Central Kids Kindergartens - Hinemoa

Education institution number:
5177
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
50
Telephone:
Address:

61 Hinemoa Avenue, Taupo

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1 Evaluation of Central Kids Kindergartens - Hinemoa

How well placed is Central Kids Kindergartens - Hinemoa 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 - Hinemoa is located in a residential area of Taupō. It is licenced for 40 children from two years to school age, and operates under the umbrella of Central North Island Kindergarten Trust (CNIKT). At the time of this review 54 children are enrolled and 24 identified as Māori.

Central Kids Kindergartens' philosophy aligns with the principles and strands of the early childhood education curriculum, Te Whāriki. Managerial and administrative support is provided by the head office team and includes aspects such as human resources, policy development, finance and cultural support. A professional leader provides ongoing support and guidance for the head teacher and teaching team. CNIKT provides significant professional learning and development for the early childhood education sector on a national basis.

The kindergarten's philosophy gives priority to ensuring a welcoming, bicultural atmosphere for children and their whānau. Community links are highly valued and these help to provide an extensive fun-filled programme accessible to all children. The focus of recent professional development and internal evaluation has been strategies to strengthen children's early oral -language skills.

Central Kids Kindergartens - Hinemoa has a very positive reporting history with ERO, and has maintained its commitment to continuous improvement. A complete team of qualified teachers has been retained.

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

The Review Findings

Teachers know children and their whānau very well, and successfully form affirming, supportive and responsive relationships. Positive guidance strategies are effectively used by teachers to help children develop their social competencies, problem solving and self-management skills. Children with additional needs and challenges are well supported through early identification strategies, and the cooperative efforts of CNIKT, external agencies and appropriately trained teachers. Children and whānau are well supported during transitions into and from the kindergarten. The programme is predominantly child initiated, with teachers affirming and extending learning through sustained conversations and skilful questioning. Children are settled and highly engaged in learning through fun-filled play.

A feature of the kindergarten is the authentic, relevant and engaging learning experiences provided for children. The current kindergarten curriculum has built successfully on the previous good practice recognised in the 2013 ERO report. The high-quality curriculum provided for children aligns with all the principles of Te Whāriki, and is extended by innovative projects which extend beyond the immediate physical boundaries of the kindergarten. The Ngahere project is part of the Kids Greening Taupo (KGT) initiative and has involved children working with other kindergartens, schools, community and iwi groups, to plant and care for hundreds of trees and plants on adjoining council land. Since 2015, a bush programme for the eight eldest children at the kindergarten has been successfully implemented. Children spend the whole day interacting with a beautiful natural environment in a Department of Conservation reserve and developing an awareness of their own response to the world around them.

The indoor and outdoor environments are very well-resourced, and invite children's engagement and exploration. A current focus of teaching inquiry and practice is the successful support for increasing children's oral language through interactions with the natural environments and extended learning conversations with teachers. The language and concepts of mathematics are skilfully integrated throughout the programme. Children have long periods of uninterrupted play to experience artistic, creative, construction, imaginative and physical challenge opportunities. The high-quality curriculum allows children to enjoy productive connections with an extended community, gain respect and understanding of the living world and to develop as confident, capable, life-long learners.

An inclusive culture is highly evident in which children are first and foremost valued, and celebrated for who they are, where they come from and what they bring to the kindergarten. Teachers explore learning contexts and methods that contribute to nurturing the mana and wairua of all children, especially Māori and Pasifika. The cultural knowledge of children and their whānau is recognised and success for Māori normalised. Teachers continue to develop kaupapa Māori approaches to assessment known as Te Whātu Pokeka, within which knowledge of children's learning and holistic development is shared in partnership with whānau. Children’s language, culture and identity are respected and affirmed.

The experienced and knowledgeable head teacher demonstrates a strong commitment to the philosophy, vision and goals of the kindergarten. She continues to advocate for children, especially those with particular needs or challenges. The head teacher enacts a shared leadership approach that includes the intentional valuing and use of different knowledge, experience and contribution of all teachers, who are themselves empowered to lead in an area of expertise or passion. She also models and expects teachers to reflect on their practice. Internal evaluation systems are robust, based on 'lines of inquiry' and highly effective at sustaining a continuous improvement focus for all aspects of the curriculum and kindergarten operations. Effective and inclusive leadership empowers teachers to sustain their own professional development and to continue to promote equitable educational outcomes for all children.

CNIKT provides effective governance. The kindergarten is effectively supported by the professional leader. She provides regular and detailed reports and feedback to the head teacher and teaching teams. This supports the centre to meet legislative requirements, and to ensure that this practise aligns with the CNIKT philosophy. The organisation has created comprehensive systems and practices that effectively promote positive outcomes for all children. The trust has a strong commitment to empowering emerging leaders and also provides generous professional development for teachers.

Key Next Steps

ERO has confidence that kindergarten leaders and teaching team have the systems and capability to identify, progress and sustain high-quality practices and programmes. Robust and evidence-based internal evaluation ensures the teaching team have a strategic and reflective approach to kindergarten development. This is clearly linked to community aspirations, research, current theories and teaching practice in early childhood education.

Management Assurance on Legal Requirements

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

Lynda Pura-Watson

Deputy Chief Review Officer

Te Tai Miringa - Waikato / Bay of Plenty Region

31 October 2017

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

Taupō

Ministry of Education profile number

5177

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, over the age of 2 years

Service roll

54

Gender composition

Boys 27 Girls 27

Ethnic composition

Māori
Pākehā
Other European
Chinese
Other

24
20
4
2
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

September 2017

Date of this report

31 October 2017

Most recent ERO report(s)

Education Review

July 2013

Education Review

December 2009

Education Review

December 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.

1 Evaluation of Central Kids Kindergartens - Hinemoa

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

Not well placed

Requires further development

Well placed

Very well placed

Central Kids Kindergartens - Hinemoa 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 Kindergartens – Hinemoa is located in the Taupo suburb of Tauhara and provides sessional education and care for children from two years to school age. Sessions are vertically grouped allowing for siblings and extended family to attend the same programme. It operates under the organisation of Central North Island Kindergarten Trust (known as Central Kids). At the time of this review the kindergarten roll was 86, of whom 43 are identified as Māori and most of these children whakapapa to Tuwharetoa.

In 2011 the kindergarten was relicensed by the Ministry of Education under the Education (Early Childhood Services) Regulations 2008. The kindergarten has a positive ERO reporting history. Since the previous ERO review in 2009, the teaching team has remained consistent. They have responded positively to the recommendations in this report.

Teachers’ participate in professional development that strongly influences the kindergarten programme and teaching practices. They are focused on developing close and respectful learning partnerships with children, parents and whānau.

The kindergarten philosophy prioritises positive relationships with families, with children driving their own learning, and with the role of the teacher as co-constructors and supporters of children's learning.

This review was part of a cluster of 13 reviews in the Central Kids umbrella organisation.

The Review Findings

Central Kids Kindergartens-Hinemoa is very well placed to promote positive learning outcomes for children. Teachers place priority on establishing caring and responsive relationships with children and families. There is a strong sense of family and belonging in the kindergarten. Highly effective teaching practice is evident in the learning conversations teachers have with children. These conversations support and provoke children's curiosity, investigation and research. Teachers plan, prepare and develop rich, responsive and complex learning environments that engage children in their interests.

The knowledgeable and well organised head teacher is leading the development of an inclusive culture that values and builds close relationships amongst staff and with parents/whānau. She mentors the experienced and dedicated teaching and support staff. Her shared approach to leadership enables the team to effectively contribute their interests and strengths into the programme.

The kindergartens curriculum is guided by Te Whāriki (the Early Childhood Curriculum) and the belief in children as capable, competent and life-long learners. Teachers have a sound knowledge of a play based curriculum that allows children to drive their own learning in authentic and meaningful ways. Much of children’s learning is documented in profiles that are enjoyed by children and their families. Parents are regularly contributing to these stories and sharing their aspirations for their children. Teachers work hard to integrate literacy, mathematics, science, information and communication technologies, and creativity into the programme and stimulating environment. ERO observed many examples of children engaged in meaningful and enjoyable sustained play and learning.

Highly developed and robust self review enables the kindergarten to grow and develop to meet the aspirations of their children and families. Teachers have continued to review and implement a number of bicultural initiatives to support Māori tamariki and whānau to experience success. These initiatives include a research project into whanaungatanga and assessment and teaching strategies that develop the Māori child as a capable and confident learner. They have continued their involvement with the Tuwharetoa Festival and raupo making connections with important concepts, places, people and artefacts of the Māori. The centre has also made a commitment through its strategic plan to continue this journey.

Teachers are developing a professional working relationship with their new and knowledgeable Central Kids’ professional leader. Comprehensive policy guidelines assist staff to meet regulatory requirements and high standards and expectations that the organisation has for this service. Teachers appreciate this ongoing support and guidance.

As part of this review ERO evaluated the effectiveness of the kindergarten’s responsibilities for the employment and management of staff. Central Kids have developed and implemented highly effective processes to appoint and support staff.

Key Next Steps

ERO’s have confidence that kindergarten leaders and teaching team have the systems and capability to identify, progress and sustain quality practice and programme. High-quality self review ensures the teaching team have a strategic and reflective approach to kindergarten development. This is clearly linked to research, current theories, and teaching practices in early childhood education.

Management Assurance on Legal Requirements

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

Dale Bailey

National Manager Review Services

Northern Region

17 July 2013

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

Taupo

Ministry of Education profile number

5177

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

45 children, including up to 0 aged under 2

Service roll

86

Gender composition

Girls 44

Boys 42

Ethnic composition

Māori

NZ European/Pākehā

Tokelau

Other

43

35

4

4

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Over 2

1:15

Meets minimum requirements

Review team on site

May 2013

Date of this report

17 July 2013

Most recent ERO report(s)

Education Review

December 2009

 

Education Review

December 2006

 

Education Review

August 2003

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.