74 Russell Street, Alexandra
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Terrace Kindergarten is located in Alexandra, close to The Terrace School. The kindergarten is licensed for 40 children from two to five years of age. The kindergarten offers a range of sessions from school-day to morning and afternoon sessions.
The 2014 ERO report identified several areas for review and development. These areas included building leadership, developing robust systems for assessment, planning and evaluation, and self review.
The kindergarten has made very good progress in addressing these recommendations. Staff continue to receive effective support from the Canterbury Westland Kindergarten Association (trading as Kidsfirst Kindergartens). This support includes targeted and well-planned professional learning and development, and regular support from the education services manager. Areas of governance and management within the Association have also been well supported by personnel from Kidsfirst. This has led to positive outcomes for children, their families and teachers.
The kindergarten philosophy is highly evident in practice. Teachers are responsive to the children’s needs and interests and listen carefully and have meaningful conversations to help extend their learning. ERO observed interactions where children’s individuality was celebrated and valued. Children benefit from positive relationships with their teachers and with each other. They have strong friendships with each other. Older children are encouraged to include and support younger children in their play.
Children learn and play in a calm and unhurried environment. They take part in a variety of purposeful activities and experiences. Children have access to a wide range of resources to support their learning. Teachers are skilful in knowing when to support children and when to allow them to problem-solve and work independently. Children learn to take responsibility for aspects of their own health and wellbeing, for example children prepare their own morning tea and enjoy each other’s company.
Children regularly hear and practise te reo Māori. Teachers seek the wishes of parents of Māori children for their child’s learning and development. A Māori resource teacher provides weekly support for children and teachers in deepening their understanding of te ao Māori.
Since the last review in 2014 the teachers with support of the Kidsfirst Education Support Manager have developed and implemented useful systems for assessment, planning and evaluation. This has led to a shared understanding and greater awareness of the purpose of assessment, planning and evaluation to extend children’s learning. Planning shows that children’s learning is regularly discussed and well planned for. Learning records show teachers respond to parents' wishes for their children’s learning. They also show continuity of learning, children’s progress and how they as teachers have helped children to learn.
Targeted professional learning and development has strengthened the leadership of the head teacher. She demonstrates a willingness to seek support and respond to feedback to make improvements to programmes and practices. There is a shared vision among the teachers which is leading to consistency in teaching practices.
Teachers have developed a shared understanding of the purpose of self review. There is a strong focus on enhancing children’s learning and improving teaching. The teachers have made very good use of self review to evaluate the impact of teaching and programmes on children’s learning. They have reviewed the programme for children under three and made considered changes to ensure the learning and care needs of younger children are met.
The teachers have identified and ERO agrees that the next step is to continue to embed new learning, systems and processes to ensure that practices are sustained.
Before the review, the staff and management of The Terrace 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 The Terrace Kindergarten will be in three years.
Chris Rowe
Deputy Chief Review Officer Southern (Acting)
28 July 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.
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Location |
Alexandra, Central Otago |
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Ministry of Education profile number |
5488 |
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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 |
40 children from 2 years to school age |
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Service roll |
21 |
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Gender composition |
Boys: 11 Girls: 10 |
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Ethnic composition |
Māori |
5 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Reported ratios of staff to children |
Under 2 |
N/A |
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Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
June 2015 |
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Date of this report |
28 July 2015 |
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Most recent ERO report(s) |
Education Review |
July 2014 |
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Education Review |
November 2010 |
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Education Review |
March 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 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.
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Not well placed |
Requires further development |
Well placed |
Very well placed |
The Terrace Kindergarten requires further development to ensure a strong focus on children’s learning.
The kindergarten needs ongoing support from the Central Otago Kindergarten Association (COKA) in order to be considered well placed.
ERO's findings that support this overall judgement are summarised below.
Terrace Kindergarten is located in Alexandra, close to Dunstan High School. The kindergarten is licensed for 40 children from two-to-five years of age. Some children attend the kindergarten and a number of other early childhood services. Since the November 2010 ERO report, there have been significant staffing changes. This continues to have an effect on the quality of planning and programmes provided for children.
Children enjoy playing and learning in a large outdoor environment with established trees.
The supportive parent committee provides substantial funding to upgrade the buildings and outdoor areas.
This review was part of a cluster of seven kindergarten reviews in the Central Otago Kindergarten Association (COKA).
Children and their parents are welcomed on arrival. Many parents feel comfortable to stay and play alongside their children. Teachers are responsive to children and their family needs. Teachers and children interact positively with each other. At times of possible conflict some teachers help children to think about how to problem solve and how to be good friends. ERO observed many children playing in small groups for sustained periods of time.
Children take part in a wide variety of interesting activities and experiences. Teachers welcome parents and children to share their expertise and cultures. For example, a mum teaching Mandarin, a dad shearing sheep and parents bringing their ponies for children to ride. Children prepare their own food and enjoy each other’s company at the kindergarten café. Children learn to take responsibility for aspects of their own health and wellbeing.
The kindergarten is well resourced with a variety of equipment to stimulate and provide children with challenge. Aspects of the programme are based on children’s interests. Some teachers asked useful questions to help children to think more deeply. Teachers have sought and responded to advice about how to support children’s speech and language development. Early literacy and numeracy is included throughout the programmes.
Children regularly hear and practice te reo Māori. Many are able to share their mihi and karakia, and count in te reo Māori. Teachers seek parents’ of Māori children’s wishes for their child’s learning and development. A Māori resource teacher provides weekly support for children and teachers in deepening their understanding of te ao Māori.
Currently, under three-year old children attend the afternoon sessions. Teachers have considered carefully how to provide for these children. They make adaptations to equipment so that younger children can use it.
Governance
Over the past three years the Central Otago Kindergarten Association has gone through an unsettled period. There has been a break down in governance, management and systems which has adversely affected the effectiveness and level of leadership provided to each kindergarten. This has led to the board contracting Canterbury Westland Kindergarten Association (trading as Kidsfirst Kindergartens) in 2012 to undertake an independent review of the management structure. Then in September 2013, Canterbury Westland Kindergarten Association was contacted again to provide management support and guidance in an effort to establish robust systems, competent leadership and management. The process for redevelopment is still underway. New systems are being established and at the time of this review, ERO found it was too early to tell how well they would be implemented. Overall, there has been a substantial turnover of teachers within the association. ERO also found that the appraisal process was not robust and needs further development.
ERO has identified, and the leaders agree, that a number of areas require further development and review at Terrace Kindergarten to be effective in providing high-quality education and care for children. The head teacher and teachers must develop and implement more robust systems to support purposeful planning, assessment, evaluation and self review. Once embedded these systems should be reviewed to ensure they are effective.
The head teacher and teachers need to:
Self review would be more effective if teachers used an evaluative question to focus their inquiry and developed indicators to identify what best practice looks like.
Under-three-year old children have been attending afternoon sessions for one year. It is now timely to review how well teaching practices and programmes support these younger children.
The leadership needs to be strengthened and strategic so that sustainable improvements can be made to what happens for children.
Before the review, the staff and management of The Terrace 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.
ERO recommends that the service, in consultation with the Ministry of Education, develops a plan to address the key next steps and actions outlined in this report.
The next ERO review of The Terrace Kindergarten will be within two years.
Graham Randell
National Manager Review Services Southern Region
4 July 2014
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 |
Alexandra |
||
|
Ministry of Education profile number |
5488 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children |
||
|
Service roll |
49 |
||
|
Gender composition |
Boys: 26 Girls: 23 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Cook Island Samoan Asian Other |
13 31 1 1 1 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 |
Under 2 |
Not Applicable |
|
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
May 2014 |
||
|
Date of this report |
4 July 2014 |
||
|
Most recent ERO report(s) |
Education Review |
November 2010 |
|
|
Education Review |
March 2008 |
||
|
Education Review |
August 2004 |
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.