Shalom Kindergarten

Education institution number:
40046
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
48
Telephone:
Address:

252 Otumoetai Road, Otumoetai, Tauranga

View on map

1 Evaluation of Shalom Kindergarten

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

Not well placed

Requires further development

Well placed

Very well placed

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

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

Background

Shalom Kindergarten is a community-based early childhood service located in the suburb of Otumoetai in Tauranga. It is licensed for 50 children and offers full day education and care to children from two years to school age. The service is affiliated to C3 City Church Tauranga and is governed by a trust board. The trust board delegates the day-to-day running of the kindergarten to the manager who provides professional leadership and guidance to the supervisor and supports the teaching team. At the time of this ERO review 48 children were enrolled, including six who identify as Māori.

The kindergarten’s philosophy is committed to providing quality care and education founded on Christian principles, where children, parents and whānau learn together and are valued, loved and encouraged. The kindergarten’s values are based on: 'kindness; resilience; respect; curiosity; team work'.

Since the February 2017 ERO report, there have been many changes in the teaching team. The manager and supervisor are long serving in their roles. The centre has responded to the areas identified in the previous report. An ongoing challenge for the centre is to develop sustainability of centre practices due to the significant changes in personnel.

The Review Findings

The curriculum responds well to the emerging interests and needs of children. Regular observations of children by teachers in everyday activities build a picture of what they know, think and can do. Parents and whānau have opportunities to be involved and contribute their knowledge, skills and aspirations for their children. Te reo Māori is promoted through waiata and simple conversations. There is a need to strengthen the place of language, culture and identify for Māori and other children in the kindergarten’s planning, assessment and physical environment. Special events and visitors to the kindergarten enrich curriculum learning and promote children's engagement. Children with additional learning needs are well supported through personalised planning and inclusive practices.

Teachers use deliberate strategies to enhance learning. Children’s skills for social and emotional competence are fostered through caring and respectful relationships. Intentional teaching promotes oral language development and scientific exploration. The outdoor environment provides many opportunities for children to exercise choice, take risks and solve problems. Leaders and teachers may consider ways to extend this further into the indoor environment. A planned approach for positive transitions into the centre contributes to a sense of belonging for children and their families.

Collaborative leadership is focused on building teacher capability. Professional learning is prioritised to support ongoing improvement. A planned approach to staff induction contributes to a positive team culture and the smooth running of the centre. High levels of respect and a shared commitment to upholding the centre’s special Christian character promotes calm and settled environments for learning.

The philosophy is well embedded in centre practices. It reflects the values and beliefs of parents, whānau, the local community and teachers. The trust supports equitable opportunities for children and their families. Detailed strategic planning provides clear direction to centre programmes and practices. A useful framework for internal evaluation has been implemented and is responsive to identified priorities for improvement. There is a need to strengthen aspects of internal evaluation to further support improved outcomes for children.

Key Next Steps

Strengthening collective knowledge and use of Te Whāriki Early Childhood Curriculum is needed. This should support leaders and teachers to:

  • develop the kindergarten’s local curriculum in consultation with parents, whānau and community

  • implement individualised planning that shows increasing complexity in children’s learning over time and that is well aligned to learning outcomes

  • strengthen culturally responsive practices across the kindergarten.

Management Assurance on Legal Requirements

Before the review, the staff and management of Shalom 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.

ERO identified an area of non-compliance in relation to governance, management and administration.

To meet requirements the service needs to improve its performance in the following area:

  • prominently display at the service for parents and visitors the Education (Early Childhood Services) Regulations 2008 and the Licensing Criteria for Early Childhood Education and Care Centres 2008.
    [Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA 1]

To improve current practice, the early childhood service management should:

  • ensure all emergency drills are carried out and evaluated, including lockdown procedures [HS8]

  • ensure all staff qualifications including first aid certifications are on display for parents and visitors [GMA1].

During the onsite visit the service provided ERO with evidence that showed the compliance and improve practice areas for GMA1 were satisfactorily addressed.

Darcy Te Hau

Acting Director Review and Improvement Services

Central Region - Te Tai Pūtahi Nui

9 April 2020

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

Tauranga

Ministry of Education profile number

40046

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, including up to 0 aged under 2

Service roll

48

Gender composition

Male 19 Female 29

Ethnic composition

Māori
Pākehā
Other ethnic groups

6
35
7

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Over 2

1:8

Better than minimum requirements

Review team on site

February 2020

Date of this report

9 April 2020

Most recent ERO report(s)

Education Review

February 2017

Education Review

July 2013

Education Review

July 2010

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.

1 Evaluation of Shalom Kindergarten

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

Not well placed

Requires further development

Well placed

Very well placed

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

Background

Shalom Kindergarten is located in the Tauranga suburb of Otumoetai. It was established in 1984 as a community-based early childhood service attached to City Church Tauranga. The service is governed by a trust board with close links to the church and provides education and care for children from a wide geographical area in and around Tauranga. The service is licensed for a maximum of 50 children from two years to school age. It operates from Monday to Friday and offers both all day and sessional services between 8am and 4.30pm.

Since the previous ERO review in 2013 there have been significant changes to the teaching team. The experienced manager continues to provide professional leadership for the staff and kindergarten community. The kindergarten philosophy documents the intent to provide education and care from a Christian world view. Children are encouraged to become 'all they have been gifted to be through play, guided activity and respectful relationships'.

The teaching team of six, includes four with early childhood and two with primary teaching qualifications. Teachers and children are supported by an administrator and two teacher aides.

The centre has made very good progress in addressing the areas for review and development identified in the 2013 ERO report. Very good progress has been made in developing the staff appraisal system. Teachers have also responded to the large number of boys enrolled by undertaking professional learning about play and activities targeted to meet the needs of this active group of learners. Given the significant number of staff changes, a more recent focus has been to build the new teaching team culture and develop shared expectations for kindergarten practice.

Leaders and trustees are continuing to revisit and rationalise the kindergarten policy framework.

The Review Findings

The service continues to provide education and care where children are valued and encouraged to learn through play. The approach to programme planning is based on children's preferences and is responsive to their interests. This approach enables children to choose from a wide range of activities and make decisions about their level of involvement with play. Teachers respect these choices and work closely alongside children to support each child's learning, and assist them to develop ideas. Leaders acknowledge that further development of centre planning processes is necessary to provide consistency of practice amongst the new team.

Teachers record significant learning in individual child portfolios. These documents provide a valuable record of children's engagement in play and exploration and of their level of involvement in the kindergarten programme. A useful next step for teachers and leaders is to review assessment processes to ensure narratives about learning include information about how teachers are building complexity into children's learning over time.

Teachers are highly responsive to children's need for support, encouragement, care and guidance in their learning. Relationships between teachers and children continue to be respectful, positive and strongly reflective of the centre philosophy. These relationships form the basis for the high levels of trust between children and adults that are evident in the kindergarten.

The organisation of the kindergarten environment enables children to experience early literacy and mathematical learning integrated throughout activities, interactions with teachers, daily routines and events. Literacy learning is focused on oral language development, good modelling by teachers, an abundance of print-based resources, and increasing opportunities for children to interact with text.

The service is strongly committed to providing inclusive education and care for children with identified high learning and developmental needs. The manager is knowledgeable about provision for these children, which includes external agency support when necessary.

The kindergarten continues to be very well resourced with equipment to support children's learning across all curriculum areas. The outdoor area, in particular, is extensive and provides many interesting places for children to explore, along with areas for active physical play.

Leaders continue to provide effective well-informed leadership and strong direction for the service. Leaders and teachers have a good understanding of the role of self review for ongoing improvement. Regular policy review and reviews of aspects of the environment have contributed to improvements for children and adults. A more detailed approach to strategic and annual planning is now needed to provide a stronger basis for ongoing strategic review and improvement.

Key Next Steps

ERO and centre leaders agree that useful next steps for the kindergarten are to focus on further developing:

  • the approach to annual and strategic planning

  • shared understandings about programme planning

  • processes for individual assessment of children's learning and development

  • the way teachers include te reo and aspects of tikanga Māori naturally throughout the programme. 

Management Assurance on Legal Requirements

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

Lynda Pura-Watson

Deputy Chief Review Officer

17 February 2017 

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

Tauranga

Ministry of Education profile number

40046

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children aged 2 years and over

Service roll

68

Gender composition

Girls 34

Boys 34

Ethnic composition

Māori

Pākehā

South East Asian

Indian

6

56

4

2

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratio of staff to children

Over 2

1:10

Meets minimum requirements

Review team on site

December 2016

Date of this report

17 February 2017

Most recent ERO report(s)

 

Education Review

July 2013

Education Review

July 2010

Education Review

September 2007

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.