237 State Highway 2, Clive
View on mapThe Nest Private Kindergarten @ Clive
The Nest Private Kindergarten @ Clive
1 ERO’s Judgements
Akarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama- indicators of quality for early childhood education: what matters most (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for The Nest Private Kindergarten @ Clive are as follows:
Outcome Indicators |
ERO’s judgement |
What the service knows about outcomes for learners |
Whakaū Embedding |
Ngā Akatoro Domains |
ERO’s judgement |
He Whāriki Motuhake The learner and their learning |
Whakawhanake Sustaining |
Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakawhanake Sustaining |
Ngā Aronga Whai Hua Evaluation for improvement |
Whakaū Embedding |
Kaihautū Leaders foster collaboration and improvement |
Whakawhanake Sustaining |
Te Whakaruruhau Stewardship through effective governance and management |
Whakaū Embedding |
2 Context of the Service
The Nest Private Kindergarten @ Clive caters for 32 learners over the age of two years. Most teachers are qualified, and staffing is predominantly settled. The centre philosophy articulates the significance of relationships and community, children’s rights and emotional satisfaction, and peaceful environments influenced by nature, love and creativity.
3 Summary of findings
Children’s learning is well promoted in an environment that protects children’s rights to play. Their working theories and dispositions, and whānau hopes and dreams, drive teacher planning and curriculum delivery. Rituals and daily rhythms are deliberate parts of the programme. Teachers collaboratively respond to specific learning successes and challenges. Teachers are increasingly intentional in using the learning outcomes in Te Whāriki, the early childhood curriculum, however, explicit use is not yet evident. Children experience a curriculum that provides them with opportunities to learn at their own pace.
Children’s wellbeing is successfully nurtured in an environment that values love and community. Relationships are built through reciprocity and learning together. Multiple deliberate strategies are implemented that seek and respond to whānau hopes and dreams. Transitions are intentional and collaborative. Children benefit from learning-focused partnerships between teachers and whānau.
Children’s learning is enhanced through teachers engaging in individual and collaborative professional learning. Teachers access external mentors to build culturally relevant knowledge. Te reo and some aspects from te ao Māori are incorporated into daily experiences. Children experience aspects of cultural connectedness between their home and the centre. Teacher practices are beginning to reflect an understanding of whakapapa, the unique place of mana whenua and the development of a localised curriculum.
Collective enactment of the centre’s philosophy and values are actively promoted by leaders. Distributed leadership uses teaching strengths. Relational trust is evident and promotes problem solving, critical reflection on practice and collective responsibility. Leaders share professional knowledge and practices with the wider early learning community.
Internal evaluation and improvement practices impact positively on curriculum delivery and teaching. There have been recent process changes. Appreciative inquiry practices align to strategic goals and philosophy values. Curriculum and strategic evaluations are not yet consistently providing information or making a judgement about what is working well and for which learners.
4 Improvement actions
The Nest Private Kindergarten @ Clive will include the following actions in its Quality Improvement Planning:
- further support Māori learners and the development of a local curriculum through deepening understanding of whakapapa and the unique place of mana whenua
- incorporate systematic inquiry with the aim of making a judgement about the quality, or value of a practice in terms of its contribution to the desired learning outcomes for children.
5 Management Assurance on Legal Requirements
Before the review, the staff and management of The Nest Private Kindergarten @ Clive 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.
6 Actions for Compliance
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:
- a written procedure for safety checking all children’s workers that meets safety checking requirements of the Vulnerable Children Act 2014 and a record of all safety checks and the results [GMA7A]
- a current Fire Evacuation Scheme approved by the New Zealand Fire Service [HS4]
- relevant emergency drills are carried out with children on an at least three-monthly basis [HS8]
- evidence of parental acknowledgement for the administration of medication [HS28].
Shelley Booysen
Acting Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
11 November 2021
7 About the Early Childhood Service
Early Childhood Service Name |
The Nest Private Kindergarten @ Clive |
Profile Number |
45615 |
Location |
Clive, Hawkes Bay |
Service type |
Education and care service |
Number licensed for |
32 children. |
Percentage of qualified teachers |
80-99% |
Service roll |
45 |
Ethnic composition |
Māori 11, NZ European/Pākehā 27, Other ethnic groups 7. |
Review team on site |
August/September 2021 |
Date of this report |
11 November 2021 |
Most recent ERO report(s) |
Education Review, March 2017; Education Review, November 2013. |
The Nest Private Kindergarten @ Clive - 02/03/2017
1 Evaluation of The Nest Private Kindergarten @ Clive
How well placed is The Nest Private Kindergarten @ Clive 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
The Nest Private Kindergarten @ Clive (The Nest) is guided by Te Whāriki, the New Zealand early childhood curriculum and inspired by the principles of Dr. Emmi Pikler. The Pikler approach focuses on children under three years old but has been adapted by teachers at The Nest to reflect Aotearoa/New Zealand and the older child. The head teachers have travelled to Budapest on several occasions to update their training and ensure they continue to offer high quality support for children and their families.
The privately owned service provides sessional and all - day education and care for children aged between three and six years. There are currently 49 children enrolled and eight are Māori. All teachers are qualified and registered.
In November 2013 ERO report found that The Nest was well placed to promote positive outcomes for children. The service continues to support children to experience a high quality environment where they develop confidence and competence as lifelong learners.
The Review Findings
Highly respective practices acknowledge children and the strengths they bring to their learning. Adults allow children to discover through play. The freedom of self-chosen play allows children time, pace and space to learn. The calm environment is set up so that children can create and make, using resources purposefully chosen and presented that reflect the intentions of the service's philosophy.
Genuine learning experiences are a feature of The Nest. Children have a strong connection with the environment. The outdoor area invites them to explore among the trees. The indoor area is purposefully arranged to resemble a home. Children respect and care for their environment, adults and each other. They are confident to take risks, solve problems and be challenged. Children engage with each other in respectful ways. They are developing genuine social relationships.
Purposeful teaching strategies allow children to lead their own learning. Adults are fully present and engaged with children. Teachers are supported and guided to provide high quality education and care. A robust appraisal system acknowledges their strengths and areas for development. Distributed leadership recognises the skills and expertise of each teacher. High quality and sensitive guidance from them supports children's capabilities and extends their curiosity and imagination.
Planning for children is effectively used to guide the curriculum. It is responsive to children's languages, cultures and identities.
Children experience a sense of belonging and ownership of their learning and this place through the rituals and regular events. They understand their roles in ensuring a peaceful, nurturing environment. Children with special needs participate fully in the curriculum. Play is unhurried and purposeful. Children engage in high quality creative, imaginative play with their friends.
The Nest philosophy is aligned to Te Whāriki, the early childhood curriculum. Staff continually reflect and focus on improvement. Self review and internal evaluation are ongoing journeys focused on best practice aligned to the philosophical values and beliefs. The outcomes of internal evaluation show that children engage in learning that is making a positive difference for them. The curriculum priorities for children's learning are clearly articulated and enacted.
Children benefit from the close partnership between their families and teachers. Parents are partners in their children's learning. Families and whānau actively engage in centre events and workshops. They provide rich information about their children to complement ongoing learning. A very well considered approach supports children and their families' transitions into and out of the centre.
Teachers enable Māori children to experience success as Māori. As an outcome of self review the service is networking with a Puna Reo in Gisborne. They share good practice with each other. There is a strong focus on building staff capability in te ao Māori. The environment and teaching practices reflect the principles of the Treaty of Waitangi.
Self review results in improved outcomes for children. The service should continue to build on the effective internal evaluation processes in place to ensure that ongoing developments continue to focus on improvement for children's learning.
Management Assurance on Legal Requirements
Before the review, the staff and management of The Nest Private Kindergarten @ Clive 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 The Nest Private Kindergarten @ Clive will be in four years.
Joyce Gebbie
Deputy Chief Review Officer Central
2 March 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 |
Clive |
||
Ministry of Education profile number |
45615 |
||
Licence type |
Education & Care Service |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
32 children aged over 2 |
||
Service roll |
49 |
||
Gender composition |
Boys 31, Girls 18 |
||
Ethnic composition |
Māori Pākehā Other ethnic groups |
8 34 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 |
December 2016 |
||
Date of this report |
2 March 2017 |
||
Most recent ERO report(s)
|
Education Review |
November 2013 |
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.