Remuera Baptist Kindergarten

1 Evaluation of Remuera Baptist Kindergarten

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

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

Background

Remuera Baptist Kindergarten is a well-established centre that provides full-day education and care programmes for up to 55 children over the age of two years. The children are grouped into two age-related rooms, each with their own indoor and outdoor play areas. Chinese children make up 25 percent of the roll and most of the children live locally.

The centre is located in the grounds of the Remuera Baptist Church. It is supported and governed by the Remuera Baptist Trust and the church community. The centre also has a management committee made up of staff and parent representatives.

A new centre manager was appointed at the end of 2017 and one teacher was promoted to team leader. The four teachers are fully qualified and come from diverse cultural backgrounds.

The centre's philosophy emphasises a Christian foundation and the importance of a loving and caring community for families. It promotes a commitment to children becoming confident, active learners with positive relationships and respect for the wider world.

The 2014 ERO review noted that the centre was delivering positive educational outcomes for children. Suggested improvements included more individually focused assessment processes, building teachers' capacity through professional learning, and reflection on their practice. Some good progress has been made in these areas.

The Review Findings

Children have respectful, responsive relationships and interactions with adults and their friends. They know about making choices, are able to lead their own learning and independently select resources. They enjoy a programme that is unhurried and gives them long periods of time for exploration and play.

Children from two to three-and-a-half years of age have a spacious learning environment that provides good access to indoor and outdoor spaces and resources. They enjoy opportunities to interact with their peers and to explore the activities that teachers have provided for them. Leaders acknowledge that they are yet to review the environment and programme for the specific needs of this age group. This review should include how teachers respond to individual children, and challenge and extend their learning and physical development.

Teachers provide a welcoming and inclusive environment and have positive relationships with children. Frequent interactions affirm and promote children's oral language development and communication skills. Some teachers use open-ended questions well to facilitate reciprocal conversations and challenge children's thinking. Teachers have begun focusing on building children's confidence and social competence. They integrate early literacy well into children's learning experiences.

The teaching team have developed a new planning processes, using a 'notice, recognise and respond' approach. This is helping them to focus more on children's individual interests, and child-led inquiry learning. The team leader models planning and assessment practices for teachers and has a good understanding of effective practice. Teachers have accessed external professional learning to review and improve the quality of curriculum planning, assessment and evaluation. The manager has provided further opportunities for teachers to build their capability in effective curriculum planning, teaching, assessment and evaluation.

Staff are committed to supporting the partnership principle of the Treaty of Waitangi. An in-depth, recent internal evaluation has increased teachers' understanding, knowledge and use of te reo, tikanga and te ao Māori, and they are continuing to strengthen the integration of bicultural practices in the programme.

The manager has prioritised strengthening partnerships and improving communication with families. Parents have opportunities to participate in the programme and be aware of their children's progress. Teachers have plans to provide an online portfolio for parents to have more access to information about their children's learning. Parents appreciate the caring relationships in the centre, and the increasing focus on children's individual interests.

Inclusive, collaborative leadership is a noteworthy feature of the centre. Change management has been thoughtful, strategic and well paced. The manager knows teachers' strengths well and values their contributions and ideas. She works closely with the board to make improvements and set future direction and priorities. The manager is continuing to review appraisal processes to ensure that they meet the requirements of the Education Council.

The manager and trustees are working to improve the centre sustainability. The committee and manager commissioned external advisors to review the centre's operations, finances, personnel and overall viability. This review has been used well to develop a strong vision, and sound strategic and annual planning. The manager is prioritising the development of sound internal evaluation systems and processes to inform and sustain ongoing improvements in the centre.

Key Next Steps

Priorities for ongoing improvement include:

• building teacher capability to challenge children's thinking and engage them in more complex play

• improving the programme and learning approaches for younger children to increase teachers' responsiveness to their stages of learning and development

• improving the consistency of effective practice across the centre.

Management Assurance on Legal Requirements

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

Julie Foley

Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

21 June 2018

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.

1 Evaluation of Remuera Baptist Kindergarten

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

Remuera Baptist Kindergarten is well placed to continue on the journey of promoting positive learning outcomes for children.

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

Background

Remuera Baptist Kindergarten is a well established Christian-based education and care service for children in Remuera. It provides sessional and full-day education and care for 55 children between two and five years of age. Most children attend selected sessions, with few attending more than three days a week. The centre is governed by the Remuera Baptist Trust, which comprises members of the church and the Remuera Baptist Management Committee. The management committee includes the manager, teachers and parent representatives.

The philosophy for the centre has been redeveloped recently by teachers and the management committee. It has been inspired by Reggio Emilia approaches and the centre’s aspirations for teaching and learning, which are clearly outlined in information provided for parents.

The centre operates in two separate buildings on the same property, each with its own playground. The area for the younger children has been developed as part of the church complex. A fence between the two parts of the centre enables children to see each other and to share some activities.

A change to the management structure of the centre has increased the number of adults in roles of responsibility. The manager and head teacher have responsibility for centre operations and curriculum leadership. Teachers are fully qualified and staffing arrangements are flexible in response to the number of children attending different sessions.

The 2011 ERO report identified good practices and recommended strengthening programme planning and using self review to improve practices for supporting Māori learners. The centre has had a focus on these areas for the past three years.

The Review Findings

Remuera Baptist Kindergarten provides a warm, caring environment for children within a Christian framework. Teachers work closely with children, supporting their interests and noticing their learning. Children are able to make decisions about what they want to do. They enjoy uninterrupted play for sustained periods. As a way of improving teaching practices across the centre, a year-long review has started looking into good practice outlined in Te Whāriki, the early childhood curriculum. This positive review process should help teachers to continue to develop their teaching practices.

Children are relaxed and busy in the centre. They are confident to talk to adults and are able to explain their ideas. Teachers support children’s conversations about what they are doing. Children cooperate and negotiate to share their play, using respectful interactions and friendly overtures to invite others into their games. The tone of the centre is settled and happy.

Teachers model positive relationships as a way of supporting children’s social learning. They work well as a team and provide collegial support for each other. Teachers share programme planning based on their observations and knowledge about children. They provide a range of activities and experiences to engage children’s interest. They are beginning to provide opportunities for children to contribute to decision making about the content of the programme and help plan their own activities. This is a very positive move that teachers should continue to strengthen.

The recent focus on aspects of the Reggio Emilia philosophy has encouraged teachers to decorate the environment with beautiful items and resources that encourage children’s investigation. Many of the teachers have been in the centre for a long time and provide continuity for children whose older siblings attended previously. This sense of belonging enables many children to settle easily into play and to explore the environment confidently. Literacy and numeracy concepts are well integrated into play by some teachers.

Self-review processes have been developed. As part of their deeper review of Te Whāriki, teachers could consider ways of making their assessment processes more individually focused. This would allow children’s development as learners over time to be made more apparent. Children’s dispositions, personalities and interests all shape their learning. Strengthening these features of assessment records would be beneficial.

A small number of Māori children attend the centre. Teachers have undertaken some professional development to strengthen their use of te reo me ngā tikanga Māori in programmes. They are also seeking to increase their links with the Māori community in their area. Managers recognise the need to explore ways to involve Māori whānau in programme planning. Greater involvement of whānau would be useful at this point in the centre’s bicultural development.

Management of the centre is well organised and effective. Systems and processes have been reviewed and updated and the operation of the centre is smooth and efficient. Strategic and annual planning is linked and provides guidance for the future.

Key Next Steps

ERO and centre managers identified that the next steps for the centre are to continue:

• building and developing the expertise of teachers through internal and external professional learning and leadership opportunities
• developing bicultural understanding and expertise in partnership with Māori whānau
• embedding staff reflection and discussion about their teaching into everyday practices.

Management Assurance on Legal Requirements

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

Dale Bailey

National Manager Review Services Northern Region

16 May 2014

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.