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

Location

Onekawa, Napier

Ministry of Education profile number

5281

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

41 children aged over 2

Service roll

27

Gender composition

Female 16, Male 11

Ethnic composition

Māori
NZ European/Pākehā
Other ethnic groups

19
4
4

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

September 2019

Date of this report

15 October 2019

Most recent ERO report(s)

Education Review

December 2015

Education Review

October 2012

Education Review

May 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.