Manu Crescent Private Kindergarten

Education institution number:
50526
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
30
Telephone:
Address:

4 Manu Crescent, Vogeltown, New Plymouth

View on map

1 Evaluation of Manu Crescent Private Kindergarten

How well placed is Manu Crescent Private Kindergarten to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Manu Crescent Private Kindergarten is well placed to promote positive learning outcomes for children.

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

Background

Manu Crescent Private Kindergarten is a small privately owned kindergarten, providing sessional care and education for five days a week. The service is licensed for up to twenty children aged over two years.

The centre philosophy highlights wellbeing, culture, children's sense of safety and confidence as integral to their holistic development as empowered learners. Sustainable practices are woven through the curriculum, with local placed-based experiences connecting children to natural environments in the local community.

All teachers are qualified and have current teaching certificates.

The July 2016 ERO report identified areas of practice requiring further development. These included: promotion of te reo me ngā tikanga Māori and internal evaluation. Progress is evident.

The Review Findings

Children positively engage in the well-resourced indoor and outdoor environments. The principles and strands of Te Whāriki (2017), the early childhood curriculum, underpin the centre's programme. Literacy, creativity, sustainability, music and active movement support children's developing language, knowledge and understanding. Parents and whānau actively support the centre's local outdoors community programme to promote children's imaginative play, opportunities for challenge and respect for Papatūanuku.

Planning for learning is informed by children's interests, preferences, needs and parent aspirations. It includes assessment of individual children and groups' learning, with observations as the basis for assessment. Portfolios provide attractively presented records of children's learning journeys. Leaders should continue to strengthen ways of tracking and monitoring children's progress over time towards achieving their goals.

Te reo me ngā tikanga Māori are woven into the programme. Children experience waiata, karakia, pepeha, te ao Māori resources, values and cultural events. The centre identifies the need to further strengthen te reo Māori and te ao Māori knowledge and understandings through links to local history. ERO's evaluation confirms this direction.

Teachers, children, parents and whānau demonstrate whanaungatanga and respectful relationships. A warm inclusive atmosphere upholds children's wellbeing and learning. Children's culture, language and identity are supported.

Children with diverse learning needs are well supported in an inclusive learning environment.

Transition processes for children moving into and through the centre and on to school, are well-considered.

Appraisal supports teachers to grow their knowledge and skills. Inquiry is integrated through the appraisal process. Teachers are reflective. The service identifies emergent leadership to support sustainability as a next step. ERO's evaluation confirms this.

Review for accountability and improvement is understood and informs ongoing decision-making. Internal evaluation informs and guides centre development. Centre leaders should continue to build knowledge and understanding of effective internal evaluation to further guide improvement.

ERO and leaders agree that leaders and teachers should continue to:

  • build on te ao Māori knowledge, understanding and connections to place through hapū and iwi histories and local stories

  • strengthen and refine internal evaluation

  • evaluate the effectiveness of the new assessment and planning systems in progressing children's learning and achieving the service's priorities.

Management Assurance on Legal Requirements

Before the review, the staff and management of Manu Crescent Private 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.

Phillip Cowie

Director Review and Improvement Services Central

Central Region

4 July 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

New Plymouth

Ministry of Education profile number

50526

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

20 children

Service roll

30

Gender composition

Male 16, Female 14

Ethnic composition

Māori
NZ European/Pākehā
Other ethnic groups

2
25
3

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

May 2019

Date of this report

4 July 2019

Most recent ERO report(s)

Education Review

July 2016

Education Review

August 2013

Education Review

March 2010

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 Manu Crescent Private Kindergarten

How well placed is Manu Crescent Private 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

Manu Crescent Private Kindergarten is a small, privately owned centre that has operated in Upper Vogeltown, New Plymouth for 24 years. It is licensed for up to 20 children aged over two years. At the time of this review, 35 children were enrolled and two identify as Māori.

The service offers five daily sessions per week. Since the August 2013 ERO report, a six hour session has been implemented for two days per week.

A focus on education for sustainability and environmental practice is emphasised through the curriculum. Activities include regular exploration excursions into the local forest, gardening initiatives, weekly cooking of harvested fruit and vegetables grown at the kindergarten and local community garden.

The service has a positive ERO reporting history. Since the previous review, the two relieving teachers have been appointed to permanent positions. All teachers are qualified and fully registered.

The Review Findings

Children and their parents and whānau are warmly welcomed and frequently spend time at the centre. Teachers know the children and families well.

Children experience an environment that provides extensive opportunities for play, learning and exploration. The outdoor area is set up to invite responsible risk taking that empowers children to be active learners. They engage in physical activities with enthusiasm and confidence, challenging themselves to strengthen their skills and coordination. The indoor environment is thoughtfully laid out to give children ready access to resources for reading, art, construction and dramatic play.

Teachers nurture and encourage emerging interests, and support child-led inquiries and investigations. Children are active learners. Early literacy, numeracy and science are integrated meaningfully throughout the programme. Children gain foundational skills which support them to transition to school.

A bicultural focus is evident. A teacher has taken a leadership role and provides staff with knowledge to support their understanding of te ao Māori. This is increasing teachers' confidence in the use of te reo Māori and supporting the development of a more culturally responsive programme of learning.

Children with additional needs are welcome at the centre. Teachers' highly inclusive practice and developed links with relevant community agencies aid them in supporting these children's participation in the programme.

Teachers observe children's play and regularly discuss and record their progress in a summative way. Learning and development is celebrated and shared between teachers and parents and whānau. It is timely to evaluate the kindergarten's assessment practices to identify how well the service provides meaningful opportunities for parents and whānau to contribute, in an ongoing way, to their child's learning.

The appraisal process provides opportunities for teachers to reflect on their practice. To further strengthen its approach, action plans should be developed to assist teachers to achieve their identified goals. This should support the monitoring of their progress and identification of next development steps.

There is a clear process for reviewing operation and practice. Building understanding of internal evaluation should help inform decision making. This should enable the leader and teachers to inquire more deeply in to how well the philosophy, the curriculum and teaching practices are enhancing positive outcomes for all children.

Leadership is effective and improvement focused.

Key Next Steps

ERO has identified that the next developmental steps should include:

  • ongoing development of teachers' understanding and use of te reo me ngā tikanga Māori

  • continuing to build the understanding of internal evaluation.

Management Assurance on Legal Requirements

Before the review, the staff and management of Manu Crescent Private 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 Manu Crescent Private Kindergarten will be in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

26 July 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

New Plymouth

Ministry of Education profile number

50526

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

20 children over the age of two

Service roll

32

Gender composition

Boys 15, Girls 17

Ethnic composition

Māori

Pākehā

Other ethnic groups

2

26

4

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

June 2016

Date of this report

26 July 2016

Most recent ERO report(s)

 

Education Review

August 2013

Education Review

March 2010

Education Review

June 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.