58 Waverley Street, Richmond
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Waverley Street Kindergarten is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Waverley Street Kindergarten is situated in Nelson. It provides all-day education and care for up to 43 children aged over two years. At the time of this ERO review, six of the children enrolled identify as Māori.
The kindergarten philosophy emphasises children's rights, empowering them to think, explore, contribute, grow in confidence and ability, and develop a view of themselves as capable learners.
Most teachers are fully qualified. Day-to-day operation of the centre is led by the head teacher, who supports the teaching team. Since the May 2013 ERO evaluation, the outdoor learning space has been developed to further support and extend children's learning.
The kindergarten is part of the Enviroschools programme. This promotes environmental sustainability.
Waverly Street Kindergarten is governed and managed by the Nelson Tasman Kindergarten Association (the association). Since the May 2013 ERO reviews, a new Chief Executive Officer (CEO) has been appointed. The CEO and a board of trustees are responsible for the governance of the kindergarten. A team of senior education advisors (SEA) oversees and supports professional practice.
ERO's previous report identified the following key next steps for this kindergarten. These included: enhancing assessment documentation, strengthening the quality of the interactions with children and building teachers' internal evaluation capability. Progress in these areas is ongoing.
The ERO reviews undertaken in 2018 identified next steps for the board. These included: improving their planning to support the achievement of the board’s strategic objectives; and ensuring that reporting is evaluative and focuses on outcomes for children. These remain priority areas for development.
This review was one of five in the Nelson Tasman Kindergarten Association.
Teachers work alongside children using a range of strategies to support and extend their learning. Children’s independence and social competence are actively promoted through respectful teacher practice.
Children with additional learning needs are identified and effectively supported in the programme. Leaders and teachers work alongside their family and whānau to access the external agencies when required. Supporting these children and their whānau to ensure they are well included in the programme is a kindergarten strength.
Leaders and teachers have recently revisited their kindergarten’s philosophy to determine what learning matters here. It is time for the kindergarten to consult more widely with parents, whānau Māori and their Pacific community to determine what educational success looks like for them in this context.
Te ao Māori concepts are valued, promoted and evident in the programme. Teachers have engaged in purposeful professional learning and development to support their understanding and implementation of te reo me ngā tikanga Māori. Māori atua and planned excursions to local places of significant value to Māori are enriching the learning programme.
Group planning provides a shared focus for the kindergarten. It has been responsive to parent feedback and enhances the programme. Teachers should develop specific learning outcomes that, inform teacher practice and possible next steps of learning for children, and are regularly evaluated.
A recent focus on promoting diversity within the kindergarten has resulted in parents sharing their cultural backgrounds. Teachers are committed to using this knowledge within the programme. Continuing to celebrate children’s culture, language and identity through assessment documentation is a next step.
A recent parent survey has provided useful feedback for leaders and teachers. The kindergarten has been responsive to aspects of this feedback and this has helped to inform ongoing improvements. A next step is to develop an appropriate communication strategy to share the findings from the parent survey and intended outcomes with parents and whānau.
Leaders and teachers are improvement focused. The teaching team continues to work collaboratively with the SEA to build their understanding of evaluation for improvement. Teachers should build on this knowledge, so they can use internal evaluation effectively to measure the impact of their practices on children's learning.
The board is well informed about outcomes from association-wide strategic reviews and the progress being made to achieve strategic goals.
The board and association are taking deliberate action to support Māori and Pacific children and children with diverse learning needs. The association has developed strong relationships with community organisations to support children and their whānau.
Appraisal is supporting growth in teacher capability. The association should update the performance management policy and the appraisal procedure. In addition, they should now introduce the Teaching Council appraisal summary annual report as part of the endorsement process.
The key next steps for teachers are to:
Before the review, the staff and management of Waverley Street 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.
Alan Wynyard Director Review and Improvement Services Southern
Southern Region
24 April 2019
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 | Richmond | ||
| Ministry of Education profile number | 65191 | ||
| Licence type | Free Kindergarten | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 43 children aged over two years | ||
| Service roll | 44 | ||
| Gender composition | Girls 25, Boys 19 | ||
| Ethnic composition | Māori NZ European/Pākehā Pacific heritage Other ethnic groups | 6 27 2 9 | |
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 | February 2019 | ||
| Date of this report | 24 April 2019 | ||
Most recent ERO report(s)
| Education Review | May 2013 | |
| Education Review | March 2010 | ||
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 will depend on how well the service promotes 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.
Waverley Street Kindergarten is well placed to promote positive outcomes for children.
Waverley Street Kindergarten provides education and care for up to 43 children, five mornings per week. Three afternoon sessions are offered for the younger children and whānau placements are offered. The teaching team is recently established.
The kindergarten is situated in the grounds of Richmond School, adjacent to its playing fields. The Enviroschools project has an increasing emphasis in the programme. A family liaison group assists with fundraising and facilitates a range of social occasions for parents. The kindergarten has a positive reporting history with ERO.
This review was conducted as part of a cluster approach to reviews in eight early childhood education services within the Nelson Kindergarten Association.
The child-centred programme is responsive to the strengths and interests of children. It is underpinned by the principles and strands of the early childhood curriculum, Te Whāriki. The guiding vision is evident in practice. Children are encouraged to make their own choices and work collaboratively with others. Their sense of belonging is promoted. Teachers work alongside children in their self-initiated play activities and use rich, descriptive language to support learning.
Children with additional learning needs are well supported and inclusive practice is promoted. Teachers foster children’s friendships and engagement in the group to enhance their security and confidence during transition times. Equity funding is used appropriately to support children’s learning.
The physical environment offers an appropriate level of challenge and interest and invites children to explore and become fully involved in a wide range of activities. Many opportunities are provided for children that include creative, imaginative and mathematical play and learning. Flexible routines provide a framework for the day. Children have fun and a busy and purposeful atmosphere is evident.
Teachers are committed to the integrated use of te reo me ngā tikānga Māori and draw on a range of effective strategies to successfully incorporate these into their practice. Leaders acknowledge whakapapa as integral to the development of a sense of belonging and connectedness. The next step is for teachers to formally consider investigating further what success for Māori children might look like at Waverley Kindergarten.
Portfolios are well presented and easily accessible to children and families. These highlight children’s engagement in the programme and their developing friendships.
Positive relationships with the local schools support children’s transitions. In addition, a range of useful and timely information is made available to parents. Teachers are reflective and engage in ongoing research.
Teachers are supported in their understanding of self review by the association. There is strong alignment between the guiding documents of the association and kindergarten and the resulting review. Spontaneous and regular review has been used well to improve outcomes for children. The teachers and association are highly consultative, regularly requesting and receiving feedback from their parent community. The association has effectively led robust review and evaluation using a collaborative approach.
The association provides high levels of guidance and support for teachers for the continuous improvement of teaching and learning. These include:
The association has recently updated its appraisal procedures to provide clear guidance to staff. Leaders are engaging in ongoing professional learning in this area to support its successful implementation.
The Senior Education Adviser (SEA) regularly visits the kindergarten and provides strong support and leadership to the teaching team. Through SEA guidance and identified next steps teachers are supported to enact the association’s vision of providing “consistently exceptional early childhood education”.
ERO and kindergarten leaders agree that the key next steps are to:
Before the review, the staff and management of Waverley Street 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.
ERO is likely to carry out the next review in three years.
Joyce Gebbie
National Manager Review Services Central Region (Acting)
21 May 2013
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Location |
Richmond, Nelson |
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Ministry of Education profile number |
65191 |
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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 |
43 children over the age of two years |
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Service roll |
68 |
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Gender composition |
Male 36, Female 32 |
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Ethnic composition |
NZ European/Pākehā Māori Samoan Other ethnic groups |
58 5 1 4 |
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Percentage of qualified teachers |
80% |
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Reported ratios of staff to children |
|||
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Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
March 2013 |
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Date of this report |
21 May 2013 |
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Most recent ERO report(s) |
Education Review Education Review |
March 2010 October 2016 |
The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.
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:
Within these areas ERO considers the effectiveness of self review and partnerships with parents and whānau.
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.