Taradale Kindergarten - 26/09/2019

1 Evaluation of Taradale Kindergarten

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

Not well placed

Requires further development

Well placed

Very well placed

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

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

Background

Taradale Kindergarten is open for children aged over two from 8.30am until 2.30pm. The kindergarten has a high waiting list and children are all aged over three. Many children share places. At the time of this ERO evaluation there are 65 children attending, including seven Māori children.

The valued outcomes stated in the kindergarten philosophy, Te poutama iti - Together little steps lead to big success, encourage children to develop self confidence and skills for life. Making connections with family/whānau, community and the wider world are expectations expressed in the philosophy.

Taradale Kindergarten is one of 16 kindergartens operating under the governance and management of the Napier Kindergarten Association (the association). The governing board is responsible for setting the overall strategic direction for the organisation. The day-to-day operation of the association is the role of the general manager. Two education managers provide teaching and learning support for teachers. The board employs a Pou Whakarewa Mātauranga (Professional Practice Advisor Māori) to work alongside all association personnel to continue to strengthen cultural responsiveness.

The teaching team has responded positively to the key next steps identified in the December 2015 ERO report and these continue to be areas for the kindergarten to strengthen.

This review was part of a cluster of 16 kindergarten reviews in the Napier Kindergarten Association.

The Review Findings

Children benefit from the strong partnerships and relationships evident throughout the kindergarten. A high number of parents are active committee members. Several community members spend time at the kindergarten working alongside teachers to support children's learning. Teachers value the contribution and participation of volunteers, parents and whānau in their children's learning. The knowledge that parents have and share with the teaching team about their children, supports ongoing curriculum development.

Children engage in a wide range of meaningful learning experiences. They are empowered to lead their own learning. Teachers value children's ideas, choices and opinions and encourage exploration to support their developing working theories. Literacy, mathematics, science and physical activity are strong features of the local curriculum. Children are encouraged to problem solve and extend their thinking.

Through the broad curriculum children make strong connections with the local community. A growing strength of the kindergarten is the building of cultural responsiveness to further support Māori children and their whānau to experience success. The teaching team, children and their families are developing their knowledge of the Māori world and the significance of local landmarks. Māori children see that their language, culture and identity are valued.

Warm and caring relationships between children and teachers provide a strong foundation for learning. Assessment captures and documents children's emerging interests and engagement in the life of the kindergarten. Portfolios are regularly accessed by children and whānau are encouraged to contribute and share children's learning experiences. Further strengthening assessment, planning and evaluation is needed to clearly show children's deepening and increasing complexity of learning and reflecting individual children's language, culture and identity.

Inclusive practices support all children to participate fully in all aspects of the programme. Teachers work diligently with local schools and children and their parents, to make transitions in to and out of the kindergarten a positive experience. Children's social development is well promoted.

The teaching team has continued to strengthen internal evaluation. Teachers demonstrate a growing appreciation of how internal evaluation impacts on the effectiveness of actions they take to make changes across all aspects of the kindergarten operation. Education managers should further strengthen internal evaluation practices to support teachers to know how well their actions improve outcomes for children.

The governing board is future-focused and has developed a clear strategic direction to meet the diverse needs of its communities. Board members value diversity of viewpoints and gather community and employee voice to inform decision-making. Regular reporting by the education managers is useful in identifying how strategic teaching and learning goals are being addressed.

The board places importance on developing teachers' capabilities. Targeted and deliberate building of cultural responsiveness supports Māori children and their whānau to experience success. An association-wide appraisal process is in place to support teacher practice in promoting positive learning outcomes for children. Further strengthening of the appraisal process, including targeted observations, should support teachers to determine how well they are progressing and actively encourage them to improve their effectiveness.

Key Next Steps

Teachers at Taradale Kindergarten should continue to strengthen:

  • assessment, planning and evaluation with a more deliberate focus on individual children's learning outcomes and reflecting children's language, culture and identity

  • internal evaluation for improvement.

Education managers should continue to promote sustained improvement and innovation through strengthening:

  • evaluation, inquiry and professional guidance

  • the appraisal process.

Recommendation

Education managers should strengthen their understanding and use of internal evaluation to systematically evaluate their practices and the impact of these on outcomes for children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Taradale 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.

Phil Cowie

Director Review and Improvement Services Central

Central Region

26 September 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

Napier

Ministry of Education profile number

5286

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

43 children aged over 2

Service roll

65

Gender composition

Male 34, Female 31

Ethnic composition

Māori
NZ European/Pākehā
Other ethnic groups

7
46
12

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

26 September 2019

Most recent ERO report(s)

Education Review

December 2015

Education Review

October 2012

Education Review

June 2009

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.