2 Halyard Close, Flagstaff-Hamilton, Hamilton
View on mapAkarangi | 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 are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Endeavours Kindergarten are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whakatō Emerging |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whāngai Establishing Whakatō Emerging |
Endeavours Kindergarten’s philosophy places value on supporting the mauri, wairua and mana of tamariki. The owner oversees daily operations and leads a small teaching team. Of the tamariki enrolled, approximately one third are identified as Māori. Some progress has been made in the key next steps from the 2022 ERO report.
Tamariki experience a culturally responsive curriculum underpinned by kaupapa Māori values. A range of resources affirm Māori cultural identity. Tamariki hear te reo Māori in daily experiences. Tuakana-teina (older-younger child) relationships support the learning of younger tamariki.
Kaiako practices positively enact the philosophy, increasingly integrate the cultures and languages of tamariki and promote their social competency. Tamariki learn through a variety of child-led and kaiako-initiated experiences designed to promote their agency, independence, early literacy and numeracy.
Leaders and kaiako are at an early stage in gathering parent perspectives to inform curriculum decisions. Positive, respectful relationships with whānau are in place. Informal daily conversations, and a newly developed welcoming process, provide opportunities for kaiako to learn about the home contexts of tamariki. Parents have some opportunities to participate in the curriculum through events and celebrations.
The service is in the process of developing its systems, processes and practices. Many areas of planning and practice are not documented. Assessment is beginning to reflect children’s cultural identities and their learning over time. The learning outcomes in Te Whāriki, the early childhood curriculum, are not yet used as the basis for assessment.
Formal professional growth cycles are not developed, however kaiako do access relevant professional learning. A system for internal evaluation is established, with a useful framework in place. The service is yet to use this to understand the impact of changes in practice on children’s learning outcomes.
Endeavours Kindergarten will include the following actions in its Quality Improvement Planning:
Further develop and implement systems of assessment, planning and evaluation to intentionally plan for, and document, children’s learning over time in relation to Te Whāriki learning outcomes.
Investigate and implement strategies for parents and whānau to share their perspectives about their children’s learning and respond to these through curriculum planning.
Establish a formal system to promote kaiako professional growth and collective capability.
Before the review, the staff and management of Endeavours Kindergarten completed an ERO 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; safety checking; teacher registration; ratios)
relevant evacuation procedures and practices.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Since the onsite phase the service has provided ERO with evidence that shows it has addressed the following non-compliance:
ensuring that relevant emergency drills are carried out on at least a three-monthly basis (HS8).
Patricia Davey
Director of Early Childhood Education (ECE)
3 August 2023
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Early Childhood Service Name |
Endeavours Kindergarten |
|
Profile Number |
47047 |
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Location |
Flagstaff, Hamilton |
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Service type |
Education and care service |
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Number licensed for |
20 children aged over 2 |
|
Percentage of qualified teachers |
100% |
|
Service roll |
19 |
|
Review team on site |
June 2023 |
|
Date of this report |
3 August 2023 |
|
Most recent ERO report(s) |
Akanuku | Assurance Review, March 2022, Education Review, May 2018 |
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.
Regulatory standards |
ERO’s judgement |
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Curriculum |
Meeting |
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Premises and facilities |
Meeting |
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Health and safety |
Meeting |
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Governance, management, and administration |
Meeting |
At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.
Endeavours Kindergarten is a privately owned service located in the suburb of Flagstaff. The owner is involved in daily operation and oversees governance. Principles from the Steiner philosophy and Te Whāriki, New Zealand’s bicultural early childhood curriculum, guide operation. This is the centre’s first ERO review under new ownership.
Children learn in a language rich environment. Teachers respect their choices and learning preferences. Children are encouraged to understand and respect other cultures. They develop knowledge and an understanding of the cultural heritages of both parties to Te Tiriti o Waitangi. Positive, reciprocal relationships with adults, support children developing social competence. Teachers acknowledge and respond to parents’ aspirations for their children.
Self review helps the service maintain and improve the quality of its education and care. A philosophy and annual plan guide the service’s operation.
Next steps include:
improving assessment of children’s learning to more consistently reflect their identity, language, and culture
continuing to refine assessment, planning and evaluation practices to show progression of learning over time.
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Shelley Booysen
Acting Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
18 March 2022
| Early Childhood Service Name | Endeavours Kindergarten |
| Profile Number | 47047 |
| Location | Hamilton |
|
Service type |
Education and care service |
|
Number licensed for |
20 children, aged over 2 years |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
25 |
|
Ethnic composition |
Māori 3, NZ European/Pākehā 19, Other ethnic groups 3 |
|
Review team on site |
February 2022 |
|
Date of this report |
18 March 2022 |
|
Most recent ERO report(s) |
Education Review, May 2018 |
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.
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:
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:
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Endeavours Kindergarten is a privately owned service providing full-day early childhood education and care for children from two years to school age. The kindergarten opened in 2016 and is located in the Flagstaff area of Hamilton. It is licenced for a maximum of 20 children at any one time, and maintains a high ratio of teachers to children. The current roll is 28 children and five are identified as Māori.
The two owners/directors are experienced, qualified and registered early childhood teachers. They retain responsibility for all governance and management matters, while teaching fulltime within required ratios. The directors lead professional practice in the kindergarten, and have recently employed a third qualified and registered teacher.
The kindergarten philosophy states that childhood is a unique phase of life that is to be treasured by giving children the gifts of time, space and support. Children's lives are to be enriched through engaging and joyful experiences. Kindness and inspiration are to be the cornerstones of the curriculum.
This is the first ERO report for this service.
Children’s learning and development is effectively fostered through sensitive and responsive relationships with caring adults. Children are settled and calm, and encouraged to be considerate and helpful towards others. Teachers take time to actively listen to children, and their conversations are based on rich language. Leaders and teachers know children well and promptly identify any emerging additional needs. They develop individual learning plans which are regularly revisited in partnership with parents and external agencies as appropriate. Transitions into and from the kindergarten are personalised, flexible and responsive.
Environments, especially indoors, are attractively presented and resourced with a high proportion of natural materials. Teachers become fully involved in both teacher and some child-led activities. Effective learning interactions between teachers and children are underpinned by high levels of nurture and respect. Children benefit from a healthy, peaceful environment, learning through play with nurturing teachers.
Leaders and staff are committed to building culturally responsive practice. The curriculum includes developing aspects of te reo and tikanga Māori and the use of waiata and karakia. The kindergarten values incorporate manaakitanga, whanaungatanga and aroha. A next step is for leaders to strengthen their philosophy statement and local curriculum to more strongly reflect the expectations of the revised Te Whāriki and the bicultural heritage of Aotearoa New Zealand,
Curriculum design clearly reflects the values of the owners as it promotes social competencies and learning in small groups supported by caring adults. Children experience a structured programme based on daily rhythms and rituals that encompasses parent aspirations and preferences. This programme provides a strong emphasis on building children's security and sense of wellbeing and belonging. Oral language and literacy is a feature of the curriculum, including story-telling and practices that allow children to observe, listen and play with language. Aspects of early mathematics language and concepts were apparent. Children benefit from a home-like environment and teachers who value joyful learning in childhood.
Planning is intentional and predominantly focuses on teacher-led activities. Assessment is based on teachers' close knowledge of children and their families and is focused on recording children’s interests, dispositions and involvement in kindergarten group activities. It is now time for leaders to review the opportunities for children to lead and develop their own sustained and complex play. This needs to include reviewing the ongoing access, especially by older children to the outdoor play areas, to age-appropriate resources they can manipulate.
The directors are experienced early childhood practitioners who are effectively implementing a shared philosophy to enrich children’s lives through engaging learning experiences. They have established and sustained high levels of mutual trust and respect amongst the teaching team. These relationships promote a collaborative and reflective culture. Internal evaluation is regular and systematic, long term and spontaneous. The directors have also established constructive relationships with regional early childhood education networks. The highly inclusive and supportive culture created by the directors promotes a sense of wellbeing and belonging for all children.
The directors have successfully established a positive sense of community at the kindergarten. There is a clear philosophy, vision and values which provide a shared and positive sense of direction. A further development is to consider how key documents consistently put the child as a competent and confident learner at the centre. Parents who communicated with ERO expressed high degrees of trust and confidence in leadership and staff. They feel well informed and able to be involved in shared events and festivals. The directors have detailed strategic and annual plans for the ongoing development of the service. An important next step is for the directors to implement a robust appraisal and registration process for themselves and other staff which is aligned to the requirements of the Education Council. Sound governance underpins the ability of the kindergarten to sustain the provision of quality education and care.
Important next steps for the ongoing development of the kindergarten are to:
extend the opportunities for complex and sustain play, especially for older children
strengthen the local bicultural curriculum
implement an appraisal and teacher registration process that aligns with the requirements of the Education Council.
Before the review, the staff and management of Endeavours 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.
The next ERO review of Endeavours Kindergarten will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
Te Tai Miringa - Waikato / Bay of Plenty Region
21 May 2018
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 |
Hamilton |
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Ministry of Education profile number |
47047 |
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Licence type |
Education & Care Service |
||
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
20 children, over the age of two years |
||
|
Service roll |
28 |
||
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Gender composition |
Boys 16 Girls 12 |
||
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Ethnic composition |
Māori |
5 |
|
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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 |
Over 2 |
1:6 |
Better than minimum requirements |
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Review team on site |
March 2018 |
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Date of this report |
21 May 2018 |
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Most recent ERO report(s)
|
No previous ERO reports |
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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:
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.