Central Kids Kindergartens - Hazelmere

Education institution number:
5175
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
43
Telephone:
Address:

1246 Hazelmere Cresent, Te Awamutu

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1 Evaluation of Central Kids Kindergartens - Hazelmere

How well placed is Central Kids Kindergartens - Hazelmere to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Central Kids Kindergarten - Hazelmere is very well placed to promote positive learning outcomes for children.

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

Background

Central Kids Kindergarten - Hazelmere is located in the rural township of Te Awamutu. It is licensed for 40 children over the age of two years. Currently there are 51 children enrolled with 14 who identify as Māori.

The kindergarten’s philosophy places value on children learning through play using the framework of Te Whāriki. They aim to include Te Tiriti o Waitangi principles and reflect these in the programme. Teachers believe children should be empowered to drive their own learning and support them to develop their creativity, imagination and resilience.

Since the ERO review in 2015, a long-standing teacher has moved into the head teacher role and two qualified teachers have been appointed to the team. The kindergarten has a positive ERO reporting history. Since the 2015 ERO review leaders and teachers have further developed internal evaluation, and assessment practices.

The centre operates under the governance and management of the Central North Island Kindergarten Trust, a community not-for-profit organisation. The overarching philosophy of the organisation is to provide kindergartens where children learn through play and are supported to reach their potential.

This review was part of a cluster of 10 kindergarten reviews in the Central North Island Kindergarten Trust.

The Review Findings

Children and their families are welcomed by teachers into a peaceful, family-like environment. Relationships at all levels are respectful and trusting. Children have fun and enjoy positive social interactions with one another and teachers. Children’s social and emotional competencies are strongly fostered by teachers who affirm their efforts and contributions and support self regulation. Children's emotional wellbeing and sense of belonging are nurtured.

Intentional teaching strategies are very well used by teachers who promote children's critical thinking and problem solving. Teachers ensure children have time for uninterrupted play and exploration. They observe children and when appropriate respond through learning conversations to further extend their thinking and ideas. Children engage in high levels of sustained self-directed play and add complexity to their own learning.

The curriculum is highly inclusive, well designed and promotes equitable learning for children. The environment is purposefully prepared with provocations and open-ended resources which motivate children's exploration and investigation. Literacy, mathematics, science, the arts, te reo and tikanga Māori are naturally integrated into the daily programme. Children are encouraged by teachers to use their imagination, be creative and develop learning dispositions that support behaviours and attitudes for lifelong learning.

Assessment information is very well used to inform teaching and learning. Children often use their assessment portfolios to reflect on and revisit prior learning. Those children who require additional support also receive individual education plans. These are developed in collaboration among teachers, families and other specialist agencies. Teachers have introduced culturally responsive practices and are beginning to celebrate Māori children's language, culture and identity in their learning. Children's progress over time is celebrated and affirmed through contextually meaningful assessment, planning and evaluation practices.

Leadership is highly effective in promoting positive outcomes for children. A collaborative leadership approach is established and teachers have a shared understanding of practices that enact the kindergarten philosophy, vision and goals. The centre has robust teacher appraisal processes that will be further enhanced through regular observations of practise. Comprehensive internal evaluation contributes to ongoing improvement to quality education and care for children.

Governance and management have comprehensive, well-established systems and practices to enable the organisation to monitor, evaluate and plan for improvement for its early learning centres. Clear guidelines and expectations for centre practice and curriculum are strongly fostered by the leadership team and trust. The vision and values support positive outcomes for children’s learning, wellbeing and that of their whānau.

Key Next Steps

Continue to embed assessment, planning and evaluation practices that are responsive to children's language, culture and identity, particularly Māori.

Management Assurance on Legal Requirements

Before the review, the staff and management of Central Kids Kindergartens - Hazelmere 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 Central Kids Kindergartens - Hazelmere will be in four years.

Phillip Cowie

Director Review and Improvement Services

Te Tai Miringa - Waikato / Bay of Plenty Region

4 February 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

Te Awamutu, Waikato

Ministry of Education profile number

5175

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, aged over 2 years

Service roll

51

Gender composition

Girls 27 Boys 24

Ethnic composition

Māori
Pākehā
Other

14
32
5

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

September 2018

Date of this report

4 February 2019

Most recent ERO report(s)

Education Review

October 2015

Education Review

October 2012

Education Review

October 2009

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 Evaluation of Central Kids Kindergartens - Hazelmere

How well placed is Central Kids Kindergartens - Hazelmere 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

Central Kids Kindergartens - Hazelmere operates under the umbrella of Central North Island Kindergarten Trust. The kindergarten is located in Te Awamutu, and is licensed to cater for 40 children from two years to school age. At the time of this ERO review, 42 children were attending, including 12 who are identified as Māori. The kindergarten is open from 8.30 am to 2.30 pm for five days a week.

Since the previous ERO review, the kindergarten has extended its opening dates to include school holidays. While it continues to be staffed by long-serving teachers, at the time of this review a new teacher had just been appointed to the team.

The kindergarten has undertaken professional development designed to further engage parents and the community as partners in children’s learning. Teachers have worked to develop their self-review and assessment practice, with a focus on improvements to the curriculum and environment. Bicultural aspects of the programme have been strengthened to better support the language, culture and identity of Māori children.

The kindergarten is well supported by the Central North Island Kindergarten Trust. The trust’s strategic direction sets out the service’s vision, expected educational outcomes, and values. It also defines the strategies for delivering the principles and strands of the early childhood curriculum, Te Whāriki, and for respecting Te Tiriti o Waitangi. The trust’s professional leaders monitor the kindergarten’s compliance with policies and procedures to ensure it meets regulation requirements and management expectations. Kindergarten teachers have generous opportunities to attend professional development opportunities to grow their teaching and leadership skills.

This review was part of a cluster of seven kindergarten reviews in the Central North Island Kindergarten Trust.

The Review Findings

Teachers establish strong, positive and respectful relationships with children and their families. Their inclusive, welcoming interactions encourage children to participate and make friends. Children enjoy engaging in a variety of activities and experiences. They are able to make independent choices and plan the environment to suit their ways of working. The outdoor play environment prompts children to join in active play that develops their muscles and coordination. Groups of children like to play cooperatively, and create imaginative themes as they have fun together.

The kindergarten environment is spacious, attractive, and well equipped. Teachers present it thoughtfully to draw on its potential to trigger children’s interest in investigation and learning. The outdoor area invites children to explore the bush area, play in the mud pit, and engage in challenging water play. Children are also able to play imaginatively as they join in a variety of every-day family and community activities.

Children have opportunities to communicate with, and listen to one another. Teachers recognise that all children need to be competent communicators. They actively encourage oral language development by talking with children, supporting their interests, and extending their thinking and play. Extended conversations model language that children can learn and use to express themselves. Many children are confident to speak with adults.

Teachers use positive guidance to assist children to manage social relationships positively and to learn to solve problems. Aspects of literacy, and especially numeracy, are integral parts of the programme. Teachers also introduce opportunities to investigate science, and use technology to research information.

The kindergarten maintains reciprocal relationships with local schools. Visits from teachers and the establishment of buddy relationships between school and kindergarten children are designed to ease their transition to school.

Strong, trusting relationships are established with parents and whānau. Parents are comfortable to spend time in the centre and contribute to the programme. They feel well informed about their children’s learning through informal discussions and individual profile books that record their experiences at kindergarten. The introduction of on-line portfolios is encouraging parents to respond quickly to entries and share children’s home experiences. Parents readily share their aspirations for their children’s learning, and appreciate teachers’ responsiveness to their suggestions.

Teachers have begun to deepen their knowledge and understanding of te reo and tikanga Māori. They explore myths and legends with children, and investigate values related to caring for the natural world. Continuing professional development in this area will further strengthen teachers’ confidence with te reo Māori and deepen the bicultural perspective of the programme.

Teachers have worked together to implement a self-review process that has enabled them to reflect on and strengthen their practice. This is assisting the teaching team to begin to develop a shared philosophy to guide their teaching. Their professional leaders have worked alongside them to support their ongoing professional growth and oversee the enactment of the trust’s overall philosophy.

Teachers high level of commitment to professional development is improving outcomes for children. They have begun to implement new appraisal procedures developed by the trust to meet the requirements of the Education Council. Teachers now have a practical appraisal framework for collecting meaningful records to support their teaching practice.

Key Next Steps

ERO identified, and professional leaders and the teaching team agreed, on the following next steps.

Teachers need to empower children to:

  • identify their specific interests
  • make their own decisions about how to extend their learning
  • direct their own exploration, research and investigation.

This approach is likely to strengthen children’s ownership and leadership of play and learning.

Leaders and teachers are to continue to develop and document assessment that:

  • notices what children know, understand, are interested in and can do
  • recognises the deepening and increasing complexity of children’s learning
  • identifies and responds to children’s strengths, interests, skills and dispositions.

This information can then be used to better understand children’s learning pathways, so that teachers can plan to continue and strengthen them.

Management Assurance on Legal Requirements

Before the review, the staff and management of Central Kids Kindergartens - Hazelmere 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 Central Kids Kindergartens - Hazelmere will be in three years.

Graham Randell

Deputy Chief Review Officer Northern

30 October 2015

2 Information about the Early Childhood Service

Location

Te Awamutu

Ministry of Education profile number

5175

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children

Service roll

42

Gender composition

Boys 21

Girls 21

Ethnic composition

Māori

Pākehā

Other European

Indian

Other

12

26

2

1

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

September 2015

Date of this report

30 October 2015

Most recent ERO report(s)

Education Review

October 2012

 

Education Review

September 2009

 

Education Review

May 2007

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.