52 Rutherford Street, Chartwell, Hamilton
View on mapNot well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Hukanui Kindergarten is one of 29 kindergartens operating under the Waikato Kindergarten Association (WKA). It is located in the north-east of Hamilton and licensed for 40 children aged two years to school age. The kindergarten offers full-day education and care, and provides flexible attendance hours to meet the needs of families. All teachers are qualified and registered, and a teaching assistant is a fluent speaker of Mandarin. The organisation provides 20 free hours for children from two years of age.
The kindergarten operates under the umbrella of the Waikato Kindergarten Association (WKA), which is a charitable trust, and does not operate for profit. The strategic direction of the Association is guided by the overarching statement, ‘Every child reaching their full potential’. The WKA has a commitment to providing quality, inclusive services that effectively meet the diverse educational needs of all children attending. All kindergartens in Waikato Kindergarten Association are involved in sustainable programmes promoting the care of people and environment, such as Enviroschools, Sport Waikato Under 5 Energise and a ‘Cool for School’ Transition programme. A kaumātua from Tainui provides advice, guidance and support to the organisation. The kindergartens’ education, operational and administrative responsibilities are well supported by Association specialist personnel.
Since the last ERO review there have been significant changes to leadership and the teaching team. The head teacher was appointed in October 2016, and maintains a focus on team building and strengthening community relationships. In response to a recommendation in the 2014 ERO report, teachers have reviewed the learning story assessment process.
The kindergarten philosophy has been reviewed by staff to reflect the many cultures of children enrolled. It emphasises that children learn best in an environment that is safe, welcoming and inclusive of all contributing cultures. The kindergarten is committed to providing opportunities to develop knowledge and understanding of the cultural heritage of both parties to Te Titiriti o Waitangi. Contributions from whānau are welcomed, as partners in their child's education and care. The curriculum is driven by children's strengths and interests, to create confident capable learners.
This review was part of a cluster of six reviews in the Waikato Kindergarten Association.
Children are settled, happy and engaged in learning though play. They have opportunities for sustained periods of uninterrupted child-led learning, supported by a well-resourced environment. This is resulting in many examples of complex play being evident. Teachers are making effective use of learning conversations and open-ended questioning to encourage children's creativity, problem solving and thinking. High levels of oral language, used for purpose and communication, are evident. Positive guidance strategies support the kindergarten's inclusive culture, so children from diverse backgrounds, with languages other than English, are made to feel welcome and secure. Children with additional learning or physical needs are well-supported and included. Teachers are responsive to children's physical and emotional needs, and familiar routines help to foster a strong sense of belonging and wellbeing.
Children benefit from a wide range of interesting and challenging learning experiences. The curriculum is underpinned by positive, reciprocal relationships, soundly based on Te Whāriki and Tātaiako, and clearly reflects philosophy values. The programme responds to children’s interests and strengths, and maintains an appropriate balance with intentional teaching to support and extend learning. Early literacy and experiences in art are naturally integrated. There is strong evidence of learning opportunities in mathematics, science and enviro-school. The environment supports construction play, physical challenge and exploration. Children, their parents and whānau are well-supported as they transition to a range of local schools. Children are well-engaged in learning through play in a range of areas of the programme.
Recently developed systems for assessment and planning are providing a good foundation for teachers to evaluate the impact of the curriculum. Teachers use the 'notice, recognise and respond' approach to inform each stage of planning and to record children's learning and development in individual portfolios. While parent aspirations for their children are sought and valued, teachers recognise the benefit of continuing to build learning partnerships with parents, which includes responding to aspirations in a more formalised and structured way.
The head teacher sets and models high expectations for staff and demonstrates a strong commitment to culturally responsive practice. A teacher who is fluent in te reo Māori is contributing to building local knowledge and understanding of te ao Māori in the kindergarten. There are many examples of the natural integration of te reo and tikanga Māori, especially at mat times. Visual displays and whānaungatanga practices support a sense of inclusion.
The diverse ethnicities in the kindergarten community are valued and celebrated in cultural events. The head teacher and teachers recognise that the multi-cultural nature of their kindergarten presents a particular challenge to ensure the curriculum builds each child's confidence in their own language, culture and identity. The current philosophy gives an agreed direction for teachers to respond to the socio-cultural context of each child, so they are affirmed for who they are, where they come from, and what they bring to the kindergarten.
Aspects of teaching practice and centre operations are benefiting from the leadership of the head teacher. She is building relational trust at all levels of the kindergarten community. The head teacher, with effective support from the ESM, is encouraging teacher reflection on professional practice through revised online appraisal processes and staff meetings. Several emergent and short term planned reviews have been undertaken on curriculum and centre operations. Effective leadership is leading to staff, children and whanau developing a sense of shared purpose and positive direction.
WKA provides sound, comprehensive systems, policies and procedures to guide kindergarten practice. Teachers have access to ongoing and targeted professional development to support improved practice, and lead to enhanced outcomes for children. ESMs work closely with the head teacher and provide well-informed professional leadership to support kindergarten operations.
The key next step for kindergarten leaders and teachers is to consolidate and embed the progress made in professional practice. This includes continuing to enact the agreed philosophy, and building the partnerships for learning with parents. Teaching as inquiry should provide evidence of continued improvement in educational outcomes for children.
Before the review, the staff and management of Hukanui 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:
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
The next ERO review of Hukanui Kindergarten will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
Te Tai Miringa - Waikato / Bay of Plenty Region
17 October 2017
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.
| Location | Hamilton | ||
| Ministry of Education profile number | 5146 | ||
| 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 | 59 | ||
| Gender composition | Girls 36 Boys 23 | ||
| Ethnic composition | Māori Pākehā Chinese Indian Other Southeast Asian Other | 1 32 8 5 3 10 | |
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 2017 | ||
| Date of this report | 17 October 2017 | ||
Most recent ERO report(s)
| Education Review | August 2014 | |
| Education Review | August 2011 | ||
| Education Review | June 2008 | ||
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:
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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Hukanui Kindergarten is located in Chartwell, Hamilton and provides sessional education and care for children from two years to school age. The kindergarten is licensed to provide education and care for up to 40 children over the age of two years at any one time. At the time of this ERO review 80 children were enrolled, of whom 12 are identified as Māori.
The kindergarten operates under the umbrella of the Waikato Kindergarten Association (WKA), which is a charitable trust, and does not operate for profit. The strategic direction of the association is guided by the overarching statement ‘Every child reaching their full potential’. This emphasises a commitment to providing quality, inclusive services that effectively meet the diverse educational needs of all children attending. All kindergartens provide an Enviro-School focus as a key curriculum feature to encourage children to better understand caring for the environment.
The Educational Service Manager (ESM) monitors and reports to the association on the kindergarten’s quality of education. A kaumātua from Tainui provides advice, guidance and support about Māori language, culture and identity. The kindergarten’s administrative responsibilities are well supported by association resource personnel.
The kindergarten benefits from the WKA's clear guidelines and expectations for practice, and the availability of good self-review processes for monitoring and evaluating the quality of education and care it provides for children.
The kindergarten philosophy states that children learn best in an environment that is safe and welcoming. It is noted that Te Whāriki and the Treaty of Waitangi will be reflected throughout the programme, which will be primarily based on children’s strengths and interests. The whānau and wider community are recognised as having a vital role in the kindergarten.
Since the last ERO review the kindergarten has continued to develop bicultural practice. Staffing has remained stable and the kindergarten has been renovated to provide an area where children’s artistic and creative development is encouraged. An additional outdoor area has been developed as a natural play space. The kindergarten is part of a programme that promotes a sustainable environment, which influences its philosophy, planning and programme. Teachers also implement a programme to promote children’s health and wellbeing.
This review was part of a cluster of 12 kindergarten reviews in the Waikato Kindergarten Association.
Children are welcomed and quickly settle to explore and play in the attractive, well-resourced environment. Teachers encourage children to follow their interests and choose freely from a variety of well-presented, challenging learning opportunities, including:
Children have many opportunities to investigate the world of nature and learn how to take care of themselves and the environment.
Skilled and experienced teachers know children well. They support and extend children’s learning by listening to their ideas, using questions to prompt further thinking, and suggesting new possibilities to investigate. Teachers ensure that children are increasingly competent in using oral language to communicate with others, taking regular opportunities to work with children who are speakers of other languages. They naturally integrate te reo Māori, literacy and mathematics as important aspects of the daily programme. Children develop good social skills and are supported to make easy transitions to school.
Teachers also support the identity of Māori children by incorporating tikanga Māori, through singing waiata, using karakia to bless the food, and featuring poi, rākau and piupiu. They are increasingly developing their understanding of other cultures and developing ways of acknowledging them in the programme.
Teachers plan the programme to respond to children’s individual and group interests, and also to introduce new ideas and experiences. They observe children’s play and exploration, and share their understanding of the learning with parents through interesting displays. Teachers use this information to plan the environment and their teaching interactions. They record assessment information about children’s individual and group experiences in portfolios. Teachers have a very good understanding of individual children’s learning. They prepare summaries of children’s progress and development to share with parents.
It would be beneficial for teachers to review their current learning story assessments to develop practices that track the individual learning of each child over time. Consideration needs to be given to making the process manageable for the high number of children attending this sessional centre.
Whanaungatanga and manaakitanga are highly evident throughout the kindergarten. The environment is welcoming, inviting and homelike. Teachers and children have recycled furniture using natural materials to provide comfortable working areas and accessible storage. The environment provides many opportunities for children to investigate the world of nature and learn how to take care of the environment.
Teachers have developed strong, reciprocal and respectful partnerships with parents and whānau. Parents often show a sense of belonging to this learning community. They spend time in the kindergarten, listening to mat time, participating alongside children, and contributing to the programme. They value the kindergarten’s philosophy of free play, and teachers’ responsiveness to their aspirations for their children. Parents readily participate in events and trips into the wider community.
The head teacher is highly experienced, knowledgeable and supportive of staff. She develops strong, reciprocal partnerships with parents and whānau, and works to fulfil the vision and philosophy of the kindergarten. The collaborative staff team focuses on kindergarten goals. Its members share their individual strengths and respond to opportunities for leadership. There is an overall commitment to building professional practice. Teachers recognise the value of focusing programme self review and teacher reflections on the quality of outcomes for children.
ERO identifies, and service managers agree, that teachers should give consideration to reviewing learning story assessments to:
Before the review, the staff and management of Hukanui 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.
The next ERO review of Hukanui Kindergarten will be in three years.
Dale Bailey
National Manager Review Services
Northern Region
13 August 2014
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.
|
Location |
Hamilton |
||
|
Ministry of Education profile number |
5146 |
||
|
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 |
80 |
||
|
Gender composition |
Boys 42 Girls 38 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Indian Pacific Other Asian Other |
12 51 4 3 4 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 |
June 2014 |
||
|
Date of this report |
13 August 2014 |
||
|
Most recent ERO report(s) |
Education Review |
August 2011 |
|
|
Education Review |
June 2008 |
||
|
Education Review |
January 2005 |
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:
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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.