Te Rawhiti Kindergarten - 23/11/2012

1. Evaluation of the Service

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

Te Rawhiti Kindergarten is well placed to promote positive outcomes for children.

Context

Te Rawhiti Kindergarten, Raumati South, operates under the auspices of Kapiti Waldorf Trust and is situated within the Te Ra Waldorf School grounds.

Education and care is based on the philosophy of Rudolf Steiner. Children learn through authentic experiences, imitation and interactions with others. Teachers are responsive, caring and provide a warm and homely environment.

Since the June 2006 ERO review redevelopment has occurred to the outdoor environment.

The Review Findings

Children display a strong sense of belonging. They confidently initiate and extend cooperative and imaginative play and demonstrate well-developed social and practical life skills. There is ample time for self-directed play and wonderings.

The programme strongly reflects the Steiner philosophy and Te Whāriki, the early childhood curriculum. Well-defined daily rhythms are evident. Programme planning reflects the kindergarten’s special character. Routines are well known and give children a sense of security in being able to predict what will happen next.

Children learn in a calm and purposeful environment. Their respect for the living world is supported through real life experiences. A wide range of equipment and resources is provided that encourage exploration and experimentation. Children are highly engaged in purposeful activity. Sustained play in chosen activities is fostered.

Children experience positive relationships with their teachers and each other. Staff are welcoming to children, their parents and whānau. They know children well and foster an inclusive culture. Families are kept well informed about their children’s participation in the programme. A high level of parent engagement and commitment to the Steiner philosophy is evident.

Te Rawhiti Kindergarten and Te Ra Waldorf School have a close working relationship. Successful transitions are supported by effective partnerships between families, the kindergarten and the school.

Detailed information is collated about each child and teachers use this to target support for children’s physical and social learning. Parent engagement is evident in this process. Assessment reflects children’s progress, development and their relationships with others.

Leaders show a strong commitment to the philosophy, vision and goals of the service. The annual plan provides a clear direction for the kindergarten’s priorities and associated actions.

Staff are committed to ongoing improvement of the service. Managers, teachers and ERO agree that the next steps to continue to improve positive outcomes for children include:

  • continuing to strengthen self review and appraisal processes to more clearly show the impact of these on teaching practices and learning outcomes for children
  • developing a regular and shared approach to evaluating the programme to inform teaching strategies
  • strengthening the bicultural programme

2. Legal Requirements

Management Assurance on Legal Requirements

Before the review, the management of Te Rawhiti 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:

  • administration
  • health, safety and welfare
  • personnel management
  • financial and property management.

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)

23 November 2012

 

Information about the Early Childhood Service

Location

Raumati South

Ministry of Education profile number

50028

Licence type

Education and Care Service

Licensed under

Education (Early Childhood Centres) Regulations 1998

Number licensed for

50 childrennumber aged over 2

Service roll

31

Gender composition

Female 18,

Male 13

Ethnic composition

NZ European/Pākehā

Māori

22

9

Review team on site

September 2012

Date of this report

23 November 2012

Most recent ERO report(s)

Education Review 

June 2006 

General Information about Early Childhood Reviews

About ERO Reviews

The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.

Review focus

ERO's education reviews in early childhood services focus on the factors that contribute to positive learning outcomes for children. ERO evaluates how well placed the service is to make and sustain improvements for the benefit of all children at the service. To reach these findings ERO considers:

  • 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 self review and partnerships with parents and whānau.

Review Coverage

ERO reviews do not cover every aspect of service performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.

Disclaimer

Individual ERO school and early childhood service reports are public information and may be copied or sent electronically. However, the Education Review Office can guarantee only the authenticity of original documents which have been obtained in hard copy directly from either the local ERO office or ERO National Office in Wellington.