Mission Place Kindergarten

Education institution number:
5003
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
29
Telephone:
Address:

Mission Place, Kaitaia

View on map

Mission Place Kindergarten - 05/12/2016

1 Evaluation of Mission Place Kindergarten

How well placed is Mission Place 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

Mission Place Kindergarten is licensed for up to 30 children between two and five years of age. It provides sessions for children that are similar to school hours. The kindergarten’s philosophy focuses on developing caring relationships in an environment that values diversity and respects Māori as tangata whenua. Most of the children enrolled have Māori heritage and whakapapa to the five iwi of Muriwhenua or other North Island iwi.

The kindergarten is one of three in the Far North governed by the Kaitaia and District Kindergarten Association. A manager oversees kindergarten operations and reports regularly to a board that is responsible for the strategic direction of the association. A senior teacher was appointed in 2015 to support professional learning and the ongoing improvement of teaching practices. An experienced head teacher leads a team that includes qualified teachers and a part-time administrator.

The new teaching team has worked to maintain the positive features identified in ERO’s 2013 report. These features include caring, respectful relationships, supportive teaching interactions and a strong sense of community.

This review was part of a cluster of three kindergarten reviews in the Kaitaia and District Kindergarten Association.

The Review Findings

A caring, positive tone supports children to settle quickly into the programme. They move between clearly defined areas of play that are attractively presented to invite exploration. Children are confident working alongside their peers and talking about their experiences. They have opportunities to be involved in karakia and waiata.

Teachers’ interactions with children and whānau are welcoming, supportive and respectful. They work alongside children well and listen to their thoughts and ideas. Teachers use effective strategies to encourage children’s developing social skills and provide good support for children with special education requirements. They foster children's understanding of the bicultural heritage of Aotearoa New Zealand through innovative practices. Teachers also increasingly include te reo me ōna tikanga Māori in the programme.

The programme is based on Te Whāriki, the early childhood curriculum. Teachers have recently developed a useful system for individual planning that includes information shared by families. This approach is enabling teachers to respond more deliberately to children's individual and group interests and strengths. They recognise that they could improve assessment records by better documenting how children's learning is supported and extended over time. While parents can access most learning records online, teachers should consider how to ensure parents can easily see all of the information teachers gather about children's learning.

The head teacher, who was appointed in 2015, is leading change skilfully. Teachers are developing shared understandings about effective teaching practices. They are working together to promote the kindergarten's philosophy and implement a new vision and goals for future improvement. The appraisal system is used well for teacher reflection and to provide feedback about teacher practice. Teachers are developing internal evaluation processes that are helping them to continue improving the kindergarten programme.

The senior teacher provides useful guidance for teachers to improve programmes and practices. Regular professional learning and development helps teachers to extend their skills and knowledge. Teachers continue to enhance the positive relationships they have with families.

Management policies and processes are well established. The association’s strategic plan focuses on making decisions to improve learning outcomes for children, which include investing in upgrading property and environments. The board is using the New Zealand School Trustees Association tool Hautū: Māori Cultural Responsiveness Self Review tool for Boards of Trustees, to review how well the association is meeting its commitment to Te Tiriti o Waitangi.

Key Next Steps

To build on existing good practices teachers agree they could:

  • clarify the purpose of small group times and review how well current practices are contributing to children's learning

  • make regular links between learning records to show children's progress over time

  • improve the evaluation of programme and strategic goals to clearly identify positive outcomes for children.

The board and manager agree to:

  • improve the policy and procedures for managing staff competency and performance
  • develop and implement an action plan to progress the association’s commitment to Te Tiriti o Waitangi
  • evaluate progress towards meeting the association's strategic goals.

Management Assurance on Legal Requirements

Before the review, the staff and management of Mission Place 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 board and manager should ensure the practices and procedures for police vetting meet the requirements of the Vulnerable Children's Act.

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

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Mission Place Kindergarten will be in three years.

Graham Randell

Deputy Chief Review Officer Northern

5 December 2016

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

Kaitaia

Ministry of Education profile number

5003

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, over 2 years of age

Service roll

32

Gender composition

Girls 18 Boys 14

Ethnic composition

Māori

other

26

6

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Over 2

1:10

Meets minimum requirements

Review team on site

October 2016

Date of this report

5 December 2016

Most recent ERO report(s)

 

Education Review

February 2013

Education Review

February 2010

Education Review

October 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.

Mission Place Kindergarten - 25/02/2013

1 Evaluation of the Service

How well placed is the service to promote positive outcomes for children?

Mission Place Kindergarten teachers are well placed to promote positive outcomes for children. The new teaching team is in a good position to consolidate and build on current good practices.

Context

Mission Place is one of three kindergartens in the far north governed by the board of the Kaitaia and Districts Kindergarten Association. A manager oversees kindergarten operations, including financial management and employment matters. Professional Practice Managers (PPMs) from the Northland Kindergarten Association are contracted to support teachers’ professional learning and development and the implementation of programmes for children. PPMs report regularly to the manager, who then reports to the board of trustees.

The kindergarten provides six hour days for children over the age of three. Many of the children enrolled are Māori. Teachers place a high priority on improving their knowledge about tikanga and te reo Māori and bicultural practice. They have well established connections with children’s whānau and the local community.

The kindergarten has had several staff changes since ERO’s 2010 review. A permanent teaching team has now been established and an experienced teacher has been appointed to the head teacher role. The three qualified teachers are supported by a part-time administrator.

Improvements since 2010 have included the provision of increased staff workspaces and improved layout of the play areas and resources. Teachers have plans to develop the spacious outdoor area.

This review was conducted as part of a cluster approach to reviews in three early childhood education services within the Kaitaia and Districts Kindergarten Association umbrella organisation.

The Review Findings

Teachers have mutually respectful and caring relationships with the children, parents and whānau. They work collaboratively to support children’s learning and development. Parents/whānau are supportive and appreciative of the teachers and the service they provide. Teachers encourage whānau involvement in their children’s education and keep parents fully informed. A strong sense of community is evident in the kindergarten.

Children learn in a stimulating, well resourced learning environment that supports their sustained engagement in play and learning. They have good opportunities to experience literacy, numeracy, science and technology in meaningful ways. Children engage in self-directed cooperative play and enjoy their friendships with others. Leadership opportunities are encouraged. Teachers nurture children’s creativity, curiosity and problem-solving abilities.

Teachers have a strong philosophy based on the principles of Te Whāriki, the New Zealand early childhood curriculum. Their supportive interactions, high expectations and sustained conversations contribute to children’s development as confident capable learners. Concepts of sustainable living, care of the natural world and healthy lifestyles are woven in everyday activities.

The Association manager and board of trustees are well informed about kindergarten developments and challenges. They are committed to supporting teachers in their work with children and their whānau. Teachers are developing a culture of reflective practice, including documenting the processes and findings of self review. The teaching team is well supported in this by the PPMs.

To support the development of more complex child-directed learning, teachers could consider how to better:

  • document children’s contributions to programme development, partnerships with whānau, and planned teaching responses and strategies
  • illustrate the value that they place on whānau contributions and on recognising each child’s identity and heritage
  • develop more in-depth evaluation of their teaching practice and resulting outcomes for children, linking this evaluation to the kindergarten philosophy.

The manager of the Kaitaia and Districts Kindergarten Association has also identified the need to strengthen self review at their governance and management levels. Further steps to improve their support for kindergarten teachers could include:

  • reviewing the effectiveness and impact of the PPMs’ work, and including review processes in future contracts
  • providing more targeted induction processes and strengthened support systems for head teachers.

To improve current reporting practices, the Association could ensure that information about the allocation and use of Ministry of Education equity funding is shared with the kindergarten community.

2 Legal Requirements

Management Assurance on Legal Requirements

Before the review, the staff and management of Mission Place 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.

3 Next Review

When is ERO likely to review the early childhood service again?

ERO is likely to carry out the next review in three years.

Dale Bailey

National Manager Review Services Northern Region

25 February 2013

Information about the Early Childhood Service

Location

Kaitaia

Ministry of Education profile number

5003

Licence type

All Day Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, including up to 0 aged under 2 years

Service roll

41

Gender composition

Girls 27 Boys 14

Ethnic composition

Māori NZ European/Pākehā

Cambodian

Central American

Indian

Dutch

Italian

Japanese

25

11

1

1

1

1

1

Percentage of qualified teachers

80%

Reported ratios of staff to children

Under 2

No children under 2 years

 
 

Over 2

1:10

Meets minimum requirements

Review team on site

November 2012

Date of this report

25 February 2013

Most recent ERO report(s)

Education Review

Education Review

Education Review

December 2009

October 2006

May 2004

General Information about Early Childhood Reviews

About ERO Reviews

The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.

Review focus

ERO's education reviews in early childhood services focus on the factors that contribute to positive learning outcomes for children. ERO evaluates how well placed the service is to make and sustain improvements for the benefit of all children at the service. To reach these findings ERO considers:

  • 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 self review and partnerships with parents and whānau.

Review Coverage

ERO reviews do not cover every aspect of service performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.