Peachgrove Kindergarten

Education institution number:
5154
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
33
Telephone:
Address:

181 Galloway Street, Hamilton Central, Hamilton

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Peachgrove Kindergarten - 21/12/2018

1 Evaluation of Peachgrove Kindergarten

How well placed is Peachgrove 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

Peachgrove Kindergarten located in Hamilton, is licensed for 45 children. The kindergarten offers both full and part-day education and care to children from two years to school age. Children come from a diverse range of ethnic backgrounds and for many English is an additional language. At the time of this ERO review 51 children were enrolled. A small number of children identify as Māori.

The kindergarten is one of 29 kindergartens that operate under the Waikato Kindergarten Association (WKA), which is a charitable trust. The strategic direction of the association is guided by the overarching statement, ‘Our children are strong in heart, head and hand’. The WKA has a commitment to providing quality, inclusive services that effectively meet the diverse educational needs of all children attending. Advice, guidance and support is provided to the organisation by a kaumātua from Tainui.

All kindergartens in the WKA are involved in a ‘Cool 4 School’ transition programme and sustainable education, environment and health programmes such as Enviroschools and Sport Waikato 'Under 5 Energise'. The kindergarten's education, operational and administrative responsibilities are supported by experienced association personnel.

The kindergarten’s philosophy aims to provide children with an inclusive, rich, learning environment that celebrates positive relationships, cultural diversity and kaitiakitanga. It is currently undergoing review with teachers, parents and families.

Since the last ERO review in 2014 there have been significant staffing changes. The head teacher has held her position for two years.

This review was part of a cluster of four reviews in the Waikato Kindergarten Association.

The Review Findings

Very effective teaching practices extend children's interests and thinking. Children benefit from warm, calm and respectful interactions with teachers at the child's level. Teachers promote children’s oral language development through open-ended questioning and meaningful conversations about real-life experiences. English language learners experience a literacy rich environment that supports their language development.

Teachers are responsive to, and value children’s ideas, choices and opinions. An effective key teacher approach supports children’s transitions into the kindergarten. Networks with local primary schools and responsive practices support children and their families as they move on to school. Children are well supported to become confident, capable and independent life-long learners.

Children experience an environment where they are empowered to lead their learning and their initiatives are fostered. The well-considered learning environment effectively promotes children's independence and self management. Open-ended resources engage children for sustained periods of time, promoting problem solving, imaginative construction and creativity. Children develop literacy and mathematical concepts in meaningful and collaborative contexts for learning. They are introduced to aspects of te ao Māori through celebrations and daily practices.

The inclusive culture supports children with additional learning needs. Their individual plans are developed in consultation with parents and relevant external agencies. Social competency is nurtured through a culture of empathy, respect and kindness. A stronger focus on individualised assessment is evident. Parents share their aspirations and contribute to goal setting. Children are well supported to develop dispositions for learning.

The head teacher has developed a collaborative team culture. She is effectively building teacher capability and supporting practice through targeted professional development. A strategic approach to internal evaluation promotes high-quality improvement over time. Children benefit from leadership that provides 'heart-based' practices in a warm and caring, family-like environment.

Education services managers (ESMs) work closely with the head teacher and provide well-informed professional leadership to support kindergarten operation. The WKA has recently reviewed its teacher appraisal process. Ensuring this new process is fully implemented is a priority for ESMs.

The WKA provides comprehensive systems, policies and procedures to guide kindergarten practice. Teachers have access to ongoing and targeted professional development to promote improved practice and contribute to positive outcomes for children. Effective governance by the WKA is contributing to inclusive and equitable services for children.

Key Next Steps

The key next steps for leaders and teachers is to strengthen individualised assessment, planning and evaluation with a focus on:

  • more explicit use of learning outcomes of Te Whāriki

  • visibility of bicultural and multicultural perspectives in the environment, assessment and curriculum.

Management Assurance on Legal Requirements

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

Phil Cowie

Director Review and Improvement Services Northern

Central Region

21 December 2018

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

Hamilton

Ministry of Education profile number

5154

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

51

Gender composition

Boys 29 Girls 22

Ethnic composition

Māori
Pākehā
Samoan
Other

4
33
1
13

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

December 2018

Date of this report

21 December 2018

Most recent ERO report(s)

Education Review

August 2014

Education Review

March 2011

Education Review

April 2008

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.

Peachgrove Kindergarten - 13/08/2014

1 Evaluation of Peachgrove Kindergarten

How well placed is Peachgrove 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

Peachgrove Kindergarten is located in Hamilton and provides both all-day and sessional education and care for children from two years to school age. The kindergarten is licensed for up to 40 children over the age of two years at any one time. At the time of this ERO review, 49 children were enrolled, of whom eight 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’. The WKA has 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 has a positive ERO reporting history and has addressed the areas for development from the previous ERO report about strengthening assessment practices to show children’s progress over time.

The kindergarten has a multi-cultural roll, which includes many children and families for whom English is an additional language. Teachers have established a shared philosophy. They believe in providing a child-centred approach to learning, where children can learn in the context of their interests and experiences beyond kindergarten. Teachers recognise the importance of a bicultural approach to learning and value working in partnership with families.

This review was part of a cluster of 12 kindergarten reviews in the Waikato Kindergarten Association.

The Review Findings

Peachgrove Kindergarten is very well placed to promote positive outcomes for children.

The head teacher with the support and guidance of an experienced education service manager from the association provides strong professional leadership for staff.

Relationships between teachers, children and families are trusting and supportive. Teachers embrace the diversity of families and affirm children’s cultural identity and language development. A recent initiative has been the introduction of whānau placements when appropriate, which enable children from the same family or extended family to attend the kindergarten together.

The experienced teaching team implement high-quality teaching strategies. Examples of these practices include:

  • learning conversations that encourage children to actively explore, investigate and problem solve
  • meaningful contexts for learning that value and affirm children’s cultural identity
  • being highly responsive to children’s interests and using this knowledge to further extend their learning
  • skilful interactions that support the development of children’s communication and social skills.

Children engage in sustained and complex learning. They experience a rich curriculum that is highly responsive to their emotional and social wellbeing. The environment is well prepared and children have extensive access to stimulating, interesting resources and equipment to extend their learning. Core curriculum areas such as literacy, mathematics, science and the arts are skilfully integrated into children’s play and experiences at the kindergarten. Children confidently use digital technology as a tool for learning and to research new information. Te reo Māori continues to be spoken by teachers and tikanga Māori practices are a valuable part of the programme.

Teachers work in partnership with families. They seek parents’ aspirations for their children, and make meaningful links between home and kindergarten experiences. High-quality child portfolios celebrate and show children’s success in learning and progress over time. Teachers effectively respond to teachable moments and plan learning experiences that build on children’s knowledge. With the introduction of on-line portfolios, many parents and extended family members are further able to contribute comments and stories about children's learning experiences. These contributions complement teachers learning stories and supports children’s holistic development.

The head teacher and staff work collaboratively as a team and in the best interest of children and their families. Together they have established robust self-review practices that enable them to effectively monitor and evaluate the quality of education and care. Teachers have ongoing access to professional development that keeps them up to date with recommended best practice in early childhood education. Effective self review and relevant professional development is resulting in ongoing improvement and increasingly positive outcomes for children and their families.

Key Next Steps

ERO supports the teaching team’s planned self review to strengthen the focus on ‘Enviro-schools’ in the curriculum. This project has a strong focus on developing sustainable communities that nurture, care and respect for people, the environment and nature.

Management Assurance on Legal Requirements

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

Dale Bailey

National Manager Review Services

Northern Region

13 August 2014

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

Hamilton

Ministry of Education profile number

5154

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

49

Gender composition

Boys 26

Girls 23

Ethnic composition

Māori

NZ European/Pākehā

Indian

Pacific

Other

8

22

6

6

7

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

Mach 2011

 

Education Review

April 2008

 

Education Review

March 2005

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.