Raumanga Kindergarten

Education institution number:
5017
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
33
Telephone:
Address:

13 A Murdoch Crescent, Raumanga, Whangarei

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Raumanga Kindergarten - 10/09/2015

1. Evaluation of Raumanga Kindergarten

How well placed is Raumanga 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

Raumanga Kindergarten in Whangarei provides four and six hour sessions for 40 children between two and six years of age. Approximately 90 percent of the children enrolled identify as Māori. The kindergarten’s philosophy has a strong emphasis on whanaungatanga and family participation. A team of four qualified teachers works very effectively to ensure the programme reflects Te Whāriki, the early childhood curriculum, and a commitment to the bicultural heritage of Aotearoa New Zealand.

Positive aspects identified in ERO’s 2009 and 2012 reports have been sustained over time. Partnerships with families, bicultural practices, a well-resourced learning environment and high quality teaching practices remain features of the centre. Since 2012, teachers have continued to improve programme planning and assessment systems and use robust self review to enhance learning outcomes for children. They are currently involved in a professional learning project to research how they can promote children’s leadership through the development of oral language.

The kindergarten operates as part of the Northland Kindergarten Association. The Association provides governance, leadership and policy frameworks to meet operational management expectations. Association personnel assist teachers to maintain good standards of health, safety and to improve the quality of educational programmes. The Associations’ Pūmanawatanga Plan reflects a commitment to Te Tiriti o Waitangi and support for the development of bicultural practices across the organisation.

This review was part of a cluster of 10 kindergarten reviews in the Northland Kindergarten Association.

The Review Findings

Children are confident investigators who enthusiastically share their knowledge, ideas and theories about the world with teachers and other children. They show initiative, ask questions and are actively involved in conversations about their own learning. Children respond very well to teachers’ expectations of them as capable and confident learners. They take on leadership roles and imaginatively identify solutions and solve problems.

Flexible routines support children’s sustained, focused engagement in complex learning situations. Māori children experience an environment where te reo me ōna tikanga Māori is an authentic part of the programme. They are increasingly hearing the language of their heritage valued and celebrated at the kindergarten.

Teachers warmly welcome and form positive relationships with children and their families. They work alongside children and are responsive to their ideas. Teachers listen carefully to children. They provide resources and use rich language to support and extend learning. Teachers make links to children’s home experiences and have extensive knowledge of their interests and strengths. Teachers continue to develop their bicultural practices to promote success for Māori children.

Positive relationships support children to settle confidently into the programme. Partnerships with families are a feature of the kindergarten. Information shared by parents is appreciated and used by teachers to build relationships with individual children. Teachers value and respond to the goals that parents have for their children’s learning. Families’ contributions to the programme are encouraged and appreciated.

The curriculum effectively promotes positive outcomes for children. Teachers use high quality systems to assess, plan for and evaluate children’s learning. Children’s strengths, interests and engagement in the programme are clearly shown in attractive learning records. These individual portfolios celebrate the language, culture and identity of children and their families. Teachers skilfully identify the learning that happens during play and the progress children make over time. They work together to respond to and enrich children’s individual and group experiences at the kindergarten.

The head teacher is an experienced leader. There is a team culture of professionalism and high expectations in all aspects of kindergarten operations. Useful long-term goals, robust self review, research and an effective teacher appraisal system enable teachers to make positive changes that enhance teaching practices and children’s experiences at the centre. Association personnel have also supported teachers to build their understanding of skilful ways to foster children’s language development.

The Northland Kindergarten Association provides effective governance for kindergartens. Its long-term direction focuses on making decisions to improve learning outcomes for children. Positive strategies include:

  • good support and guidance from Association personnel to improve the quality of kindergarten programmes and teaching practice; particularly the development of bicultural practices and integration of Te Ao Māori (the Māori world) into programmes in meaningful ways for children
  • effective teacher appraisal and professional learning and development that contributes to improved teacher skills, knowledge and practice, especially in supporting children’s social competence and strengthening the quality of assessment documentation
  • significant investment in property and environment upgrades to promote children’s exploration and investigation
  • a focus on distributed leadership practices amongst kindergarten teaching teams to utilise teacher’s individual and collective strengths.

Association leaders are considering ways to enhance teacher appraisal processes and systems for self review. ERO recommends that the Association strengthens systems to ensure that all health and safety requirements are being implemented.

Key Next Steps

To enhance existing high quality practices in Raumanga Kindergarten teachers have identified that they could:

  • strengthen self review by improving the depth of their evaluation
  • continue to build connections with the local community to enhance the programme for children
  • work more closely with local schools to review how well children are supported to transition to school.

Management Assurance on Legal Requirements

Before the review, the staff and management of Raumanga 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 Raumanga Kindergarten will be in four years.

Graham Randell Deputy Chief Review Officer Northern (Acting)

10 September 2015

2. Information about the Early Childhood Service

Location

Raumanga, Whangarei

Ministry of Education profile number

5017

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, including up to 0 aged under 2

Service roll

44

Gender composition

Boys 22

Girls 22

Ethnic composition

Māori

NZ European/Pākehā

Samoan

39

4

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 2015

Date of this report

10 September 2015

Most recent ERO report(s)

These are available at www.ero.govt.nz

Education Review

June 2012

 

Education Review

February 2009

 

Education Review

January 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.

Raumanga Kindergarten - 11/06/2012

1. The Education Review Office (ERO) Evaluation

Raumanga Kindergarten is located in Whangarei. It operates within the Northland Kindergarten Association which provides good systems and support for kindergarten administration and operation. The kindergarten provides all day education for children over the age of two years.

The centre’s experienced teachers operate as a strong, cohesive team. The head teacher is a capable and collaborative leader, who values teachers’ individuality and strengths. A collegial approach to programme development and implementation supports effective practice.

A warm, welcoming and settled environment builds children’s confidence and sense of belonging. Respectful interactions are evident amongst children and adults. Parents speak appreciatively of the family atmosphere, effective communication and support for families/whānau.The kindergarten’s philosophy of whanaungataunga encourages participation and a sense of community.

The learning environment is attractive, well organised and invites exploration. Children happily play individually, in pairs or in groups. Teachers respond appropriately, using well considered strategies to support play and demonstrating a commitment to encouraging social skills.

Planning and evaluation processes enable the teaching team to collaboratively assess and respond to children’s emerging interests and needs. Programmes are guided by children’s interests and aligned with Te Whāriki, the early childhood curriculum. Teachers are considering ways in which parents and children can be more involved in planning and assessment practices to further build the learning partnership between teachers and families/whānau.

Programmes clearly reflect the kindergarten’s teaching and learning philosophy. Teachers provide a wide variety of learning experiences and encourage children in making choices. Many opportunities are provided for physical activity and exploration of the natural world. A strong focus on te reo and tikanga Māori enables children to connect with their culture.

Long-term strategic planning is supported by effective self review and professional development. Teachers have a commitment to delivering quality programmes and improving outcomes for children.

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 Raumanga 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 atRaumanga 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

ERO’s 2009 report identified many positive features of the kindergarten. These related to the learning environment, programme management, and practices for promoting children’s wellbeing and belonging and good communication with families/whānau. These aspects of centre performance remain notable features of the kindergarten.

Kindergarten staff have responded positively to ERO’s 2009 recommendations regarding the development of an oral language policy. They have also undertaken significant development of the outdoor area, resulting in an environment that effectively supports the kindergarten’s philosophy of care for children and the nurturing of their learning.

Areas of strength

Children’s wellbeing and sense of belonging.Inclusive relationships are a key feature of the centre’s philosophy and culture.Parents/whānau are greeted warmly at the kindergarten. Children engage happily in the programme and are supported by teachers who interact closely with them.Teachers model positive relationships and foster children’s social competence. Staff have initiated innovative strategies to increase children’s attendance and participation in the kindergarten. Valuable links with local schools are maintained and the kindergarten has effective processes to support children’s transition to school.

Partnerships with families. involve them in kindergarten programmes and activities. Parents appreciate the family atmosphere, teachers’ sensitive approach to the care of their children, and the support provided to family/whānau. Noticeboards provide good information about the kindergarten and community.Staff know families well. They proactively seek information from them to support their children’s learning andTeachers acknowledge their role in supporting parents/whānau as the children’s first teachers.

Teachers are committed to developing competence and confidence in te reo and tikanga Māori, and to the continued enhancement of provision for Māori children and whānau.Bi-cultural practices are very evident. The kapa haka group promotes connections with the children’s culture, provides performance opportunities and is well supported by whānau.

Learning environment. Attractive, well resourced and well maintained areas of play engage children in a variety of learning experiences. Children are able to easily access equipment, and move confidently between areas to explore and sustain their interests. Significant changes to outdoor areas have resulted in an environment that reflects the value the kindergarten places on natural science, outdoor experiences and physical activity as key elements in children’s growth and development. Displayed material is varied, well presented, and reflects the inclusion of family and children in the programme. Information about the value of learning through play is displayed in relevant areas.

Teaching and learning. They work very collaboratively, promoting consistency in approaches and flexibility in programming. They are very responsive to children’s interests and needs. External support is accessed for children as appropriate. Children demonstrate engagement and persistence in tasks. Teachers are committed to developing children’s social skills and social potential. They provide options for children to promote self management and decision-making. Teachers provide good support for the development of early literacy and numeracy skills within programmes.Staff have a shared understanding of the kindergarten philosophy and ways in which they can reflect this in their practice.

Reflection and self review. Extensive well documented self review is a feature of the kindergarten. This reflects the good support and monitoring services provided by the Northland Kindergarten Association.Contributions from parents and children are evident in self-review processes.A highly reflective culture and collaborative professional leadership by the head teacher also contribute to the centre’s focus on ongoing improvement.

Areas for development and review

Planning, evaluation and assessment. Teachers are continuing to review processes for planning and evaluating the programme and assessing children’s learning. They are trialling a range of strategies to increase parent and child voice in planning, portfolios and displays.

Oral language development. To give further effect to the kindergarten’s oral language policy, teachers should continue to develop a range of effective teaching strategies to extend children’s language development.

3. Management Assurance on Legal Requirements

Before the review, the staff of Raumanga Kindergarten completed an ERO Centre ManagementAssurance 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.

4. Recommendation

ERO and teachers agree that teachers should continue to use their self-review processes to further refine and embed recently developed planning and assessment systems.

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 Free Kindergarten

Licensed under

Education (Early Childhood Centres) Regulations 1998

Number licensed for

40 children over 2 years of age

Roll number

55

Gender composition

Boys 32

Girls 23

Ethnic composition

Māori 47, NZ European/Pākehā 7, Tongan 1

Review team on site

March 2012

Date of this report

11 June 2012

Previous three ERO reports

Education Review, February 2009

Education Review, January 2006

Education Review, December 2002

To the Parents and Community of Raumanga Kindergarten

These are the findings of the Education Review Office’s latest report on Raumanga Kindergarten.

Raumanga Kindergarten is located in Whangarei. It operates within the Northland Kindergarten Association which provides good systems and support for kindergarten administration and operation. The kindergarten provides all day education for children over the age of two years.

The centre’s experienced teachers operate as a strong, cohesive team. The head teacher is a capable and collaborative leader, who values teachers’ individuality and strengths. A collegial approach to programme development and implementation supports effective practice.

A warm, welcoming and settled environment builds children’s confidence and sense of belonging. Respectful interactions are evident amongst children and adults. Parents speak appreciatively of the family atmosphere, effective communication and support for families/whānau.The kindergarten’s philosophy of whanaungataunga encourages participation and a sense of community.

The learning environment is attractive, well organised and invites exploration. Children happily play individually, in pairs or in groups. Teachers respond appropriately, using well considered strategies to support play and demonstrating a commitment to encouraging social skills.

Planning and evaluation processes enable the teaching team to collaboratively assess and respond to children’s emerging interests and needs. Programmes are guided by children’s interests and aligned with Te Whāriki, the early childhood curriculum. Teachers are considering ways in which parents and children can be more involved in planning and assessment practices to further build the learning partnership between teachers and families/whānau.

Programmes clearly reflect the kindergarten’s teaching and learning philosophy. Teachers provide a wide variety of learning experiences and encourage children in making choices. Many opportunities are provided for physical activity and exploration of the natural world. A strong focus on te reo and tikanga Māori enables children to connect with their culture.

Long-term strategic planning is supported by effective self review and professional development. Teachers have a commitment to delivering quality programmes and improving outcomes for children.

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)