113 Hillcrest Drive, Kelvin Grove, Palmerston North
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Kelvin Grove Kindergarten is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Kelvin Grove Kindergarten is in Palmerston North. Opening hours are Monday to Friday from 8.30 am until 2.30pm. Full day places are available to children from three to six years old. At the time of this review, there were 42 children enrolled and 10 identify as Māori.
The kindergarten philosophy emphasises 'an inclusive, holistic community-based approach to developing lifelong learners'.
The kindergarten is administered by the Ruahine Kindergarten Association (the association). The governing board is responsible for setting the overall strategic direction for the organisation. The day-to-day running of the association is the role of the chief executive officer who is responsible to the board. An operations manager supports the service’s compliance and policy development. Two senior teachers provide educational leadership across the teaching teams.
The February 2016 ERO report, identified that assessment and planning for learning and use of internal evaluation required further development. Progress is evident. Teachers report positive outcomes from the refined systems and processes.
This review was part of a cluster of twelve kindergartens and one early learning service in the Ruahine Kindergarten Association.
Children learn in a calm, welcoming environment where physical activity and early literacy concepts are promoted. The development of their social and emotional competencies is appropriately responded to and well supported. Established routines provide structure to the day. Children know centre routines and expectations and these contribute to their sense of belonging.
Children use the outdoor and indoor environments well. A wide range of age-appropriate resources support their ongoing interests and active participation in collaborative and independent play. They confidently lead their own learning and engage in play for sustained periods of time.
Teachers have positive and sensitive relationships with children. Learning conversations are responsive to children’s emerging interests. An inclusive environment supports children's engagement and learning. Community connections and partnerships with parents provide enriching learning experiences that align to the kindergarten's priority learning and teaching areas: Kind Hearts, Active Movement, Sustainability.
Links to the kindergarten's philosophy and Te Whāriki are incorporated into children's learning stories, one of the assessment tools teachers use. Identifying children’s development is evident in these too, however there is variability in analysis of information to determine children’s learning pathways. To sustain good practices, and further develop teacher capability, emphasis should be placed on using assessment to deepen and deliberately provide increasing complexity to children's learning.
Te ao Māori is promoted and valued in centre practices and interactions. Artefacts, puzzles, Māori art and resources are used by children in their play. Leaders have identified cultural responsiveness for all children as an area for further development.
Senior teachers work collaboratively to build teacher and leadership capability. There is a strong commitment to growing staff knowledge and skills through ongoing professional learning, research opportunities and the sharing of good practice.
Children are well supported to transition within the centre through processes that are responsive to each child and their family. Leaders are advocates for children and their families to access external support.
A range of internal reviews is systematically undertaken in response to the kindergarten needs. These have led to positive changes to teaching and learning. Staff self-review practice uses data, observations of children and critical self-reflection, to show progress towards achieving goals. The internal evaluation process has been carefully, collaboratively and purposefully developed. The review process demonstrates an increased understanding of evaluation, for accountability and improvement purposes.
Association leaders have a well-considered approach to progressing strategic objectives. Robust systems and processes are in place for monitoring, reporting and evaluating the quality of operations. Information is used to inform decision making and to improve the quality of teaching and learning.
At kindergarten level, priorities are to continue to :
refine and develop tools for assessment, planning and evaluation that should further support teachers to identify, plan, monitor and evaluate children's learning over time
build teacher capability and understanding of te ao Māori should further enable leaders and teachers to promote success for Māori learners as Māori.
At the governance level, the Ruahine Kindergarten Association have identified that their priorities are to continue to:
strengthen and build their knowledge and understanding of tikanga Māori and seek engagement with local iwi, with kaumatua support.
Before the review, the staff and management of Kelvin Grove 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:
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 further improve areas of compliance the service should ensure that:
parents give written authority to administer medication at the beginning of each day the medicine is to be administered, or in accordance with the requirement for the category of medicine.
Since the onsite phase of ERO's evaluation, the association has revised and strengthened procedures in relation to medication forms.
Phil Cowie
Director Review and Improvement Services Central
Central Region
11 October 2019
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.
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Location |
Palmerston North |
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Ministry of Education profile number |
40235 |
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Licence type |
Free Kindergarten |
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|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
40 children, aged over 2 |
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|
Service roll |
42 |
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|
Gender composition |
Male 22, Female 20 |
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Ethnic composition |
Māori |
10 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Reported ratios of staff to children |
1:10 |
Meets minimum requirements |
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Review team on site |
August 2019 |
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Date of this report |
11 October 2019 |
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Most recent ERO report(s) |
Education Review |
February 2016 |
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Education Review |
November 2012 |
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|
Education Review |
June 2009 |
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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.
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.
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Kelvin Grove Kindergarten is one of 24 administered by the Ruahine Kindergarten Association Incorporated (the association). It is licensed for 40 children aged over two years. Most children begin attending the service at close to three years of age. Of the 58 children enrolled, 11 are Māori. All teachers are qualified and registered.
The kindergarten philosophy emphasises the importance of supporting children to become confident, capable and resilient communicators as part of a community of learners.
The November 2012 ERO review identified that teachers should develop understanding and use of self review. Professional support by the senior teacher has been provided to support this aspect of practice and progress is evident.
Day-to-day management of the association’s affairs is the responsibility of the general manager. A governing board sets overall strategic direction. The senior teacher provides professional leadership for teaching and learning. An operations manager supports kindergartens’ compliance, policy development and leadership. A management restructure has been undertaken since the previous ERO reviews.
This review is one of a cluster of five reviews of Ruahine Kindergartens.
The curriculum, environment and resources provide children with a varied range of activities and learning opportunities. The outdoor area has been developed to support an increased choice of challenging learning experiences. Literacy and mathematical learning features meaningfully within a variety of experiences throughout the curriculum.
Children generally show high levels of engagement in their learning. They demonstrate independence, confidence and cooperative skills. Teachers have positive and responsive relationships with children and encourage peer interactions.
Staff have a clear focus on ensuring that teaching practice and the environment are supportive and inclusive. They share values that encourage respectful behaviour and support children's developing social competencies. Teachers should continue to consider how to enhance aspects of the programme and environment to better meet the needs of the younger children attending the kindergarten.
Assessment is increasingly responsive to children's immediate and emerging strengths, interests and skills. Narratives and photographs show their engagement and at times dispositional learning and progress.
Teachers’ observations of learning are reflected in portfolios and a variety of visual displays within the kindergarten. Further evaluation of the impact of intentional teaching strategies and curriculum decisions on children’s learning is required. This should help to determine next development steps and enhance outcomes for children.
Parents are welcomed and acknowledged as their child’s first teacher. Teachers encourage and provide opportunities for parents to contribute to their child’s learning. An on-line programme increasingly records teachers’ and parents’ communication about children’s learning programmes, progress and achievements. This is in the early stages of implementation.
Children experience a range of opportunities to learn about Aotearoa/New Zealand’s dual cultural heritage. A recent review focus is supporting teachers to further promote te ao Māori as a meaningful part of children’s daily experience. Teachers continue to explore ways of enhancing culturally responsive practices for Māori learners.
Children’s sense of belonging is nurtured when beginning kindergarten. Teachers support parents to settle children according to their needs. Reciprocal visits between the centre and school occur where possible. Teachers work collaboratively with parents to assist children’s transition to school.
Staff are encouraged by the experienced head teacher to use their expertise and develop leadership skills further. Internal evaluation is valued and teachers take time for critical reflection on their practice. Appropriate use is made of current best practice to support developing evaluation processes. Review of the kindergarten philosophy to reflect a shared understanding of values and beliefs amongst the new teaching team is an agreed next step.
The kindergarten's annual plan outlines priorities for the year linked to the association's strategic goals of having high quality staff, coordinated services, effective partnerships and operations. Progress is recorded and reflected upon in collaboration with the senior teacher and operations manager. Quality outcomes linked to agreed ‘wise practice' should be a useful addition to the annual plan. This should enable more effective monitoring of progress in relation to learning, teaching and outcomes for children.
Association leaders agree, implementation of a bicultural curriculum and promotion of success for Māori as Māori need further development. The recently revised Te Tiriti o Waitangi policy, the ‘Wise Practice’ document, and the establishment of enduring connections with mana whenua should support these aspects of practice.
The association provides effective governance and management support for this service. This includes:
Developing and implementing appraisal for the senior teacher and operations manager is a priority.
ERO and association leaders agree that teachers should be supported to continue to develop:
Before the review, the staff and management of Kelvin Grove 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:
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
The next ERO review of Kelvin Grove Kindergarten will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
12 February 2016
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.
|
Location |
Palmerston North |
||
|
Ministry of Education profile number |
40235 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, aged over 2 years |
||
|
Service roll |
58 |
||
|
Gender composition |
Girls 29, Boys 29 |
||
|
Ethnic composition |
Māori Pākehā Samoan Cambodian Fijian Indian Other ethnic groups |
11 34 1 3 2 7 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
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Reported ratios of staff to children |
Under 2 |
N/A |
|
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
November 2015 |
||
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Date of this report |
12 February 2016 |
||
|
Most recent ERO report(s) |
Education Review |
November 2012 |
|
|
Education Review |
June 2009 |
||
|
Education Review |
April 2005 |
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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.