Waitangi Kindergarten

Education institution number:
5006
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
31
Telephone:
Address:

Te Kemara Avenue, Paihia

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1 Evaluation of Paihia-Waitangi Kindergarten

How well placed is Paihia-Waitangi 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

Paihia-Waitangi Kindergarten in Northland, is licensed to provide education and care for up to 30 children aged over two years. The kindergarten is part of the Northland Kindergarten Association (NKA), which provides a governance and management framework to support its operations.

The kindergarten offers some flexibility around session times and the number of days children can enrol for. Most children attend a six hour session similar to school hours, five days per week. The staff team includes three qualified teachers and an administrative assistant. A third of the children who attend are Māori.

The Waitangi Treaty grounds are nearby and provide a strong foundation for the kindergarten's philosophy. The philosophy documents the team's respect for Te Tiriti o Waitangi and the dual cultural heritage of Aotearoa. It is important to the teaching team that all children are welcomed and offered the opportunity to learn through play in a stimulating, fun environment. Whānau are seen as valued partners in children's learning.

The 2012 ERO report highlighted many areas of strength in the kindergarten including the environment, programme planning, interactions and relationships, and quality teaching practices. These positive aspects are still very evident. Areas for development identified in ERO's report included enhancing resources, more opportunities for children to revisit their learning, and deepening children's learning. There have been positive responses to these next steps.

This review was part of a cluster of eight kindergarten reviews in the Northland Kindergarten Association.

The Review Findings

The kindergarten's teaching philosophy is highly evident in practice. Children happily settle to play. Their strong sense of belonging is reflected in the way they play and interact with teachers and each other. The child-led, play-based programme supports children's independence and deeper engagement in their work and play.

Children are empowered to lead their own learning through skilled questioning and conversations with teachers. Each child's mana and uniqueness are respected and supported and they are seen as an integral part of the kindergarten community. Teachers value, and encourage children to use, the knowledge they bring with them.

The kindergarten's Pūmanawatanga Plan reflects its morale and tone and provides a foundation for the team's bicultural practice. Teachers respectfully validate te ao Māori and create opportunities for whānau Māori to voice their views. Learning about Māori theories and philosophies has assisted teachers to develop a culturally appropriate curriculum. Self review includes a focus on the impact that the kindergarten's bicultural curriculum is having on the community.

Parents are respected as partners and are encouraged to take an active role in their children's learning. Those who spoke to ERO expressed appreciation for the skills of the teaching team. They commented on the positive impact that the kindergarten programme is having on their children's learning and development.

Teachers are sensitive and responsive to the needs of individual children. They are quick to provide comfort and reassurance where needed. Teachers create an environment that enables children to learn skills, acquire knowledge and develop the confidence to try new things. Environmental sustainability is valued and promoted. Literacy, science and mathematics are included in the programme in ways that are relevant and meaningful for children.

Assessment processes build each child's identity as a successful learner, support the development of a strong Māori identity for Māori children, and support the cultural identity of all children. Te Whāriki, the early childhood curriculum, is highly evident in documentation and in the programme. Children's portfolios show continuity of learning.

The quality of teachers' self review has improved significantly in the last year. Some reviews are ongoing and some are now resulting in positive outcomes for children. Association self-review processes are well used. The kindergarten's strategic plan aligns well with that of the Association and is continually reviewed and evaluated.

The Association's governance practices are effective. Its long-term direction continues to focus on continually improving learning outcomes for children. Positive strategies include:

very good support and guidance by Association personnel, especially in the development of culturally responsive practices and the integration of te ao Māori in ways that are meaningful for children

  • new teacher appraisal systems, and professional learning that focus more closely on improving team skills, knowledge and practice and more distributed leadership practices

regular head teacher meetings that provide opportunities for collegial discussion and support.

Key Next Steps

In order to enhance the high quality programme provided for children, the teaching team will continue to strengthen programme evaluation with the inclusion of reflections about how teaching practice has impacted on children's learning.

Management Assurance on Legal Requirements

Before the review, the staff and management of Paihia-Waitangi 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.

To improve current practices, the Association should ensure that all kindergarten policy folders include updated policies and procedures that reflect all legal requirements.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Paihia-Waitangi Kindergarten will be in four years.

Graham Randell

Deputy Chief Review Officer Northern

13 October 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

Paihia

Ministry of Education profile number

5006

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 0 aged under 2

Service roll

38

Gender composition

Girls 21 Boys 17

Ethnic composition

Māori

Pākehā

Cook Island

Filipino

other

12

21

2

2

1

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

August 2016

Date of this report

13 October 2016

Most recent ERO report(s)

Education Review

June 2012

Education Review

February 2009

Education Review

February 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.

1 The Education Review Office (ERO) Evaluation

Paihia Waitangi Kindergarten in Northland provides very good quality education for children between three and five years of age. The kindergarten operates within the framework of the Northland Kindergarten Association. Association personnel provide professional and operational support for teachers.

Children appear to enjoy their time at the kindergarten. They play happily together and follow their own interests and lead their own learning. The organisation of learning resources and flexible centre routines encourage children to be resourceful, creative and curious. Children’s learning and achievements are acknowledged and celebrated in colourful wall displays and in individual records of learning. The recent building extension has helped to transform the learning environment.

Teaching programmes focus on encouraging children to be competent and confident learners. This approach enables children to develop skills such as concentration, perseverance, resourcefulness and creativity. Children’s knowledge of literacy, science and increasingly in te reo Māori is prioritised. Teachers help children develop social skills such as making friends, contributing and being responsible.

Parents and whānau find the kindergarten staff inclusive and supportive. Parents report that they are well informed about the kindergarten and their child’s learning. Parents and whānau, children and teachers have a strong and sense of belonging and whanaungatanga.

The kindergarten is well managed. There is a culture of professionalism, cooperation and collaboration among the teaching team. Teachers’ strong commitment to children’s learning and well-being is reflected in their willingness to review and improve teaching programmes and practices. Managers and teachers are well placed to address areas for development identified in this ERO report.

Future Action

ERO is likely to review the centre again in three years.

2 Review Priorities

The Focus of the Review

Before the review, the management of Paihia-Waitangi Kindergarten was invited to consider its priorities for review using guidelines and resources provided by ERO. ERO also used documentation provided by the centre to contribute to the scope of the review.

The detailed priorities for review were then determined following a discussion between the ERO review team and the management and staff. This discussion focused on existing information held by the centre (including self-review information) and the extent to which potential issues for review contributed to positive outcomes for children atPaihia-Waitangi Kindergarten.

All ERO education reviews in early childhood focus on the quality of education. For ERO this includes the quality of:

  • the programme provided for children
  • the learning environment
  • the interactions between children and adults.

ERO’s findings in these areas are set out below.

The Quality of Education

Background

Several changes have occurred since ERO’s previous visit in November 2008. Staffing has increased to three full-time teachers and the morning session time has been altered to start at 8.45am to better suit parents and whānau.

Teachers continually seek to enhance the learning opportunities provided for children. It is a requirement that children are enrolled for a minimum of three days a week so they have equitable opportunities to develop social competency and a sense of belonging. Teachers have responded positively to ideas gained through professional development, Kindergarten Association personnel, tertiary students on practicum and the previous ERO review report.

Areas of strength

Programme planning and assessment. Teachers plan high quality programmes based on Te Whāriki, the early childhood curriculum, and the interests and cultures of children and their families/whānau. Teachers’ respond well to children’s daily emerging interests and this helps children to feel valued and become confident learners. Children have many opportunities to develop their social and learning skills.

One of the outstanding features of the centre is the way that teachers and support staff make programme planning and assessment highly visible and accessible for the children, parents and whānau.

Attractive assessment portfolios and pictorial wall displays of teaching programmes inform parents and whānau about children’s learning and achievements. These records affirm children’s learning dispositions, knowledge and skills, Māori language and culture, and their developing social skills.

Learning environment. The recent extension to the building has transformed the indoor learning environment. Its spaciousness and the organisation of learning areas facilitate children’s access to resources and make it possible to readily accommodate visiting parents and whānau.

The indoor and outdoor areas and flexible centre routines encourage children to be resourceful, creative and self-reliant learners. Children have good opportunities to develop their interests and ideas independently and to play alongside, and with others with few interruptions.

Interactions and relationships. Warm, trusting, respectful relationships are characteristic of the centre and children happily learn and play together. They make friends and show concern for others. They enjoy having conversations with other children and their teachers. In this climate children develop the confidence to explore, experiment, set challenges for themselves and be creative, competent learners.

Teachers are affirming and supportive. They work alongside the children, quietly and effectively validating children’s ideas and learning. They listen carefully to children’s ideas, posing questions and giving children time to think about their answers. Children are helped to extend their thinking, overcome problems and resolve conflicts. Teachers have respect and compassion for children with diverse needs. They have high expectations and a shared belief in each child as a confident and competent learner.

Trusting relationships between teachers, parents and whānau and the wider community are also a highlight of the kindergarten. These relationships help teachers to know children well and respond to them with warmth and care. Parents and whānau make valued contributions to the learning programmes, especially the te reo Māori programme.

Self review. Kindergarten staff have a good understanding of the value of self review for on-going improvement. Self review occurs in many ways, through strategic and annual plans, teacher performance appraisal and development, programme reviews, and through feedback from Association personnel, parents, whānau and children.

Teachers are reflective and promote and model innovation and best practice, based on current educational theory and research.

Areas of development and review

Well developed self-review practices are likely to help teachers to address areas for review and development discussed with ERO during this review. Managers, teachers and ERO have agreed on the following priorities for development. They include:

  • enhancing resourcing of learning areas, including multicultural resources

  • further promoting teaching practices that encourage deeper learning

  • providing more opportunities for children to continue and revisit their learning, throughout the day

  • evaluating the impact of centre developments on children’s learning outcomes

  • improving health and safety checks.

3 Management Assurance on Legal Requirements

Before the review, the staff of Paihia-Waitangi Kindergarten completed an ERO CentreAssurance Statement andSelf-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:

  • administration
  • health, safety and welfare
  • personnel management
  • financial and property management.

During the review, ERO looked at the service’s documentation, including policies, procedures and records of recent use of procedures. ERO also checked elements of the following areas that have a potentially high impact on outcomes for children:

  • emotional safety (including behaviour management, prevention of bullying and abuse)
  • physical safety (including behaviour management, sleeping and supervision practices; accidents and medication; hygiene and routines; travel and excursion policies and procedures)
  • staff qualifications and organisation
  • evacuation procedures and practices for fire and earthquake.

In order to improve current practices, management and teachers should ensure that:

  • appropriate parent approval is gained for excursions outside of the centre

  • the child protection policy includes a statement ensuring confidentiality for those reporting alleged abuse

  • police vetting requirements for unqualified staff are maintained.

4 Recommendation

ERO and the centre managers agree that teachers should continue to enhance teaching practices and learning resources and extend children’s opportunities to revisit their learning throughout the day.

5 Future Action

ERO is likely to review the centre again in three years.

Makere Smith

National Manager Review Services

Northern Region (Acting)

About the Centre

Type

All Day Kindergarten

Licensed under

Education (Early Childhood Centres) Regulations 1998

Number licensed for

30 children over 2 years of age

Roll number

40

Gender composition

Girls 21 Boys 19

Ethnic composition

NZ European/Pākehā 22,

Māori 15,

European 2,

Dutch 1

Review team on site

March 2012

Date of this report

20 June 2012

Previous three ERO reports

Education Review, February 2009

Education Review, February 2006

Education Review, February 2003

20 June 2012

To the Parents and Community of Paihia-Waitangi Kindergarten

These are the findings of the Education Review Office’s latest report on Paihia-Waitangi Kindergarten.

Paihia Waitangi Kindergarten in Northland provides very good quality education for children between three and five years of age. The kindergarten operates within the framework of the Northland Kindergarten Association. Association personnel provide professional and operational support for teachers.

Children appear to enjoy their time at the kindergarten. They play happily together and follow their own interests and lead their own learning. The organisation of learning resources and flexible centre routines encourage children to be resourceful, creative and curious. Children’s learning and achievements are acknowledged and celebrated in colourful wall displays and in individual records of learning. The recent building extension has helped to transform the learning environment.

Teaching programmes focus on encouraging children to be competent and confident learners. This approach enables children to develop skills such as concentration, perseverance, resourcefulness and creativity. Children’s knowledge of literacy, science and increasingly in te reo Māori is prioritised. Teachers help children develop social skills such as making friends, contributing and being responsible.

Parents and whānau find the kindergarten staff inclusive and supportive. Parents report that they are well informed about the kindergarten and their child’s learning. Parents and whānau, children and teachers have a strong and sense of belonging and whanaungatanga.

The kindergarten is well managed. There is a culture of professionalism, cooperation and collaboration among the teaching team. Teachers’ strong commitment to children’s learning and well-being is reflected in their willingness to review and improve teaching programmes and practices. Managers and teachers are well placed to address areas for development identified in this ERO report.

Future Action

ERO is likely to review the centre again in three years.

When ERO has reviewed an early childhood centre we encourage management to inform their community of any follow up action they plan to take. You should talk to the management or contact person if you have any questions about this evaluation, the full ERO report or their future intentions.

If you would like a copy of the full report, please contact the centre or see the ERO website, http://www.ero.govt.nz.

Makere Smith

National Manager Review Services

Northern Region (Acting)

GENERAL INFORMATION ABOUT REVIEWS

About ERO

ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.

About ERO Reviews

ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:

  • improve quality of education for children in early childhood centres; and
  • provide information to parents, communities and the Government.

Reviews are intended to focus on outcomes for children and build on each centre’s self review.

Review Focus

ERO’s framework for reviewing and reporting is based on four review strands.

  • Quality of Education – including the quality of the programme provided for children, the quality of the learning environment and the quality of the interactions between staff and children and how these impact on outcomes for children.
  • Additional Review Priorities – other aspects of the operation of a centre, may be included in the review. ERO will not include this strand in all reviews.
  • Compliance with Legal Requirements – assurance that this centre has taken all reasonable steps to meet legal requirements.

Review Coverage

ERO reviews do not cover every aspect of centre 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 this centre.

Review Recommendations

Most ERO reports include recommendations for improvement. A recommendation on a particular issue does not necessarily mean that a centre is performing poorly in relation to that issue. There is no direct link between the number of recommendations in this report and the overall performance of this centre.