Haleema Kindergarten

Education institution number:
45458
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
25
Telephone:
Address:

16-20 Hunter Street, Taita, Lower Hutt

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ERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.

ERO’s Judgement

Regulatory standards
ERO’s judgement

Curriculum

Meeting

Premises and facilities

Meeting

Health and safety

Not meeting

Governance, management and administration

Not meeting

At the time of the review, ERO identified areas of non-compliance with regulatory standards that are an unacceptable risk to children.

Background

Haleema Kindergarten is owned by a charitable trust and overseen by a board of trustees. It gained its full licence in May 2018. A head teacher has overall responsibility for the day to day operation of the service.

Summary of Review Findings

The service curriculum provides children with a range of experiences and opportunities to enhance and extend their learning and development, indoors and outdoors, individually and in groups. The service provides opportunities for parents and whānau to collaborate about their children’s learning and service operation.

Centre leaders must ensure that the service’s policies and procedures are followed.

Actions for Compliance

ERO found areas of non-compliance in the service relating to:

  • clearly documenting the health and safety practices and monitoring of children’s sleep
  • recording of all aspects in documentation required for excursions.

Licensing Criteria for Early Childhood Education and Care Centres 2008; HS9, HS17.

Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:

  • securing heavy furniture and equipment
  • safety checking of workers who have access to children

Licensing Criteria for Early Childhood Education and Care Centres 2008, HS6, GMA7A.

Recommendation to Ministry of Education

ERO recommends that the Ministry reassess the licence of Haleema Kindergarten. ERO will not undertake a further review of this service until the Ministry of Education is satisfied that the service meets regulatory standards.

Next ERO Review

The next ERO review of Haleema Kindergarten will be in consultation with the Ministry of Education.

Dr Lesley Patterson

Director Review and Improvement Services (Southern)

Southern Region | Te Tai Tini

29 October 2020

Information About the Service

Early Childhood Service Name

Haleema Kindergarten

Profile Number

45458

Location

Lower Hutt

Service type

Education and care service

Number licensed for

40 children

Percentage of qualified teachers

80%+

Service roll

29

Gender composition

Male 18, Female 11

Ethnic composition

Samoan 5
Tuvaluan 4
other Pacific Island ethnicities 4
Middle Eastern 4
other ethnic groups 12

Review team on site

September 2020

Date of this report

29 October 2020

Most recent ERO report(s)

Education Review, February 2019;
Education Review, February 2017.

General Information about Assurance Reviews

All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.

Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.

ERO undertakes an Akanuku | Assurance Review process in any centre-based service:

  • having its first ERO review – including if it is part of a governing organisation
  • previously identified as ‘not well placed’ or ‘requiring further development’
  • that has moved from a provisional to a full licence
  • that have been re-licenced due to a change of ownership
  • where an Akanuku | Assurance Review process is determined to be appropriate.

Management Assurance on Legal Requirements

All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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.

As part of an Akanuku | Assurance Review ERO assesses whether the regulated standards are being met. In particular, ERO looks at a 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 certification; ratios)
  • evacuation procedures and practices for fire and earthquake.

As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:

  • discussions with those involved in the service
  • consideration of relevant documentation, including the implementation of health and safety systems
  • observations of the environment/premises, curriculum implementation and teaching practice.

1 Evaluation of Haleema Kindergarten

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

Not well placed

Requires further development

Well placed

Very well placed

Haleema Kindergarten requires further development to promote positive learning outcomes for children.

Ongoing development is required in assessment for learning, appraisal, internal evaluation and strategic planning.

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

Background

Haleema Kindergarten is an early learning centre owned by a charitable trust located in Taita, Lower Hutt. It is an all-day service licensed for 40 children, aged two to five years. Of the 34 children enrolled, 5 children identify as Māori. Children, teachers and families reflect a diverse range of cultures.

A board of trustees oversees the running of the kindergarten in collaboration with the teaching team and in partnership with parents. Since the February 2017 ERO report a number of changes to leadership and the teaching team have occurred.

The previous ERO report found significant development was required across the service’s curriculum. Priorities for improvement included leaders and teachers developing expectations of teacher practice, supporting children's social competence, internal evaluation, bicultural practice, cultural responsiveness and assessment for learning. In addition, management was asked to improve appraisal, review policies and systems and improve aspects of governance, including improving health and safety practices.

The centre has received ongoing targeted support through the Ministry of Education funded programme, Strengthening Early Learning Opportunities (SELO). Considerable work has been undertaken by leaders and the teaching team, in response to ERO’s recommendations. Progress is evident. 

The Review Findings

Teachers have worked with parents and the community to review the service philosophy and clearly identify how it is enacted in their practice. The service should regularly revisit statements within the philosophy to ensure their ongoing relevance, and to support a shared understanding by teaching staff and whānau.

A useful internal evaluation framework has recently been adopted. Leaders and teachers should continue to build their collective capability to lead and carry out effective internal evaluation to support decision making.

Children are confident and active participants in learning. They develop tuakana teina relationships through regular engagement with others. Adults have respectful and affirming relationships with children. They respond promptly to children’s requests, and their physical and emotional needs.

The curriculum provides children with an appropriate range of learning experiences. Their involvement in everyday activities are increasingly celebrated and shared between teachers and parents. An external facilitator continues to support teachers to establish shared understandings that determine curriculum priorities and emphases. This includes strengthening assessment documentation to show teachers' analysis of observations and understanding of children's learning pathways.

Teachers growing capability to include te ao Māori continues to strengthen. A confident educator role models te reo me ngā tikanga Māori and children are responsive to and familiar with te reo. Teachers should continue to introduce ways to promote te ao Māori in a local, place-based context.

Positive and meaningful relationships between teachers, children and their whānau continue to be a strength of the centre. These relationships support children's sense of belonging and the family-friendly culture that is evident. This inclusive environment acknowledges, and is respectful of, the wide range of ethnic groups in the centre. Teachers work hard to maintain children's language, culture, and identity.

When fully implemented the revised approach to appraisal should help to identify priorities to improve teachers' practice. Implementation should further consider:

  • goals that have greater focus on children
  • provision of regular constructive feedback
  • focused observations of practice.

Practices to support improvement and evaluate progress are developing. Ongoing professional learning and development is helping the teaching team to develop a shared understanding of effective practice.

The strategic plan developed by trustees is not robust. Further consideration should be given to evaluating the desired objectives in this plan. 

Key Next Steps

To improve outcomes for children and embed and sustain recently developed improvements, trustees, leaders and teachers should:

  • continue to develop understandings of effective internal evaluation
  • further embed practices for assessment for learning
  • strengthen teachers' appraisal
  • revisit the strategic plan to ensure that it guides centre operations, teaching and learning with a focus on promoting improvement and sustainability.

Management Assurance on Legal Requirements

Before the review, the staff and management of Haleema 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

Development Plan Recommendation

ERO recommends that the service, in consultation with the Ministry of Education, develops a plan to address the key next steps and actions outlined in this report. 

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Haleema Kindergarten will be within two years.

Alan Wynyard
Director Review and Improvement Services Southern
Southern Region

18 February 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

Lower Hutt

Ministry of Education profile number

45458

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, aged over 2

Service roll

34

Gender composition

Boys 20, Girls 14

Ethnic composition

Māori
Pākehā
Samoan
Tongan
Tuvaluan
Somali
Other ethnic groups

  5
  2
  4
  3
  3
  6
11

Percentage of qualified teachers

0-49%       50-79%       80%+
Based on funding rates

80% +

Reported ratios of staff to children

1:10

Meets minimum requirements

Review team on site

December 2018

Date of this report

18 February 2019

Most recent ERO report(s)

Education Review

February 2017

Supplementary Review

February 2014

Education Review

October 2012

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.