Durham Street, Invercargill
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.
Waikiwi Kindergarten is located on the northern outskirts of Invercargill. The kindergarten is licensed for 45 children aged from two years to school age. Up to 40 children attend in the morning and 30 in the afternoon for a mixture of full-day or half-day sessions. Children and families attend from a wide geographical area, including rural and urban settings.
The kindergarten is governed by Kindergartens South (KS). The kindergarten receives regular support from senior teachers. After the 2013 ERO review senior teachers supported the teachers to develop action planning to address the key next steps. Since this time there have been changes to staffing, including a new head teacher and teachers. The new team has used the action plans and made some progress in addressing the key next steps, including building a bicultural curriculum.
This review was part of a cluster of 14 kindergarten reviews in the Southland Kindergarten Association (trading as Kindergarten South).
The head teacher and teachers are promoting positive outcomes for children in the way they actively create strong connections to the local community and natural environment. They make good use of the people and places in the community to support children's learning and sense of whanaungatanga. Parents and wider whānau are comfortable sharing their culture and skills in the programme to provide specialist learning experiences for children. Teachers use extended outdoor environments well to enable children to explore, challenge themselves physically, and learn about nature and sustainability. Teachers respond well to the interests and strengths of children and provide a range of learning experiences for children to choose from. This includes supporting children to learn:
the skills of being a good friend, including tuakana/teina relationships
to care for themselves, others and the environment
early literacy and mathematical skills.
Children with diverse learning needs are well supported in the programme. Teachers have developed a range of strategies to better support children to transition to school. They have used professional learning and development to improve opportunities for children to learn about te ao Māori. Children hear and use some te reo Māori and participate in waiata, karakia and kapa haka. Teachers have a useful plan in place to further develop the bicultural curriculum and strengthen bicultural practices. These practices are helping create an environment where Māori children and their whānau know that their culture is valued. Teachers need to continue to develop and implement the plan. In particular, they need to find ways to improve assessment practices to consistently show how Māori children are actively engaged in their learning, progressing well and succeeding as Māori.
The kindergarten philosophy, vision, and long and short-term planning have not been developed in consultation with whānau. Currently these reflect what teachers believe are the desired outcomes and key priorities for children's learning. The next step to improve outcomes for children is for teachers to find meaningful ways to collaborate with whānau. They need to ensure whānau values, beliefs, and aspirations and expectations for their children's learning are reflected and responded to in the philosophy and vision. The philosophy should also reflect the value that the kindergarten places on the bicultural heritage of Aotearoa New Zealand.
Teachers have redeveloped systems for planning, assessment and evaluation for groups and individual children to better align with the kindergarten vision. These systems need to be further developed to be effective. To improve planning, assessment and evaluation teachers need to:
show in documentation how they respond to the aspirations and expectations that parents and whānau have for their children
consistently show how they value and respond to children's language, culture and identity
more clearly identify the desired outcomes for children's learning and strategies and experiences teachers use to support the intended learning
consistently evaluate the effectiveness of the strategies and experiences in supporting children's learning.
Teachers do not have a good understanding of robust internal-evaluation practices. They need to build their understanding and use of effective internal evaluation to monitor and improve their practices.
The kindergarten benefits from ongoing and well-planned professional learning and development and is well supported by the senior teachers. A new appraisal system is being introduced. Further development is required to include expectations for observations and explicit links to Tātaiako. Specific goals to support the development of leadership skills should be included within the process.
The kindergarten receives good support from Kindergartens South (KS). The KS board has a clear strategic vision that outlines key priorities for development. The next step is to ensure explicit alignment of these priorities to each kindergarten's long term planning. The board has identified that internal evaluation practice is not strong at board level. The board needs to receive evaluative reporting of how well these plans and other initiatives have been enacted and the impact on children’s learning.
The key next steps to promote positive outcomes for all children are for the head teacher and teachers to:
find ways to work in collaboration with parents and whānau and reflect their aspirations and expectations within the philosophy, vision, and long and short-term planning
further develop systems for planning, assessment and evaluation
continue to strengthen bicultural practices
develop effective internal-evaluation practices.
The key next steps for the KS board are to:
ensure the appraisal system continues to be developed and embedded
develop and use rigorous internal-evaluation practices
ensure explicit alignment of kindergarten plans to implement the KS strategic goals
receive evaluative reporting of progress towards the strategic goals.
Before the review, the staff and management of Waikiwi 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.
The next ERO review of Waikiwi Kindergarten will be in three years.
Dr Lesley Patterson
Deputy Chief Review Officer Southern (Te Waipounamu)
26 June 2017
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 |
Invercargill |
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Ministry of Education profile number |
5528 |
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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 |
45 children aged over 252 |
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Service roll |
52 |
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Gender composition |
Girls: 28 Boys: 24 |
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Ethnic composition |
Māori |
6 |
|
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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 |
Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
May 2017 |
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Date of this report |
26 June 2017 |
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Most recent ERO report(s)
|
Education Review |
December 2013 |
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|
Education Review |
November 2010 |
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|
Education Review |
February 2007 |
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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:
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.
Waikiwi Kindergarten provides interesting and enjoyable educational programmes for up to 40 children in the morning and 30 in the afternoon. Some of the children attend all-day sessions. Children come from a wide geographical area that includes urban and rural settings.
The kindergarten is located close to neighbouring schools in the Invercargill suburb of Waikiwi.
Teachers have established meaningful links with these schools.
The children benefit from child-centred learning projects. Many of their interests are the starting point for these projects. A feature of the programme is the weekly nature-based bush programme for the older children. This programme encourages and allows children to develop their independence, initiative and thinking skills in a natural context.
The teaching team is made up of six teachers. Their philosophy is to support children to develop skills and attitudes to be life-long learners and active participants in their community.
Since the November 2010 ERO review, there have been improvements to the indoor and outdoor environments and group programme planning.
This review was part of a cluster of 23 reviews in the Southland Kindergarten Association.
The teachers know the children and their families well. The children’s strengths, capabilities and family cultures and backgrounds are strongly evident in their profile books. Teachers gather and respond to parents’ views and wishes for their children. They also use meaningful ways for children to share and extend their learning at home.
Children play and learn in a settled learning environment. They have good friendships with one another and play well for sustained periods of time. They are actively involved in the learning experiences provided and make good use of the wide range of resources. Children show a strong sense of belonging in their kindergarten.
Teachers are supportive and nurturing. They have useful conversations with children to support them in their learning. They are sensitive to individual children’s needs and learning styles. They use a range of strategies to ensure children are able to fully participate in the kindergarten programme.
Features of the programme that support children’s learning include:
Children benefit from group programmes that:
There are formal and informal small and large-group times where children have learning-centred conversations with their teachers, and are supported to explore ideas.
Teachers make good use of local school facilities and often take the children to special events and activities at school. This helps children become familiar with the school environment.
The head teacher and teachers work well as a team. Since the last review they have implemented deliberate strategies to build effective working relationships and systems for ensuring good communication.
Teachers have developed the centre vision and redeveloped the centre philosophy. They regularly consider aspects of their work and make improvements to the programme and practices.
The Kindergarten South governors consulted widely when developing the vision and goals that guide the long-term direction of the association. They have high expectations that the association and each kindergarten will:
The association is committed to transforming each kindergarten’s outdoor play area. Children now play and learn in attractive and natural environments.
Governors and staff have a clear understanding of the roles of governance and management in the association. They have developed a useful policy framework and guidelines that support the day-to-day and long-term operation of the kindergartens.
The advisory-support teachers provide useful feedback and guidance to staff and endorse the high expectations set by the board of governors. Waikiwi Kindergarten benefits from strong ongoing support from the general manager and other association staff.
The head teacher and teachers need to:
Records of group and individual planning for children need to show more clearly:
Evaluations of group and individual planning need to show the difference the teachers have made to children’s learning. Evaluations should show how the next steps have led to progress over time.
Before the review, the staff and management of Waikiwi 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.
The next ERO review of Waikiwi Kindergarten will be in three years.
Graham Randell
National Manager Review Services Southern Region
18 December 2013
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 |
Waikiwi, Invercargill |
||
|
Ministry of Education profile number |
5528 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
45 children aged two to five years |
||
|
Service roll |
69 |
||
|
Gender composition |
Girls: 38 Boys: 31 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Other ethnicities |
8 60 1 |
|
|
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 |
October 2013 |
||
|
Date of this report |
18 December 2013 |
||
|
Most recent ERO reports |
Education Review |
November 2010 |
|
|
Education Review |
February 2007 |
||
|
Education Review |
February 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:
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.