Tamatea Kindergarten - 12/10/2012

1 Evaluation of the Service

How well placed is the service to promote positive outcomes for children?

Tamatea Kindergarten is very well placed to promote positive outcomes for children.

Context

Tamatea Kindergarten is governed and managed by the Napier Kindergarten Association. It caters for 61 children between three and five years of age. Ten children identify as Māori. Older children attend morning sessions. Those new to the kindergarten attend for shorter afternoon sessions. The present teaching team was permanently established at the end of 2011.

Programmes to foster thinking and values are woven throughout the curriculum and promote a holistic approach to children’s learning.

This review was conducted as part of a cluster approach to reviews in fifteen early childhood education services within the Napier Kindergarten Association umbrella organisation.

The Review Findings

The kindergarten philosophy is strongly evident in practice. High quality teaching empowers children to lead their own learning. Activities and daily routines, such as process cooking, are effectively resourced and foster children’s abilities to self-manage. Teachers skilfully extend children’s learning and challenge their thinking. They support children to make choices, solve problems and work together. As a result, children engage in sustained, purposeful and increasingly complex play and investigation.

Interactions demonstrate high levels of respect and care. Children have strong, affectionate relationships with their teachers. Significant events and achievements in children’s lives are celebrated and shared with families and whānau. Their transitions to school are effectively supported by a range of carefully considered strategies.

The kindergarten is highly inclusive and embraces diversity. Teachers recognise the importance of whanaungatanga. The kindergarten’s Māori vision statement is the result of collaboration between staff and parents. Te reo me ngā tikanga Māori is spontaneously woven throughout activities and routines. Teachers are working with a local kaumatua to ensure that current practices continue to develop. Children with special needs are well supported and staff liaise with other educational and health professionals to ensure that specific needs are met.

Parents’ contributions are highly valued. Regularly updated notice boards and workshops keep them well-informed about the programme and about recent initiatives in early childhood education. Parents spoken with by ERO commented that teachers are approachable, supportive and provide a welcoming environment. Children’s portfolios effectively highlight their learning over time. The format successfully encourages contributions from families and whānau and supports partnership in children’s learning.

There is a strong focus on self-improvement through professional learning and development (PLD). Training choices are considered in relation to the needs of children and the kindergarten community. PLD is effectively supported by the Association. Self review is developing well. Teachers are growing their appreciation of its value and have identified this as an area for reflection and further fine tuning.

ERO and teachers agree that self-review and reflection should continue to be developed to maintain high quality outcomes for children.

Teachers work collegially together. The head teacher promotes a distributed leadership model across the kindergarten and encourages staff and children in leadership roles. High levels of collaboration and a shared understanding across the staff underpin the empowering environment for children.

2 Legal Requirements

Management Assurance on Legal Requirements

Before the review, the staff and management of Tamatea 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.

3 Next Review

When is ERO likely to review the early childhood service again?

ERO is likely to carry out the next review in three years.

Joyce Gebbie

National Manager Review Services

Central Region (Acting)

Information about the Early Childhood Service

Location

Napier

Ministry of Education profile number

5285

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

46 children aged over 2 years

Service roll

61

Gender composition

Male 32, Female 29

Ethnic composition

NZ European/Pākehā

Māori

Other ethnic groups

44

10

7

Review team on site

August 2012

Date of this report

12 October 2012

Most recent ERO report(s)

Education Review

Education Review

Accountability Review

May 2009

March 2006

March 2002