Wanganui East Kindergarten - 27/05/2019

1 Evaluation of Wanganui East Kindergarten

How well placed is Wanganui East Kindergarten to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Wanganui East Kindergarten is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

Wanganui East Kindergarten is situated in Whanganui. It is licensed for 40 children and has a roll of 35. From the beginning of 2019, the kindergarten began operating a new model with a group size of 30 children and sessions operating from 8.30 am to 2.30pm. Not all children attend every day and several share spaces. Of the 35 children currently enrolled, 14 identify as Māori. The team of four teachers has worked together for many years and are all qualified and registered.

The kindergarten philosophy promotes a sense of inclusion, valuing and celebrating families and diversity, and supporting children's participation and exploration within a stimulating environment.

Wanganui East Kindergarten is one of 15 kindergartens governed and managed by the Whanganui Kindergarten Association Incorporated (the association). The governing board is responsible for setting the overall strategic direction for the organisation. The day-to-day running of the association is the role of the general manager, who is responsible to the board.

Since April 2018, the association's programme of professional learning and development and curriculum implementation has been managed by He Whānau Manaaki o Tararua Free Kindergarten Association Incorporated. An association senior teacher and two senior teachers from Whānau Manaaki provide regular support for teachers.

This review was part of a cluster of 15 in the Whanganui Kindergarten Association Incorporated.

The Review Findings

Teachers have identified what the intended outcomes for children are at Wanganui East Kindergarten. They focus on providing an environment that supports and promotes these outcomes. Parents and whānau are valued partners in their children's education and care. Teachers make links between home and kindergarten to support meaningful learning.

Children engage enthusiastically in a wide range of exciting learning experiences. The kindergarten is well organised and set up for children to explore, move freely and lead their own learning. Teachers work positively alongside them to encourage and provoke their thinking and reasoning.

Children are respectful and demonstrate a growing sense of social competency. They play well with and alongside others. Teachers support children to develop confidence, perseverance and resilience. Their wellbeing and sense of belonging is promoted.

The daily planning sheet provides teachers with opportunities to notice and record what children are doing. They identify opportunities to extend learning. Online portfolios document what children are doing or can do. Teachers should now consider how they will show progress over time through planning and assessment.

Teachers are working positively to strengthen their assessment and planning practices with a focus on individual children's culture, language and identity. A review of priorities parents and teachers want for children's learning is planned.

Children with additional learning needs are well supported to experience success. Planning for individual children includes teaching strategies to support learning. Teachers work collaboratively alongside parents and whānau, and external agencies where appropriate. The kindergarten maintains an inclusive environment.

The governing board is future-focused and has taken appropriate steps to strengthen opportunities for teachers’ professional learning and development. An association-wide appraisal process is in place to support teacher practice in promoting positive learning outcomes for children. Consistency of its implementation across all kindergartens requires strengthening.

Key Next Steps

Association leaders and ERO agree that for ongoing and sustained improvement, staff at Wanganui East Kindergarten should continue to strengthen internal evaluation to identify what is working well and what more needs to be undertaken. Evaluation of assessment practices should focus on clearly identifying children's learning over time and evaluating the impact on learning outcomes.

Teachers should continue to ensure that children's culture, language and identity and te ao Māori is woven through the curriculum and made more visible in assessment.

The senior management team of Whanganui Kindergarten Association Incorporated should continue to strengthen the implementation of teacher appraisal.

Management Assurance on Legal Requirements

Before the review, the staff and management of Wanganui East 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.

Phil Cowie

Director Review and Improvement Services

Central Region

27 May 2019

The Purpose of ERO Reports

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.

2 Information about the Early Childhood Service

Location

Whanganui

Ministry of Education profile number

5248

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children aged over 2

Service roll

35

Gender composition

Boys 20, Girls 15

Ethnic composition

Māori
Pākehā
Other ethnic groups

14
17
4

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

1:10

Meets minimum requirements

Review team on site

April 2019

Date of this report

27 May 2019

Most recent ERO report(s)

Education Review

October 2015

Education Review

October 2012

Education Review

May 2008

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement

The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:

  • Very well placed

  • Well placed

  • Requires further development

  • Not well placed

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.