5 Farmer Street, Kamo, Whangarei
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Te Kamo Kindergarten is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Te Kamo Kindergarten is one of 22 kindergartens governed and managed by the Northland Kindergarten Association (NKA). The kindergarten draws children from a wide geographic area and an increasingly diverse community. It provides six-hour sessions for 30 children over two years of age.
The kindergarten's philosophy values te reo and tikanga Māori, ako (community of learners), ngā hononga (relationships), and te taiao (environment). It references Te Tiriti o Waitangi and Te Whāriki, the early childhood curriculum, as guiding documents.
The kindergarten teaching team includes a head teacher, two other registered teachers, an administrator, and a qualified lunch-cover staff member.
ERO's 2015 report noted next steps to build on existing good practices. Areas for development included evaluation, partnerships with whānau, and teachers' understanding of effective practices. Since 2015 the kindergarten has progressed these areas and established strong connections with the local primary school as well as other schools close by.
This review was part of a cluster of nine kindergarten reviews in the Northland Kindergarten Association.
Children are confident and settled. They respond positively to the warm individual greetings from teachers and their peers. They play frequently in cooperative groups, with high levels of conversation and friendship. Teachers' focus on physical literacy promotes, and challenges children to try, new ways of moving to keep fit. The addition of a healthy heart focus on nutrition has been embraced by whānau and children.
Children are empowered to be autonomous and have a strong sense of belonging in the kindergarten. Teachers prompt children's investigations and support play. They engage children in reciprocal conversations about their interests. Children cheerfully share news and ideas with teachers.
Teachers have a strong focus on improving their implementation of a bicultural curriculum. Their work with a local kaumātua is evident in displays, children's portfolios and the use of te reo Māori. Children are familiar with aspects of tikanga Māori and demonstrate tuakana/teina relationships in their play.
A challenge that teachers have met well is the inclusion of two-year-old children in the roll. Teachers have made deliberate moves to ensure that children have a sense of safety in the kindergarten. They monitor the younger children, suggesting play options and supporting their growing social competence. Children play with increasing confidence.
Te Kamo Kindergarten has gone through a period of change and significant growth since ERO's 2015 review. The new teaching team has carefully considered and established a philosophy and team culture that is having a positive impact on outcomes for children. Distributed leadership recognises the interests and strengths of team members and has led to a variety of new initiatives that benefit children and their whānau. Teachers' deep reflection ensures that children's needs, interests and strengths are discussed and form the basis of curriculum planning.
Teachers have formed effective relationships with whānau, engaging in meaningful conversations that benefit their children. Teachers, children and parents planned and constructed a protective shelter for the mud kitchen that supports extended play well. Teachers are working diligently to be more actively welcoming and inclusive to those with English as an additional language.
Teachers have embraced NKA's professional development opportunities and new ideas from their professional practice manager. Teachers' knowledge of current good practice has grown and brought a sense of achievement about positive outcomes for children. Internal evaluation is well established and guides decision making. Teachers share their knowledge about children's learning with each other and discuss next steps for building on children's interests and skills.
The Association provides a comprehensive policy and procedure framework that sets clear expectations and guides teachers’ practice. It has developed relevant appraisal and teacher inquiry processes that reflect the Teaching Council’s guidelines. Each kindergarten’s annual plan aligns to the Association’s strategic vision, values and goals. NKA employs a speech language therapist and seconds a social worker from Family Works to provide targeted support for children, whānau and teachers.
Professional practice managers (PPM) regularly visit kindergartens to provide leadership and curriculum guidance for teachers. A Pou Whakarewa Tikanga Māori Advisor works closely with teachers to increase their understanding of and focus on authentically threading te ao Māori into learning programmes. There is an organisation-wide emphasis on providing high quality resources and equipment for children. Leaders and teachers value and respect the thoughtful use of natural resources.
The teaching team agrees that their key next steps are to:
continue strengthening assessment, planning and evaluation to more clearly align with their high expectations of progress in their teaching
prompt children's thinking about their next steps in learning as a way of giving them more ownership of their own learning.
Key next steps for Association-wide development include:
further developing assessment, planning and evaluation processes
deepening understanding of evaluative thinking and internal evaluation processes to measure the effectiveness of systems and practices across the Association.
Before the review, the staff and management of Te Kamo 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.
Steve Tanner
Director Review and Improvement Services Northern
Northern Region
15 August 2019
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 |
Kamo, Whangarei |
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Ministry of Education profile number |
5012 |
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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 years |
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Service roll |
34 |
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Gender composition |
Boys 21 Girls 13 |
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Ethnic composition |
Māori |
13 |
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Percentage of qualified teachers |
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 |
June 2019 |
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Date of this report |
15 August 2019 |
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Most recent ERO report(s) |
Education Review |
September 2015 |
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|
Education Review |
February 2012 |
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|
Education Review |
September 2008 |
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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:
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.
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.
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.
Te Kamo Kindergarten, located north of Whangārei, provides six hour sessions for up to 30 children between two and five years of age. Half of the children enrolled have Māori heritage. The kindergarten’s philosophy is based on respectful relationships that celebrate the languages and cultures of children and families/whānau.
In the past three years the kindergarten has undergone change. The kindergarten was renamed Te Kamo Kindergarten in 2014. The roll reduced and session hours were extended to meet the changing needs of the community.
A new teaching team has worked to maintain the positive features identified in ERO’s 2012 report. These include providing a programme that is responsive to children’s interests and further strengthening partnerships with families/whānau. The outdoor environment and resources have been enhanced.
The kindergarten operates as part of the Northland Kindergarten Association. The Association provides governance, leadership and policy frameworks to meet operational management expectations. Association personnel assist teachers to maintain good standards of health and safety and to improve the quality of educational programmes. The Association’s Pūmanawatanga Plan reflects a commitment to Te Tiriti o Waitangi and support for the development of bicultural practices across the organisation.
This review was part of a cluster of 10 kindergarten reviews in the Northland Kindergarten Association.
Children are confident communicators who develop respectful friendships and positive relationships with teachers and other children. They negotiate, problem-solve and ask questions to direct their own learning. Flexible routines support children’s decision-making and uninterrupted play.
Children demonstrate a sense of belonging. They enjoy opportunities to take on leadership roles. Children are becoming increasingly knowledgeable about Māori protocol, including mihi whakatau, karakia and waiata. Māori children experience an environment where te reo me ona tikanga Māori is an authentic and valued part of the kindergarten’s programme.
Teachers warmly welcome children and their families. They interact respectfully with and listen carefully to children, providing resources to support their exploration and learning. As a result of professional learning, teaching practices empower children to take responsibility for and manage their own behaviour. Teachers are committed to increasing their knowledge of tikanga and use of te reo Māori in the programme.
The programme reflects Te Whāriki, the early childhood curriculum, and promotes positive outcomes for children. Teachers work together to respond to children’s individual and group interests. Systems to assess and plan for children’s learning are evident. Children’s strengths, interests and participation in the programme are clearly shown in attractive learning records.
Teachers value the information that parents share about their child’s home and community experiences. Teachers are working deliberately to further enhance positive relationships with families. More regularly seeking parent’s aspirations and sharing how parents' suggestions have been responded to could further strengthen partnerships with families.
The teaching team is continuing to develop a shared understanding about effective teaching practices. Individual skills and strengths are contributing to team development. Teacher appraisal and self-review systems are used well to reflect on progress. Clearly defined long-term and annual goals guide ongoing improvement.
The Northland Kindergarten Association provides effective governance for kindergartens. Its long-term direction focuses on making decisions to improve learning outcomes for children. Positive strategies include:
Association leaders are considering ways to enhance teacher appraisal processes and systems for self review. ERO recommends that the Association strengthens systems to ensure that all health and safety requirements are being implemented.
To build on existing good practices teachers agree they could:
Before the review, the staff and management of Te Kamo 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.
In order to improve current practices, the service provider should ensure that teachers implement earthquake evacuation procedures, as previously identified in ERO’s 2012 report.
The next ERO review of Te Kamo Kindergarten will be in three years.
Graham Randell
Deputy Chief Review Officer Northern (Acting)
9 September 2015
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 |
Kamo, Whangarei |
||
|
Ministry of Education profile number |
5012 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, including up to 0 aged under 2 |
||
|
Service roll |
37 |
||
|
Gender composition |
Girls 20 Boys 17 |
||
|
Ethnic composition |
Māori Pākehā other |
20 15 2 |
|
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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 |
June 2015 |
||
|
Date of this report |
9 September 2015 |
||
|
Most recent ERO report(s) |
Education Review |
February 2012 |
|
|
Education Review |
September 2008 |
||
|
Education Review |
June 2005 |
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.
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.