 29/04/2019

1 Evaluation of Taihape Kindergarten

How well placed is Taihape Kindergarten to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Taihape Kindergarten is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

Taihape Kindergarten is in the Rangitikei district of Manawatu-Whanganui. Opening hours are Monday to Friday from 8:30am until 2:30pm. Full day places are available for children aged from two to six years.

The kindergarten's valued outcomes for children promote manaakitanga, wairuatanga, rangatiratanga and whanaungatanga.

The area for review and development identified in the December 2015 ERO report has been suitably addressed.

Taihape is one of 15 kindergartens governed and managed by the Whanganui Kindergarten Association Incorporated (the 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 general manager, who is responsible to the board.

Since April 2018, the association's programme of professional learning and development and curriculum implementation has been managed by He Whānau Manaaki o Tararua Free Kindergarten Association Incorporated. An association senior teacher and two senior teachers from Whānau Manaaki provide regular support for teachers.

This review was part of a cluster of 15 in the Whanganui Kindergarten Association Incorporated.

The Review Findings

Children lead their own learning in an environment well organised to support their independence and exploration. They participate enthusiastically in a range of learning experiences. Parents and whānau are warmly welcomed into the kindergarten.

Priorities for children's learning are well-established and highly visible in the curriculum. Children are confident communicators and capable, independent learners.

An online assessment platform is improving information sharing between home and the kindergarten. Teachers value the knowledge and aspirations that parents and whānau hold for their children. Strong relationships with parents supports children's learning.

Children's learning stories show their engagement in activities and experiences. Teachers are continuing to strengthen their approach to reflect children's learning over time and the extent to which assessment is responsive to children's cultural identities.

Teachers work closely with whānau, and a range of external agencies, to meet the needs of children requiring additional learning support.

Te ao Māori is highly evident as an integral part of the kindergarten curriculum. Leaders and teachers are strengthening their approach to supporting Māori children's learning. Well-established relationships with iwi support kindergarten practices.

Transitions into the kindergarten are responsive to children's needs. A range of useful strategies supports older children and whānau as they prepare for their move to school.

Research effectively guides teacher practice. Leaders and teachers continue to refine their evaluative capability. A new framework is assisting them in inquiring more deeply into the curriculum and their teaching, leading to improved outcomes for children.

The governing board is future-focused and has taken appropriate steps to strengthen opportunities for teachers’ professional learning and development. An association-wide appraisal process is in place to support teacher practice in promoting positive learning outcomes for children. Consistency of its implementation across all kindergartens requires strengthening.

Key Next Steps

Association leaders and ERO agree that for ongoing and sustained improvement, staff at Taihape Kindergarten should continue to strengthen assessment practice.

The senior management team of Whanganui Kindergarten Association Incorporated should continue to strengthen the implementation of teacher appraisal.

Management Assurance on Legal Requirements

Before the review, the staff and management of Taihape 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.

ERO identified an area of non-compliance in the service related to health and safety. To meet requirements the service needs to improve its performance in the following area:

  • when children leave the premises on an excursion, the excursion must be approved by the person responsible and an appropriate assessment and management of risk undertaken.
    [Licensing Criteria for Early Childhood Education and Care Centres 2008, HS17]

In order to improve practice the association and teachers should:

  • ensure that at least one of the toilets for use by children is designed to provide them with some sense of privacy
  • improve record keeping in relation to sleeping children.

Since the on-site stage of the review, association leaders have provided ERO with steps taken to address these areas.

Phil Cowie

Director Review and Improvement Services

Central Region

29 April 2019

The Purpose of ERO Reports

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.

2 Information about the Early Childhood Service

Location

Taihape

Ministry of Education profile number

5270

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, aged over 2

Service roll

60

Gender composition

Boys 34, Girls 26

Ethnic composition

Māori
Pākehā
Other ethnic groups

14
44
2

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

March 2019

Date of this report

29 April 2019

Most recent ERO report(s)

Education Review

December 2015

Education Review

September 2012

Education Review

June 2008

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement

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.

Review Coverage

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.

Taihape Kindergarten - 16/12/2015

1 Evaluation of Taihape Kindergarten

How well placed is Taihape Kindergarten to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.

Background

Taihape Kindergarten is one of 14 kindergartens administered by the Whanganui Kindergarten Association. The kindergarten is licensed for 40 children. A mixture of town and country children can attend between 1 and 5 days a week. Sessions operate from 8:30 am to 2:30 pm with an extra hour to 3:30 pm for 10 children who wish to stay longer.

Six qualified and registered teachers bring different strengths, interests and abilities to the team.

The governing body is responsible for setting the overall strategic direction for the organisation. The day-to-day running of the association is the role of the general manager, who is responsible to the board. Two senior teachers are employed to support the learning and development of teachers. Two cultural advisors were recently appointed to support teachers to realise potential and support success for Māori and Pacific children.

There has been significant progress made in relation to the recommendation in the previous September 2012 ERO report to further develop the bicultural programme.

This review was part of a cluster of seven kindergarten reviews in the Whanganui Kindergarten Association.

The Review Findings

Children are highly engaged in a curriculum that is initiated by them and where their contributions are valued. They demonstrate confidence as competent thinkers and explorers, able to take risks and to be challenged, with a strong sense of belonging.

The kindergarten’s philosophy is evident in practice. It focuses on the priorities of literacy, Māoritanga, creativity and moving-to-learn. These are embedded in the programme and teaching practice that has a focus on positive learning outcomes for children. 

The ‘Priorities for Children’s Learning’ kindergarten initiative is guided by the senior teachers’ response to the recent ERO National Evaluation report. A comprehensive, sound and strategic framework is used to strengthen planning, assessment and evaluation processes in each kindergarten.

Children enthusiastically participate in a daily moving-to-learn programme that supports physical and cognitive development.

Whānau are welcomed and valued for their contributions. There is a sense of akō as teachers, parents and children learn alongside one another.

Children with additional needs are well supported in an inclusive environment where children engage in co-operative play and support one another. External agencies, whānau and teachers work in partnership to support children’s progress and development.

Teachers know children well and are responsive to their skills, interests and needs. Teachers communicate visually, orally and through signing to promote children’s language development. They have positive, sensitive and responsive relationships with children, taking time to genuinely listen to children and to explore deeper conversation.

Assessments of learning in children’s portfolios make links to the curriculum priorities. Rich narratives show learners’ engagement, emerging interests and learning over time. The successful implementation of an online assessment tool is providing immediate communication and sharing of learning experiences between the kindergarten, whānau and wider community. Teachers revisit these with children and their families. Teachers are using parent aspirations to inform assessment, planning and programme evaluations and wider internal evaluation.

There has been considerable progress made to strengthening the bicultural curriculum identified in the previous ERO report. Teachers have made a strong commitment to growing their confidence and understanding of te reo me ngā tikanga Māori which are incorporated in the programme. Language, culture and identity of Māori are celebrated. Established links with local iwi support teachers in their work and have contributed to children’s oral language development through waiata and retelling of legends.

Children and their whānau are well supported in their transitions to school. There are ten schools in the Taihape area. Most families live within their own school community. The head teacher has identified the need to strengthen networks with local schools to support children’s transitions.

A well-structured framework is providing teachers with a clear understanding of the purpose and process of internal evaluation. Teachers use research to support their theories. They are making good use of self review to evaluate the impact of teaching and programmes on children’s learning, guide improvement and sustain effective practices. Continuing to strengthen the evaluative aspect of self review is an agreed next step. 

The teaching team is highly collaborative and reflective and has able leadership. The experienced head teacher is growing leadership capability in the kindergarten.

Team professional learning opportunities are aligned with teacher appraisals.

A useful appraisal process supports teachers to reflect on their practice in relation to professional teaching requirements. The leadership team is in the process of implementing a revised approach across the association. This should include focused observations of teachers’ practice in relation to their professional goals. Once the new approach is fully implemented, evaluation of its impact on teachers’ development is a next step for the association.

Key Next Steps

The senior teachers, head teacher, staff and ERO agree to continue to strengthen internal evaluation.

Management Assurance on Legal Requirements

Before the review, the staff and management of Taihape 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. 

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Taihape Kindergarten will be in three years. 

Joyce Gebbie
Deputy Chief Review Officer Central

16 December 2015 

The Purpose of ERO Reports

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. 

2 Information about the Early Childhood Service 

Location

Taihape

Ministry of Education profile number

5270

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children

Service roll

59

Gender composition

Girls 34, Boys 25

Ethnic composition

Māori
Pākehā
Other ethnic groups

26
30
  3

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

November 2015

Date of this report

16 December 2015

Most recent ERO report(s)

Education Review

September 2012

Education Review

June 2008

Education Review

September 2003

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement and Next Review

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.

Review Coverage

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.