Poppies Kindergarten

1 Evaluation of Poppies Kindergarten

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

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

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

Background

Poppies Kindergarten has been owned and managed by the same licensee since it opened 30 years ago. It is licensed for 40 children over two years of age and provides daily sessions between 8:30am and 3pm.

Programmes are provided in two age groups for the first part of the day. The layout of the environment allows children of mixed ages to play together and share resources for much of the session. Many children have older siblings currently attending or who have attended the service in the past, and some have parents who also attended this service.

The kindergarten's philosophy statement expresses the licensee's beliefs about early childhood education and reflects the strands of Te Whāriki, the early childhood curriculum. It includes a focus on the acquisition and development of skills, knowledge, attitudes and dispositions in a safe, secure environment where children are affirmed as individuals and feel a sense of belonging. The kindergarten aims to have a balance of child-initiated and teacher directed activities. Children spend the first part of each day indoors and the kindergarten continues to offer a more formal teacher-led transition to school programme for four-year-olds.

ERO's 2015 report acknowledged teachers' positive focus on supporting children's learning through play. This feature remains a priority. Some recommendations from the 2015 report have been actioned, including a documented long-term plan. Since ERO's 2015 review, a new head teacher and teaching team have been appointed.

The Review Findings

Children and their families are made very welcome in the kindergarten. Teachers have good strategies for helping new children settle into the programme and adjust to kindergarten routines. They are kind and respectful, and enthusiastically encourage children's participation in learning activities and group sessions. Teachers know the children and their families well and are aware of the home languages and cultural practices of families who are new to Aotearoa New Zealand.

Children are capable and confident. They engage eagerly in the many activities available. Areas of play are well resourced and equipment is easy for children to access. Children play cooperatively and are supported to develop friendships. They have opportunities for creative and imaginative play, including music and dance.

Teachers document children's learning and progress through their individual assessment portfolios. They are considering introducing digital learning records to encourage further parent involvement and feedback.

Teachers plan the programme collaboratively around focus themes and in response to children's interests and parent aspirations. Their planning is now more visible in displays that encourage parent comment and feedback. Teachers have focused their internal evaluation on enriching the programme, and reviewing the transition to school programme.

The head teacher and licensee agree that reviewing and updating the kindergarten's philosophy could help to build staff cohesion in relation to the implementation of Te Whāriki 2017, the revised early childhood curriculum. A plan for evaluating kindergarten goals for improving bicultural practices would contribute to this focus.

The head teacher is implementing the Poppies teacher appraisal system, based on Teaching Council requirements. The licensee should now clarify the head teacher's role in evaluating programmes for children, and ensure that this leadership role is supported through whole kindergarten professional learning and development.

Key Next Steps

Next steps for kindergarten licensee and teachers include investigating ways of strengthening:

• the extent to which children lead and make decisions about their learning, including more flexible access to outdoor spaces and resources

• support for children to develop more complex play that sustains their interests, encourages problem solving and extends their learning.

Management Assurance on Legal Requirements

Before the review, the staff and management of Poppies 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.

To improve current practices the service provider should systematically update the wording of policies and procedures, especially in regard to changes in legislation, such as the Vulnerable Children Act 2014.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Poppies Kindergarten will be in three years.

Steve Tanner

Director Review and Improvement Services Northern

Northern Region

6 March 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

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 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.

1 Evaluation of Poppies Kindergarten

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

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

Background

Poppies is an independently owned kindergarten in Remuera providing education and care for up to 40 children from two to five years of age. The majority of children attending are from the local community and many are siblings of families who previously attended. The centre was relicensed under the 2008 ECE Regulations in 2014.

The previous ERO report identified many areas of strength and these good practices continue to be sustained. The transition to school programme continues to be a popular option for four year old children. Areas for development focused on strategies to strengthen links between programme planning and records of learning, and increasing literacy in the outdoor environment.

Since ERO’s 2011 review, there have been significant staffing changes. All staff are new and the centre is led by a new head teacher who was appointed in 2014. The owner/manager has remained constant, as has her commitment to providing high quality education and care centre. Teachers are all qualified and registered, and have been involved in professional development to strengthen their programme planning and assessment practices.

The centre’s programme, philosophy and teaching practices are informed by Te Whāriki, the early childhood curriculum. The philosophy focuses on preparing children to become confident, independent happy lifelong learners.

The Review Findings

Children play and learn in a well resourced, positive and supportive environment. Their physical, emotional and social development is nurtured. Teachers sensitively support children to foster friendships and engage in group activities. Children approach teachers with trust and affection when requiring reassurance or assistance. They have fun and play cooperatively. They are settled, happy and show respect for others.

Respectful and responsive relationships, a good knowledge of Te Whāriki and inclusive practices, underpin the curriculum. Teachers have well established group planning processes to guide programme implementation and are increasing their focus on individuals. Partnerships with parents in their child’s early education are encouraged and valued. Parents are well informed about their children’s progress through vibrant displays, assessment records and frequent communication.

Teachers provide highly effective support for children’s oral language development. They acknowledge and affirm children’s cultural identities and are keen to further develop their skills in this area. Teachers recognise the place that Māori have as tangata whenua and are increasingly using te reo Māori in appropriate ways.

Children are confident and capable. They learn and explore at their own pace. They experience a balance of challenge and security. Smooth individualised transitions into and through the centre, as well as on to school, are a well established feature of the kindergarten.

Teachers know children and their families well. They support child-led learning in spontaneous play situations. They interact with children in ways that are affirming and responsive to children’s ideas and preferences. Teachers encourage children to explore and problem solve. They include aspects of literacy, mathematics and science in the programme in meaningful ways. Children are purposefully engaged and eager learners.

The centre manager is well informed, actively involved in the centre and supportive of the teachers. Teachers work collaboratively together, sharing strengths and interest to promote positive outcomes for children. They place a strong focus on fostering children’s sense of belonging and wellbeing. Teachers actively seek out professional development opportunities and are contributing to self-review practices. The teachers' commitment to continue improving their thinking about the effectiveness of their practice contributes to the centre's aim for high quality care and education for children.

Key Next Steps

The centre leaders, teachers and ERO agree that key next steps for the centre should include:

• implementing a more robust evaluative process of self review that includes teaching as inquiry
• fostering a more bicultural curriculum that promotes Māori language and culture
• developing a strategic planning model that includes regular review of progress towards meeting set goals, and documenting better links between annual and strategic plans
• continuing to review and refine assessment and planning practices to show more consistently how children’s individual interests are progressed over time.

Management Assurance on Legal Requirements

Before the review, the staff and management of Poppies 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 Poppies Kindergarten will be in three years.

Dale Bailey

Deputy Chief Review Officer Northern Northern Region

25 March 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

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.