Te Awanga Kindergarten

Education institution number:
50025
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
33
Telephone:
Address:

204 Parkhill Road, Hastings

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1 Evaluation of Te Awanga Kindergarten

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

Not well placed

Requires further development

Well placed

Very well placed

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

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

Background

Te Awanga Kindergarten is situated next to Haumoana school. It provides all day education for up to 40 children over the age of two. Children travel from a wide, semi-rural geographical area to attend. All teachers are fully qualified.

The philosophy statement describes empowering children to become confident and independent learners through mindful relationships, nurturing curiosity and creativity, and fostering appreciation and respect for the natural world. The kindergarten is a member of the enviroschools programme.

Te Awanga Kindergarten is one of 16 kindergartens operating under the governance and management of the Napier Kindergarten Association (the association). The governing board is responsible for setting the overall strategic direction for the organisation. The day-to-day operation of the association is the role of the general manager. Two education managers provide teaching and learning support for teachers. The board employs a Pou Whakarewa Mātauranga (Professional Practice Advisor Māori) to work alongside all association personnel to continue to strengthen cultural responsiveness.

The December 2015 ERO report identified that further strengthening of assessment, planning and evaluation of children's learning, internal evaluation and teacher appraisal was required. Progress has been made and these continue to be areas for the kindergarten to strengthen.

The Review Findings

The philosophy is well embedded within kindergarten practices. Children benefit from a wide range of experiences that promote their curiosity and creativity. The curriculum fosters children's connection to nature and the environment. Their cultures and languages are acknowledged and intentionally woven through teaching and learning. Children demonstrate confidence as learners.

The bicultural curriculum is strengthening. Children have opportunities to experience aspects of te ao Māori throughout the programme. There has been a deliberate focus on growing teachers' understanding of local areas of significance for Māori. They are beginning to introduce this into the programme.

Warm and respectful relationships are evident between all involved in the service. A recent initiative aimed at building parent, teacher and child relationships supports younger children to successfully transition into the kindergarten. Teachers apply consistent strategies and respond appropriately to nurture each child's social and emotional competence. Children play capably with, and alongside each other. They display a sense of belonging and ownership.

Parents readily participate in kindergarten activities and teachers' design learning experiences that carry on at home. Teachers are continuing to develop appropriate strategies to effectively respond to parent aspirations and build learning-centred partnerships. This should further support teachers' understanding of what educational success looks like for Māori and for Pacific children in their kindergarten.

Children with additional learning needs are well supported to engage with the curriculum. Teachers, parents and external agencies work collaboratively to support progression towards learning goals. They have established a range of useful resources that foster an inclusive environment.

Group planning is well established. Teachers consider how children's emerging interests can be extended and what next steps can be taken in response to group learning. They are exploring how assessment, planning and evaluation can be further strengthened to document the progression of learning for individual children.

Regular self review leads to improvements for children's learning. Teachers' understanding and use of effective internal evaluation is developing. Strengthening the focus on outcomes for children, and evaluating kindergarten practices against knowledge of what constitutes high quality early learning, should further enhance decision making. Education managers should continue to grow their own knowledge and practice of internal evaluation to better support this process.

The governing board is future-focused and has developed a clear strategic direction to meet the diverse needs of its communities. Board members value diversity of viewpoints and gather community and staff voice to inform decision-making. Regular reporting by the education managers is useful in identifying how strategic teaching and learning goals are being addressed.

The board places importance on developing teachers' capabilities. Targeted and deliberate building of cultural responsiveness supports Māori children and their whānau to experience success. An association-wide appraisal process is in place to support teacher practice in promoting positive learning outcomes for children. Further strengthening of the appraisal process, including targeted observations, should support teachers to determine how well they are progressing and actively encourage them to improve their effectiveness.

Key Next Steps

ERO and leaders agree that teachers should continue to strengthen:

  • how they gather and respond to parent aspirations

  • assessment, planning and evaluation to clearly show progress of learning for individual children

  • internal evaluation to enhance decision making that results in positive outcomes for children.

Education managers should continue to promote sustained improvement and innovation through strengthening:

  • evaluation, inquiry and professional guidance

  • the appraisal process.

Recommendation

Education managers should strengthen their understanding and use of internal evaluation to systematically evaluate their practices and the impact of these on outcomes for children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Te Awanga 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.

  • The service provider must ensure that parents have given written approval of the proposed adult:child ratio for all excursions.
    [Licensing Criteria for Early Childhood Education and Care Centres 2008, HS17].

Phil Cowie

Director Review and Improvement Services

Central Region

24 September 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

Haumoana, Hastings

Ministry of Education profile number

50025

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children aged over 2

Service roll

31

Gender composition

Male 16, Female 15

Ethnic composition

Māori
NZ European/Pākehā
Other ethnic groups

1
29
1

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

August 2019

Date of this report

24 September 2019

Most recent ERO report(s)

Education Review

December 2015

Education Review

October 2012

Education Review

May 2009

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 Te Awanga Kindergarten

How well placed is Te Awanga 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

Te Awanga Kindergarten is situated near to the local school in the settlement of Haumoana, overlooking Cape Kidnappers and the Kaweka Ranges. Up to 40 children can attend the centre at any one time. The current roll includes learners who share places across the week.

The kindergarten is part of the Napier Kindergarten Association (NKA), which oversees the operation of 16 kindergartens including two based in Wairoa. A board of trustees oversees governance for the association and support for the general manager. Two education managers are responsible for building teacher capability. A recently appointed Pou Whakarewa Mātauranga supports teachers to develop their knowledge and understanding of Te Ao Māori. He demonstrates a clear vision for Māori children and their whānau. The head teacher provides professional leadership to the wellestablished and experienced teaching team. An active parent committee supports the kindergarten.

The kindergarten is part of the Enviroschools programme and has recently been awarded Silver status. The areas of strength identified in the October 2012 ERO report continue to be evident. Teachers continue to develop and embed Enviroschools, bicultural practices and self review.

This review was part of a cluster of nine kindergarten reviews in the Napier Kindergarten Association.

The Review Findings

Children benefit from positive, responsive, affirming relationships with others. Their sense of belonging is fostered. Families’ cultural backgrounds are acknowledged and celebrated. Teachers make use of their knowledge about children and their lives outside kindergarten to add to their experiences.

The child-initiated curriculum has an emphasis on literacy, numeracy and Enviroschools. Children have some good opportunities to lead their own learning and sustain their play. Their independence is encouraged and they enjoy the company of peers. Children help, take turns and care for their environment. Teachers are responsive to their interests and needs.

Learning spaces promote a sense of curiosity and discovery. They reflect the local community and its surrounds.

Transitions are well managed to assist children and their families to become familiar with kindergarten, and as they move on to school. There are established reciprocal links with the local primary school.

Through the Enviroschools work, teachers have purposefully developed their understanding in te reo me ngā tikanga Māori. A focus on embedding and sustaining the programme, and ensuring ongoing family, whānau, and community and iwi involvement are identified next steps.

Teachers have a sound understanding of the processes for knowing about children’s interests and their learning. Recent positive developments include the implementation of a system for monitoring their response to the goals and information parents share about their children and their interests.

Assessment portfolios include individual and group entries and provide a record of children’s participation and involvement in kindergarten experiences and activities. ERO and teachers agree that further developing and embedding assessment and planning processes is a next step. This should include deepening a clearer focus on the learning and teaching that is occurring.

Self review is focused on improvement and used to inquire into aspects of the programme. Teachers have made good progress in developing this since the previous ERO review. Widening the scope of review to focus more on how well teachers are improving outcomes for children as well as growing their teaching practice, is a next step.

The head teacher fosters leadership opportunities that use teachers’ strengths well. Teachers are reflective and have a shared vision for teaching and learning. They work together in collaborative ways.

The association empowers teachers to use the team’s strengths to respond to children and the parent community. Education managers should continue to lead the implementation of systems and processes to effectively build teacher capability. These include self review, assessment, planning, internal evaluation, appraisal and leadership.

Key Next Steps

The kindergarten teachers and education managers should continue to:

  • further embed and extend the scope and impact of self review, including evaluation
  • strengthen assessment, planning and evaluation as part of the planned review of the curriculum
  • improve appraisal goal setting, evidence, observations, feedback and next steps.

Management Assurance on Legal Requirements

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

Joyce Gebbie

Deputy Chief Review Officer Central

23 December 2015

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

Haumoana, Napier

Ministry of Education profile number

50025

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, aged over 2

Service roll

40

Gender composition

Girls 21, Boys 19

Ethnic composition

Māori
Pākehā

4
36

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

N/A

Choose an item.

 

Over 2

1:10

Meets minimum requirements

Review team on site

October 2015

Date of this report

23 December 2015

Most recent ERO report(s)

Education Review

October 2012

 

Education Review

May 2009

 

Education Review

March 2006

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.