69 Evans Street, Timaru
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Waimataitai Kindergarten are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whakaū Embedding |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whakaū Embedding Whakaū Embedding |
Waimataitai Kindergarten is one of 13 kindergartens governed by the South Canterbury Kindergarten Association. Children who attend are from a variety of ethnic backgrounds. Approximately a quarter of families are Māori, and a small number of families are of Tongan heritage. The kindergarten has made good progress since the 2018 ERO report.
The environment is inclusive and mana enhancing for children. Teachers see children as competent and confident learners. There is an intentional and established approach in responding to and supporting children’s social and emotional wellbeing. Parents contribute to a curriculum design that acknowledges the identities, cultures, and languages of the community. There are some opportunities for children to hear and use te reo Māori. However, strengthening teaching and learning opportunities for children to experience a bicultural curriculum that integrates local cultural narratives and histories is now required.
Assessment documentation is learner focused. Children's interests, strengths, and abilities in relation to the kindergarten’s new curriculum priorities and Te Whāriki, the early childhood curriculum, form the basis of planning and evaluation. Documentation does not yet consistently show children’s developing capabilities and progress over time in relation to the Te Whāriki learning outcomes or show how all children are progressing in relation to the agreed learning priorities.
Leaders and those with governance roles have established and implement sound systems, processes, and practices to drive improvement within the association. This includes relevant opportunities for professional learning and engagement in professional growth and reflection. Senior teachers support improved practice by regularly visiting and mentoring kindergarten staff.
Improved guidelines for internal evaluation are in place. However, governance, leadership and within individual kindergartens internal evaluation for improvement requires further embedding to be fully effective. This includes developing the collective capability to effectively monitor and evaluate the improvement actions to better determine whether they are having the desired impact.
The board, managers and teaching teams effectively implement the association’s strategic vision, values, and goals. Collaboration with mana whenua is enabling them to develop practices that show deepening commitment to Te Tiriti o Waitangi. Decision making and allocation of resources are focused on enabling children and whānau full participation within the kindergarten.
Waimataitai Kindergarten will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Waimataitai Kindergarten completed an ERO 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.
During the review, the service provided ERO with evidence that shows it has addressed the following non-compliance:
Patricia Davey
Director of Early Childhood Education (ECE)
11 December 2023
| Early Childhood Service Name | Waimataitai Kindergarten |
| Profile Number | 5480 |
| Location | Timaru |
| Service type | Free Kindergarten |
| Number licensed for | 38 children over the age of 2 years |
| Percentage of qualified teachers | 100% |
| Service roll | 43 |
| Review team on site | August 2023 |
| Date of this report | 11 December 2023 |
| Most recent ERO report(s) | Education Review, June 2018; Education Review, October 2014 |
Not well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Waimataitai Kindergarten is one of 12 kindergartens in the South Canterbury Free Kindergarten Association (SCK). It is located in Timaru. Due to community demand, the roll has grown. The kindergarten now provides education and care for up to 38 children from two to five years of age, for up to six hours each weekday.
A fulltime head teacher, and four teachers who share three full-time positions, are responsible for daily operations and the teaching programme in the kindergarten. A Senior Teacher (ST) supports teachers' professional practice. The SCK, including a general manager and board, oversees the governance and management of the kindergarten.
The kindergarten has sustained the effective practices noted in ERO's 2014 report and made very good progress against all the identified recommendations. This includes improved curriculum assessment, planning and evaluation practices, teacher appraisal and internal evaluation systems.
This review was part of a cluster of seven reviews in the South Canterbury Free Kindergarten Association.
Children at Waimataitai Kindergarten are very well supported in their learning. Effective leadership, a rich and culturally responsive programme and intentional teaching practices are promoting positive outcomes for children's learning.
Teachers in consultation with whānau and children have developed a moemoeā/vision for the kindergarten. This is "for all our tamariki to turn their natural energy into skills for life - kia huri te wairua o ngā tamariki/mokopuna - ki te toi o te orangatanga".
The programme is based on the value of manaakitanga (integrity, trust, sincerity and equity) and the values of: relationships - Ngā Hononga, environment - Taiao and responsibilty - kawenga. These are highly evident in all aspects of the programme and practices and are the basis for decision making. Children's learning is enhanced by the wide range of authentic learning experiences and deliberate ways that teachers plan in response to children's strengths. There are many opportunities for children to:
Teachers skilfully support children to make choices and be involved in decision making about their learning. They foster tuakana-teina relationships between the children (where more experienced/older children support younger/less experienced children). Teachers provide very good support for children with diverse learning needs. Children and their whānau are very well supported as they transition into the kindergarten and later as they move to school.
Teachers value and include children's language and culture in the programme. These practices contribute to children's sense of belonging and confidence in the kindergarten.
The curriculum reflects the bicultural heritage of Aotearoa New Zealand. This enables children, and especially Māori children, to understand the significance of Māori as tangata whenua through the inclusion of te reo Māori and te ao Māori world views.
There are very strong leadership practices in the kindergarten. The head teacher and teachers work as a cohesive team. They deeply inquire into aspects of their practice to bring about improvements for the benefit of children. For example, they have strengthened learning partnerships with families through online communication. A key teacher has been assigned to each child and their family that has resulted in closer connections and authentic relationships. Teachers use internal evaluation processes effectively to know what is working well and what needs further development.
There is strong alignment between the SCK strategic priorities and the kindergarten's priorities and plans. The board is well informed about how well each kindergarten is progressing and contributing to the strategic direction of the SCK. However, the board could know more about how well the kindergartens are improving outcomes for children and how well children are achieving in relation to the association’s valued outcomes (purpose).
The board is strongly focused on improving outcomes for all children, including taking deliberate action to support Māori and Pacific children and children with diverse learning needs in the kindergartens. SCK leaders have developed strong networked relationships with community organisations to support children and their whānau. The next step for the board is to consider their culturally responsive practice as governors and to consult with whānau Māori to inform the future direction of SCK.
There are effective systems and processes to ensure that regulatory requirements are met within each kindergarten. Relevant professional learning, improved appraisal processes and effective ongoing coaching and mentoring by the senior teachers are building teacher capability.
Through ongoing monitoring and reflection the senior teacher and teaching team have identified their next steps for development.
ERO confirms their next step is for teachers to strengthen their evaluation practices to show the impact of planned strategies, experiences and actions on children's learning.
Before the review, the staff and management of Waimataitai 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 Waimataitai Kindergarten will be in four years.
Dr Lesley Patterson
Deputy Chief Review Officer Southern
Te Waipounamu - Southern Region
27 June 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 | Timaru | ||
| Ministry of Education profile number | 5480 | ||
| Licence type | Free Kindergarten | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 38 children, including up to 0 aged under 2 | ||
| Service roll | 54 | ||
| Gender composition | Boys: 27 Girls: 27 | ||
| Ethnic composition | Māori Pākehā Other | 2 45 7 | |
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates | 80% + | ||
| Over 2 | 1:10 | Meets minimum requirements | |
| Review team on site | May 2018 | ||
| Date of this report | 27 June 2018 | ||
Most recent ERO report(s)
| Education Review | October 2014 | |
| Education Review | June 2011 | ||
| Education Review | November 2007 | ||
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.
Waimataitai Kindergarten is located in Timaru and is part of the South Canterbury Free Kindergarten Association (SCFKA). The kindergarten is licensed for 30 children and is open from 8:30am to 2:30pm.
The kindergarten operates under the vision “supporting children to be connected to our community- the people, places and things”. Some families’ connections with the kindergarten span several generations. The kindergarten benefits from the cultural diversity of the community. The teachers build connections with places and local history.
Waimataitai Kindergarten is part of a group of kindergartens and schools that meet to support children’s successful transition to school. The teaching team has been accepted into a professional learning programme to promote the success of Pacific children.
Since the 2011 ERO report the teachers have continued to develop the systems for planning, assessment and evaluation. They have made very good progress in building their bicultural practices.
This review was part of a cluster of eleven kindergarten reviews in the South Canterbury Free Kindergarten Association.
Children have a very strong sense of belonging to the kindergarten. The kindergarten is the children’s turangawaewae (place to stand). The teachers deliberately work to establish traditions that mark membership of this kindergarten. These traditions focus on building connections for children with the local landscape and history. Parents make valuable contributions to children’s learning through sharing their skills and knowledge in the programme.
Children play and learn in a settled, calm atmosphere. They benefit from warm and positive relationships that teachers have with them and their wider families. Children know what behaviour is expected of them and teachers help them to be friends with each other. Well-established routines enable children to be independent.
Children have many rich experiences to increase their understanding of the world and their ways of exploring the world.
These include:
a strong focus on science concepts and the language of science
integration of early literacy learning
using ICT in meaningful ways for communication and research
learning through well-planned group times
projects that continue over time.
A feature of this kindergarten is the productive vegetable garden. Children play an active part in caring for the garden, harvesting the food and preparing it for sharing with whānau.
As part of the review, ERO investigated how well the programme supported children to develop early maths concepts. The programme supports children’s maths learning well through many everyday experiences such as making patterns, measuring, surveys with children and conversations with teachers.
Families’ cultures are valued and celebrated in the kindergarten to enrich the learning for all children. Teachers and families work together to celebrate important events such as Diwali, the Chinese New Year and Matariki. Children’s sense of belonging is enhanced by the attractive presentation of their art and displays that reflect Māori, Pacific and other cultures.
Teachers actively seek knowledge and understanding of Māori perspectives, and use this to provide rich learning opportunities for children. Teachers:
consult with local tangata whenua
make visible the importance of Māori values and perspectives
incorporate tikanga reo, waiata and te reo Māori within the programme
encourage Māori whānau to share their expertise, knowledge and whakapapa
are beginning to use Māori perspectives in analysis of children’s learning.
The teachers have identified, and ERO agrees, that the next steps are to continue to develop teachers’ shared understanding of effective assessment, planning and evaluation. Currently teachers are trialling systems for assessment, planning and evaluation. They now need to consolidate and embed these systems to include:
Following this they should evaluate how effectively their systems are working.
Teachers need to develop a shared understanding of effective self review. This needs to include the use of evaluative questions and indicators of best practice to measure against.
The SCFKA is governed by a board and managed by a newly-appointed general manager.
The board:
has a strong commitment to teaching and learning
seeks parents’ views about important matters in the association
has made changes to the roll size and opening hours of the kindergartens to be more responsive to community needs and maintain the financial viability of the association
is very responsive to important government initiatives such as ensuring educational success for all children.
Next steps for the board are to:
know more about its roles and responsibilities as the governing body
develop strategic planning
ensure that reports review how well the association’s goals are met, are more evaluative and are better used for future planning
refine appraisal systems to ensure that staff and teachers more formally receive critical feedback about their work.
The management team of senior teachers provide useful ongoing professional development and maintain a strong focus on teaching and learning to the kindergartens within the association. They have shared with the teachers at Waimataitai Kindergarten the expectations they have for teaching and learning and how well they think the team is meeting those expectations.
Before the review, the staff and management of Waimataitai 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 Waimataitai Kindergarten will be in three years.
Graham Randell
National Manager Review Services
Southern Region
28 October 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 |
Timaru |
||
|
Ministry of Education profile number |
5480 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children from 2 years to school age |
||
|
Service roll |
37 |
||
|
Gender composition |
Boys 21 Girls 16 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Cook Island Māori Indian Others |
5 27 2 2 1 |
|
|
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 |
August 2014 |
||
|
Date of this report |
28 October 2014 |
||
|
Most recent ERO report(s) |
Education Review |
June 2011 |
|
|
Education Review |
November 2007 |
||
|
Education Review |
November 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.