473 Bedford Road, RD8, Te Kowhai
View on mapNot well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Te Kowhai Kindergarten is located in the rural settlement of Te Kowhai, 10 kilometres North West of Hamilton. It is one of 29 kindergartens located in the Waikato region and is licenced for 40 children from two years to school age. The kindergarten offers full-day education and care and flexible attendance hours to meet the needs of families. All teachers are qualified and registered teachers. The organisation provide 20 hours for all children.
The kindergarten operates under the umbrella of the Waikato Kindergarten Association (WKA), which is a charitable trust, and does not operate for profit. The strategic direction of the association is guided by the overarching statement, ‘Every child reaching their full potential’. The WKA has a commitment to providing quality, inclusive services that effectively meet the diverse educational needs of all children attending.
All kindergartens in WKA are involved in sustainable programmes promoting the care of people and environment, such as Enviroschools, Sport Waikato Under 5 Energise and a ‘Cool for School’ Transition programme. A kaumātua from Tainui provides advice, guidance and support to the organisation. The kindergarten's education, operational and administrative responsibilities are well supported by Association specialist personnel.
Since the 2015 ERO review there has been some staff changes and a new head teacher appointed. Teachers are currently reviewing the kindergarten philosophy to develop a shared understanding of the team values for learning. Teachers have responded well to the 2015 ERO findings, they have strengthened assessment practices. They have also developed relationships with the local iwi and Kōhanga Reo. In addition there has been an increase in the use of te reo and tikanga Māori throughout the daily programme. The kindergarten belongs to Hamilton North West He Waka Eke Noa Community of Learning|Kāhui Ako (COL), consisting of local schools and early childhood services.
This review was part of a cluster of five reviews in the Waikato Kindergarten Association.
Te Kowhai Kindergarten is well placed to promote positive outcomes for children's learning. Teachers have established close, trusting and reciprocal relationships with children and their families. Children are well supported to develop a sense of belonging and wellbeing.
Teachers use the community as an integral part of learning. Strong links to the local community continues to be a feature of the service. The well-prepared kindergarten environment stimulates children's curiosity and encourages them to investigate and explore. Access to high quality resources support children to revisit and build on prior learning. Visits to other places in the community broaden children's learning experiences. Children enjoy learning in meaningful contexts.
Children experience an inclusive environment. They enjoy a rich curriculum that caters for their diverse interests, abilities and needs. Literacy, mathematics and other curriculum areas are well supported. Play spaces are well designed and children have ready access to high quality equipment and resources. Children are empowered to take responsibility for their learning and support others. Tuakana/teina relationships support leadership opportunities where children share their strengths and knowledge with their peers. This strongly supports the learning of others.
Māori children's language, culture and identity are affirmed by teachers' frequent use of te reo Māori, inclusion of kaitiakitanga and incorporation of Māori world views. This is reinforced through sustainable practices where children learn to care for the environment. Participation in noho marae and inclusion in the local school kapa haka performances support all children to experience success in learning.
Teachers use a wide range of intentional teaching strategies. They notice children's interests and skilfully respond to teachable moments. During conversations and through their play, children are encouraged to problem solve, think critically and use their imagination. Children's communication skills and social competencies are encouraged and are naturally included throughout teaching and learning interactions. Children are developing as capable and confident learners.
Teachers understand and value the importance of working in partnership with families. Assessment portfolios are regularly shared with parents and available online. Parents' aspirations for their child's learning is discussed and shared with teachers. These aspirations are used by teachers to support children's transitions into the kindergarten. Children's transitions to school are also well supported. Regular visits to the local school supports familiarity with the school environment. Learning summaries are shared with the school, which highlight children's life-long dispositions and support the transition process.
Effective assessment, planning and evaluation processes are evident in the kindergarten. Individual portfolios provide a valuable record of children's learning while at the kindergarten. Teachers have recently introduced a new individual planning system for all children. This new system involves parents, and should further support children's learning pathways, which prepare children for future learning. The system should also further assist teachers to inquire into the effectiveness of their own practice.
Children whose learning requires additional support experience success in learning. Teachers contribute to individual education plans for these children working collaboratively with parents and other community specialists.
Kindergarten leadership is effective. Internal evaluation processes for regular and planned review are well established. Leaders contribute to ongoing development and improvement of teacher practice, the programme, and promote positive outcomes for children. As part of the philosophy development the team has joined the Hamilton North West Community of Learners|Kāhui Ako, He Waka eke Noa (CoL). This collaborative journey alongside other ECE and primary teachers promotes a shared understanding of educational practices that support smooth transitions on to school.
The WKA provides sound, comprehensive systems, policies and procedures to guide kindergarten practice. The association teachers have access to ongoing and targeted professional development to support improved practices and lead to improved outcomes for children. Education Support Managers work closely with the head teacher and provide well-informed professional leadership to support kindergarten operations. Effective governance by WKA is contributing to high-quality, inclusive and equitable services for children.
ERO, together with the teaching team, have agreed the next steps for ongoing development is for teachers to develop a shared philosophy of learning. This should include research and inquiry into best practice and also comprise of collaborative practices that support successful transition to school.
Before the review, the staff and management of Te Kowhai 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:
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 Te Kowhai Kindergarten will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
Te Tai Miringa - Waikato / Bay of Plenty Region
16 February 2018
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 | Hamilton | ||
| Ministry of Education profile number | 34037 | ||
| Licence type | Free Kindergarten | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 40 children, including up to 0 aged under 2 | ||
| Service roll | 58 | ||
| Gender composition | Boys 33 Girls 25 | ||
| Ethnic composition | Māori Pākehā Other | 5 50 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 2017 | ||
| Date of this report | 16 February 2018 | ||
Most recent ERO report(s)
| Education Review | February 2015 | |
| Education Review | October 2012 | ||
| Education Review | November 2009 | ||
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.
Te Kowhai Kindergarten is located in the rural settlement of Te Kowhai, approximately 10 kilometres north west of Hamilton. The kindergarten provides a school day service, with flexibility for sessional and shared places. There are 45 children enrolled of whom one is identified as Māori.
The kindergarten has a very positive reporting history with ERO. The leadership and teaching team has remained stable since the previous 2012 ERO report. The kindergarten philosophy reflects the principles of Te Whāriki, the early childhood curriculum. It seeks to provide an environment that is welcoming, safe and stimulating where respectful relationships are fostered. Children are to be empowered by a curriculum that is responsive to their interests and strengths, and encourages them to become confident, competent life-long learners.
The kindergarten operates under the umbrella of the Waikato Kindergarten Association (WKA), which is a charitable trust, and does not operate for profit. The strategic direction of the association is guided by the overarching statement, ‘Every child reaching their full potential’. The WKA has a commitment to providing quality, inclusive services that effectively meet the diverse educational needs of all children attending. All WKA kindergartens provide an Enviroschool focus, which is a key curriculum feature to encourage children to better understand caring for the environment.
The Education Service Manager (ESM) monitors and reports to the association on the kindergarten’s quality of education. A kaumātua from Tainui provides advice, guidance and support about Māori language, culture and identity. The kindergarten’s administrative responsibilities are well supported by association personnel.
The kindergarten benefits from the WKA’s clear guidelines and expectations for practice and the availability of good self-review processes for monitoring and evaluating the quality of education and care it provides for children.
This review was part of a cluster of five kindergarten reviews in the Waikato Kindergarten Association.
Te Kowhai Kindergarten is well placed to promote positive learning outcomes for children.
A feature of the kindergarten is the strong sense of community it has established. This promotes meaningful partnerships amongst the teaching team, children, their families and local schools. Children are supported to develop a sense of belonging and wellbeing, and there are high expectations for considerate behaviour. Kindergarten routines and the programme foster children’s social skills and communication. Relationships at all levels of the kindergarten community are affirming, sensitive and caring. Teachers know children well and are highly responsive to their physical and emotional care needs and education interests.
The teaching team has made deliberate efforts to strengthen bicultural aspects of the kindergarten programme. The identity, language and culture of children and their families are regularly affirmed. The kindergarten should continue its development of bicultural practices.
Children have ongoing accesses to a wide range of quality resources, and are encouraged to initiate their own learning. Teachers engage children in extended learning conversations that promote and model problem solving, reflection and creativity. Children have many opportunities to be involved in sustained and complex play. Written and oral language skills are successfully promoted through well-developed sign-in routines, the sharing of books and the print-rich environment. The language and concepts of early mathematics are encouraged through conversations that involve positional terms, and the opportunities for children to engage with measuring activities and manipulative puzzles.
The attractive environments stimulate children’s curiosity, and encourage them to engage and explore. Outdoor play areas in particular allow for physical challenge and promote children’s respect for, and appreciation of, the natural world. The life cycles of different animals are keenly followed by children at appropriate times of the year. The extensive gardens encourage children to be involved with caring for plants.
Children and their families are well supported through times of transitions. Teachers take an individualised approach to supporting children new to the kindergarten. Older children are encouraged to take leadership roles by assuming increased responsibility for the wellbeing and learning of younger children. There is a highly effective transition-to-school programme that includes visits to and from local schools.
Teachers work collaboratively to assess, plan and evaluate children’s learning and the effectiveness of their programmes. They are involved in ongoing professional learning and are up-to-date with recommended best practice in early childhood education.
Teachers share their observations of children’s emerging interests and strengths, and use them to plan responsive programmes and complete well-illustrated, individual assessment portfolios. These portfolios are regularly shared with parents as documents and electronically on-line. Parents are encouraged to contribute to their own child’s assessments. Families have opportunities to meet with teachers to share their aspirations and discuss children’s learning and progress.
The head teacher and ESM provide highly effective leadership for staff and the kindergarten community. Together they set high expectations for reflective practice and model a commitment to ongoing professional learning. The head teacher contributes to professional and curriculum development within the association. Self review is well developed and involves working with evidence to achieve further improvements in educational outcomes for children. The teaching team recognises that areas for ongoing review include the:
ERO, the ESM and teaching team agree that the use of the assessment portfolios could be extended to:
Before the review, the staff and management of Te Kowhai 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:
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 Te Kowhai Kindergarten will be in three years.
Dale Bailey
Deputy Chief Review Officer Northern
3 February 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 |
Te Kowhai, Waikato |
||
|
Ministry of Education profile number |
34037 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, including up to 0 aged under 2 |
||
|
Service roll |
45 |
||
|
Gender composition |
Girls 23 Boys 22 |
||
|
Ethnic composition |
Māori Pākeha |
1 44 |
|
|
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 2014 |
||
|
Date of this report |
3 February 2015 |
||
|
Most recent ERO report(s) |
Education Review |
October 2012 |
|
|
Education Review |
November 2009 |
||
|
Education Review |
December 2006 |
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.