Wycliffe Nga Tamariki Kindergarten

Education institution number:
5281
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
26
Telephone:
Address:

Cranby Crescent, Onekawa, Napier

View on map

Wycliffe Nga Tamariki Kindergarten

1 ERO’s Judgements

Akarangi | 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 Wycliffe Nga Tamariki Kindergarten are as follows:

Outcome Indicators

(What the service knows about outcomes for learners)

Whāngai Establishing

Ngā Akatoro Domains

 
Learning Conditions
Organisational Conditions

Whāngai Establishing

Whāngai Establishing

2 Context of the Service

This is one of 16 kindergartens governed and managed by the Napier Kindergarten Association. The kindergarten philosophy positions children learning holistically as central. Most of the children enrolled are Māori. The head teacher leads a newly established team. The kindergarten is part of the Enviroschools programme.

3 Summary of findings

Children are viewed as competent and capable learners. They lead their own learning guided by intentional teaching. Younger learners benefit from nurturing interactions with peers and kaiako. Children actively demonstrate a strong sense of belonging.

Children’s emotional wellbeing is promoted through respectful relationships between children, whānau and teachers. Parents and whānau share information to inform learning experiences. Teachers advocate for children requiring additional support. Positive social outcomes are demonstrated by children.

The bicultural curriculum is positively enacted. Tuakana-teina (older-younger child) relationships support children’s increasing self-responsibility. Te reo Māori, waiata, and tikanga Māori are integrated through the daily programme. The service has yet to gather pepeha and whakapapa information to affirm tamariki Māori links to their culture and iwi.

The newly established team is cohesively building its professional knowledge and understanding to promote positive learning outcomes for all children. Teachers are beginning to build shared understanding of planning and assessment, and contribute to internal evaluation for improvement. Learning priorities at the kindergarten are yet to be defined and aligned to the learning outcomes from Te Whāriki, the early childhood curriculum.

The association works collaboratively to promote children’s equity of access to an inclusive education. This supports delivery of a consistent curriculum across all kindergartens. Robust monitoring, review and evaluation at association level are not yet evident. Information on improvements in individual kindergartens is not used by those in governance and management roles to identify how association actions impact on equitable outcomes for children. Understanding and implementation of systems and processes that support maintenance of regulatory requirements are inconsistent.

4 Improvement actions

Wycliffe Nga Tamariki Kindergarten will include the following actions in its Quality Improvement Planning:

  • Define the service’s priorities for children’s learning, and align these to the valued learning outcomes of Te Whāriki, to support development of the local curriculum.
  • Collaboratively redevelop and implement processes for planning, assessment and evaluation of the curriculum to better reflect what matters most for children at the service.

The Napier Kindergarten Association will include the following in its Quality Improvement Planning:

  • Identify trends and patterns from information gathered about the quality and effectiveness of teaching and learning in kindergartens to prioritise ongoing association-wide support, professional learning and development, and strategic priorities.
  • Build governors’ and managers understanding of how to use this information to identify and respond to inequitable ensure equitable outcomes for groups of children.
  • Build coherent and robust systems and practice across the organisation to support ongoing knowledge of, and compliance with, regulatory standards.

 5 Management Assurance on Legal Requirements

Before the review, the staff and management of Wycliffe Nga Tamariki 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:

  • 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; safety checking; teacher registration; ratios)
  • relevant evacuation procedures and practices.

All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.

6 Actions for Compliance

During the review, the association provided ERO with evidence that shows it has addressed the following non-compliances:

  • Implementing suitable human resource management practices including a documented system of regular appraisal (GMA7).
  • Having a written procedure for safety checking all children’s workers, and ensuring all children’s workers are safety checked every three years in accordance with the Children’s Act 2014 (GMA7A).

Since the onsite visit, the service and association has provided ERO with evidence that shows it has addressed the following non-compliances:

  • Having a written emergency plan that meets the requirements of the licensing criterion (HS7).
  • Having evidence that the review of the emergency plan on an annual basis is informed by kindergarten emergency drills (HS8).
  • Having a process for reviewing and evaluating the service’s operation that includes a schedule and timelines for planned review and evaluation of different areas of operation (GMA6).

Patricia Davey
Director of Early Childhood Education (ECE)

 20 December 2023

7 About the Early Childhood Service 

Early Childhood Service NameWycliffe Nga Tamariki Kindergarten
Profile Number5281
LocationOnekawa, Napier
Service type Free Kindergarten
Number licensed for 41 children aged over two
Percentage of qualified teachers 100%
Service roll31
Review team on siteAugust 2023 
Date of this report20 December 2023
Most recent ERO report(s)Education Review, October 2019; Education Review, December 2015

Wycliffe Nga Tamariki Kindergarten - 15/10/2019

1 Evaluation of Wycliffe Nga Tamariki Kindergarten

How well placed is Wycliffe Nga Tamariki Kindergarten to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Wycliffe Nga Tamariki Kindergarten is well placed to promote positive learning outcomes for children.

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

Background

Wycliffe Nga Tamariki Kindergarten in Napier provides early childhood education and care for up to 41 children aged over two years. Of the 27 children currently enrolled 19 are Māori. All teachers are fully qualified. A relieving head teacher has been in place since March 2018.

The philosophy emphasises the development of children in the sense of belonging, caring, independence, resilience and responsible risk taking through a fun and challenging environment. Whanaungatanga is seen as a foundation to learning.

Wycliffe Nga Tamariki Kindergarten is one of 16 kindergartens operating under the governance and management of the Napier Kindergarten Association (the association). The governing board is responsible for setting the overall strategic direction for the organisation. The day-to-day operation of the association is the role of the general manager. Two education managers provide teaching and learning support for teachers. The board employs a Pou Whakarewa Mātauranga (Professional Practice Advisor Māori) to work alongside all association personnel to continue to strengthen cultural responsiveness.

The key next steps identified in the previous ERO evaluation continue to be areas for the kindergarten to strengthen.

This review was part of a cluster of 16 kindergarten reviews in the Napier Kindergarten Association.

The Review Findings

Children confidently engage in learning through a wide range of activities. Resources and the environment are carefully considered to meet the needs of individuals. Staff work collaboratively and use the strengths of each teacher to broaden learning opportunities. Children make choices about their play and lead their own learning.

A strong bicultural curriculum is in place. Children have consistent experiences of te ao Māori through natural integration into daily activities. A kaiawhina provides children with te reo Māori immersion opportunities and builds teachers' confidence to meaningfully use te reo Māori in conversation.

Teachers respectfully facilitate children's learning. They purposefully use strategies to promote social competence and nurture growing relationships between children. Wellbeing is promoted through strong tuakana teina relationships. Children display a sense of ownership and belonging.

Strong relationships with parents and whānau are evident. Teachers view each family and the knowledge that they hold as integral to the kindergarten. They work positively with parents to ensure children's learning needs are met.

Teachers are building their capability to promote educational success for Māori children through ongoing professional development. They should continue to seek ways to maintain Māori, and other children's connection to their cultural identity through teaching and learning practices.

Assessment of learning has recently been strengthened to better reflect individual children's interests, strengths and engagement in the programme. Teachers should continue to improve assessment to:

  • clearly show the relevant learning for each child and their progress over time
  • reflect each child's culture, language and identity
  • explicitly showing how parent aspirations are responded to.

A key next step is to further develop planning that responds to individual assessment and use this as a basis for evaluating how well teaching is contributing to children's learning.

Self review is regularly undertaken to inform decision making. Teachers continue to strengthen their knowledge of effective internal evaluation for improvement. Education managers should continue to grow their own knowledge and practice of internal evaluation to better support this process.

The governing board is future-focused and has developed a clear strategic direction to meet the diverse needs of its communities. Board members value diversity of viewpoints and gather community and staff voice to inform decision-making. Regular reporting by the education managers is useful in identifying how strategic teaching and learning goals are being addressed.

The board places importance on developing teachers' capabilities. Targeted and deliberate building of cultural responsiveness supports Māori children and their whānau to experience success. An association-wide appraisal process is in place to support teacher practice in promoting positive learning outcomes for children. Further strengthening of the appraisal process, including targeted observations, should assist teachers to determine how well they are progressing and actively encourage them to improve their effectiveness.

Key Next Steps

Teachers should continue to strengthen:

  • assessment, planning and evaluation to reflect individual learning pathways
  • internal evaluation to further promote positive outcomes for children.

Education managers should continue to promote sustained improvement and innovation through strengthening:

  • evaluation, inquiry and professional guidance
  • the appraisal process.

Recommendation

Education managers should strengthen their understanding and use of internal evaluation to systematically evaluate their practices and the impact of these on outcomes for children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Wycliffe Nga Tamariki 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

Central Region

15 October 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

LocationOnekawa, Napier
Ministry of Education profile number5281
Licence typeFree Kindergarten
Licensed underEducation (Early Childhood Services) Regulations 2008
Number licensed for41 children aged over 2
Service roll27
Gender compositionFemale 16, Male 11
Ethnic compositionMāori 
NZ European/Pākehā
Other ethnic groups
19

4

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +
Reported ratios of staff to childrenOver 21:10Meets minimum requirements
Review team on siteSeptember 2019
Date of this report15 October 2019

Most recent ERO report(s)

 

Education ReviewDecember 2015
Education ReviewOctober 2012
Education ReviewMay 2009

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.

Wycliffe Nga Tamariki Kindergarten - 23/12/2015

1 Evaluation of Wycliffe Ngā Tamariki Kindergarten

How well placed is Wycliffe Ngā Tamariki Kindergarten to promote positive learning outcomes for children?

Not well placedRequires further developmentWell placedVery well placed

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

Background

Wycliffe Nga Tamariki Kindergarten is located in Onekawa, Napier and provides education and care for up to 41 children over the age of two years. It is open five days a week from 8.45 am to 2.45 pm, and caters for 31 children. Of these, 20 are Māori. Full day sessions are attended by older children while morning sessions include those who are younger.

The kindergarten is part of the Napier Kindergarten Association, which oversees the operation of 16 kindergartens including two based in Wairoa. A board of trustees oversees governance for the association and support for the general manager. Two education managers are responsible for building teacher capability. The head teacher provides professional leadership to the team of teachers. A recently appointed Pou Whakarewa Mātauranga supports teachers to develop their knowledge and understanding of te ao Māori. He demonstrates a clear vision for Māori children and their whānau.

Whanaungatanga is at the heart of the centre philosophy. Positive relationships with children, whānau and community affirm culture, language and identity. These are central to the learning environment. The kindergarten kaiawhina role is well established.

Since ERO’s October 2012 report many of the identified positive areas of good practice have been sustained. The centre has made progress in responding to the recommended next steps.

This review was part of a cluster of nine kindergarten reviews in the Napier Kindergarten Association.

The Review Findings

Children engage positively in a curriculum that reflects the kindergarten philosophy. They actively participate in learning experiences designed to promote growth. Opportunities to lead and selfdirect their own learning are provided. Children are involved in a gymnastics programme that builds capability and offers challenge and complexity. Literacy and mathematics continue to be significant elements of the programme. Children have opportunities to become confident explorers, scientists and leaders who draw from the wide range of experiences to develop and extend their ideas and abilities.

Children’s wellbeing is affirmed through teacher responsiveness to individual needs, interests and strengths. There is a calm and settled tone. Children requiring additional guidance and support are assisted by teachers and external agencies.

The curriculum focus of development is highlighted through assessment and planning. Literacy, numeracy, gymnastics and te ao Māori are visible through a range of individual and group learning stories. Portfolios are attractive records of rich learning experiences. Records show children’s learning outcomes, interests over time and strengths.

Bicultural practice is progressing as teachers continue to increase their knowledge and understanding of te reo me ngā tikanga Māori. Kaiawhina contribution to te reo me ngā tikanga Māori is appropriately modelled and has provided significant learning and support for tamariki and kaiako.

Parent, whānau and community voice is valued. Kanohi ki te kanohi kitea is the preferred mode of communication. A strong relationship with the local marae has been established. Processes to support kindergarten and school transitions are considered.

The head teacher encourages and supports teachers to take on leadership responsibilities. A collective team approach is enacted. Individual strengths contribute to an effective collaborative approach.

Teachers have increased their knowledge and understanding of self review. Improvement-focused reflection is guiding changes in practice. Further development of some aspects of self review and evaluation is a next step.

The association empowers teachers to use the team’s strengths to respond to children and the parent community. Education managers should continue to lead the implementation of systems and processes to effectively build teacher capability. These include self review, assessment, planning, internal evaluation, appraisal and leadership.

Key Next Steps

The kindergarten teachers and association managers should:

  • further embed and extend the scope of self review and evaluation for continuous improvement
  • improve appraisal goal setting, evidence, observations, feedback and next steps.

Management Assurance on Legal Requirements

Before the review, the staff and management of Wycliffe Ngā Tamariki 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Wycliffe Ngā Tamariki Kindergarten will be in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

23 December 2015

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

LocationNapier  
Ministry of Education profile number5281  
Licence typeFree Kindergarten  
Licensed underEducation (Early Childhood Services) Regulations 2008  
Number licensed for41 children, aged over 2  
Service roll32  
Gender compositionGirls 17, Boys 15  
Ethnic composition

Māori

Pākehā

Samoan

Iraqi

Other ethnic groups

20

6

2

2

2

 

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%  
Reported ratios of staff to childrenUnder 2N/A 
 Over 21:10Meets minimum requirements
Review team on siteNovember 2015  
Date of this report23 December 2015  
Most recent ERO report(s)Education ReviewOctober 2012 
 Education ReviewMay 2009 
 Education ReviewFebruary 2006 

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 and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

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.