Central Kids Kindergartens - Ngongotahā

Education institution number:
5189
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
41
Telephone:
Address:

19 School Road, Ngongotaha, Rotorua

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1 Evaluation of Central Kids Kindergartens - Ngongotahā

How well placed is Central Kids Kindergartens - Ngongotahā 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 - Ngongotahā is located in a residential area of Rotorua. It is licenced for 45 children from two years to school age and operates under the umbrella of the Central North Island Kindergarten Trust (CNIKT). At the time of this review 47 children are enrolled and 23 identify 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.

Through the Central Kids Kindergartens - Ngongotahā philosophy, teachers recognise that children arrive full of potential (mohiotanga). They aim to place priority on whanaungatanga, manaakitanga, aroha and ako and acknowledge the gifts of Papatūānuku in the environment. The teaching team are revisiting and refreshing the centre philosophy as a major focus of their self review.

Since the 2013 ERO review of Central Kids Kindergartens - Ngongotahā there have been a number of changes in leadership and the teaching team. The current head teacher has recently returned from maternity leave and a new teacher has been appointed.

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

The Review Findings

The curriculum is well designed to promote children to be confident and active learners. Flexible routines provide them with opportunities for sustained play. The environment is richly resourced with attractive heuristic, natural and loose-part materials for children to freely access. Literacy is naturally integrated into play with many opportunities for children to explore in meaningful contexts. Children are able to express their ideas through creative and dramatic play. Consideration should now be given to increasing opportunities to develop concepts of mathematics.

The natural environment is spacious and encourages safe risk taking and exploration. The gardens have been thoughtfully planned and children develop understanding of Papatūānuku and their natural world. Children can choose to work independently or in small groups. The mixed-age setting encourages younger children to work and play alongside their older siblings and friends.

Children's language, culture and identity are affirmed and celebrated. Bicultural values are evident and integrated through books, puzzles and other resources. Meaningful links to Ngāti Whakaue have been maintained through a visit to the local marae and generational family connections with the kindergarten. It is now timely to revisit the significance of the local history and taonga within the community and kindergarten. Children and their families would benefit from the commitment to keeping this history alive.

The teaching team, including teacher aides, has established strong, positive, respectful relationships with children, their whānau and each other. They know children and their families well and are responsive to their needs and aspirations. Teachers consistently embed strategies and values to positively guide children’s behaviour. They are strong advocates for a strengths-based approach to children and families. Boys and active learners are well understood and their needs provided for. Teachers work alongside specialist agencies and families to achieve positive outcomes for children with additional learning and behaviour needs. Children's social competence is supported by skilled and trusted teachers.

Transitions into the centre are well-supported by the kaiawhina role where a key teacher builds relationships with the child and family. This is particularly benefitting the younger children as they settle in to the kindergarten. Teachers continue to maintain relationships with the local schools where the children transition to and aim to strengthen these by participating in the local Community of Learning|Kāhui Ako. Teachers give time to listen and respond to children, who demonstrate a strong sense of belonging and wellbeing in a calm and settled environment.

Digital portfolios are enhancing the sharing of knowledge between kindergarten and families. Teachers have made the commitment to maintain hard copies of portfolios for children to revisit their learning and use as a literacy tool. They meet regularly to share and discuss children's emerging interests, dispositions and strengths. Further consideration should now be given to continue to strengthen the assessment and planning process.

CNIKT provides effective governance. The kindergarten is effectively supported by the professional leader who has provided continuity through a number of leadership changes. She provides regular and detailed reporting 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 processes that effectively promote positive outcomes for all children. The kindergarten has benefitted from the additional resourcing that the trust has provided in responding to the needs of children who require additional support. The trust has a strong commitment to empowering emerging leaders and also provides generous professional development for teachers.

Leaders are positive role models for inclusive and professional behaviour. The professional leader and head teacher have a collegial relationship and support is provided through regular mentoring and coaching. The head teacher is fostering the strengths of the team and encouraging a shared approach to leadership. She is re-establishing her role and building strong relationships with the children and their families who feel welcomed and settled in the Kindergarten.

Key Next Steps

The teaching team has identified, and ERO agrees, that to strengthen assessment and planning further consideration should now be given to evidencing:

  • language, culture and identity of all children

  • teachers response to learning and showing continuity of learning

  • making the identified philosophy visible in assessment.

Management Assurance on Legal Requirements

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

Ngongotahā, Rotorua

Ministry of Education profile number

5189

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

45 children, aged over 2 years

Service roll

47

Gender composition

Boys 25 Girls 22

Ethnic composition

Māori
Pākehā
Chinese
Other

23
17
3
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

August 2017

Date of this report

31 October 2017

Most recent ERO report(s)

Education Review

July 2013

Education Review

February 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.

1 Evaluation of Central Kids Kindergartens - Ngongotaha

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

Not well placed

Requires further development

Well placed

Very well placed

Central Kids Kindergartens - Ngongotaha is very well placed to provide positive learning outcomes for children.

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

Background

Central Kids Kindergartens - Ngongotaha is located in Ngongotaha, and provides a full-day kindergarten programme for children from two years to school age. It operates under the umbrella of Central North Island Kindergarten Trust (known as Central Kids). At the time of this ERO review, the kindergarten’s roll of 40 included 24 Māori children, most of whom have whakapapa links to Te Arawa.

The kindergarten aims to build each child’s potential by fostering key attitudes and abilities in partnership with whānau. The team also places a strong emphasis on celebrating and respecting the cultural heritage, history and mana whenua of the 'eight beating hearts', or tribes, of Te Arawa. The bilingual programme is designed to give children a love of te reo Māori.

In January 2013 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 2010 ERO review, the teaching team has remained constant, and the area for improvement identified in that report has been addressed.

Since 2011, the teaching team has been engaged in professional development and research about the impact of the kindergarten’s bilingual programme on children’s learning. The aim of this research is to revitalise te reo Māori in a manner consistent with the principles inherent in the Te Tiriti o Waitangi. This research has also strengthened the kindergarten’s assessment and evaluation practices.

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

The Review Findings

Teachers value children for who they are and what they bring to their learning. They establish respectful, responsive and caring relationships with children and their families. These relationships foster a strong sense of belonging. Teachers are highly effective facilitators of learning. They encourage children to think for themselves, to plan their play, and to independently access equipment and resources. Teachers carefully listen to children to identify their interests and thoughtfully set up the environment to foster further exploration. Children enjoy new challenges and confidently initiate, maintain and extend their play.

The curriculum is very effectively designed and implemented to promote positive outcomes for children. Teachers skilfully foster children’s communication and social skills and integrate the creative arts and literacy, mathematics and science concepts in the daily programme. Assessment and planning processes are highly developed, reflect Māori perspectives, and are responsive to children’s emerging interests. Parents frequently contribute to their children’s portfolios and share their aspirations with teaching staff. Teachers provide high-quality learning opportunities in a spacious, well-presented and richly resourced learning environment.

The programme provides meaningful and authentic opportunities for children to learn about te ao, tikanga and te reo Māori in a bicultural setting. Māori and other children actively participate in the programme, fulfil leadership roles and experience success. Parents highly value the opportunities that their children have to develop the knowledge, skills and attitudes needed to participate successfully in a bicultural society.

The head teacher provides highly effective and visionary leadership, underpinned by sound management practices. She strongly promotes ongoing improvement of teaching practice through action research, self review, and reflection on recent developments in bilingual and early childhood education. The motivated and high performing team feels well supported to take on new challenges and the shared approach to leadership results in innovative systems and practices. Self review includes meaningful consultation in partnership with families, whānau, hapu, iwi and other members of the local community. The wider Te Arawa and early childhood education communities also value the head teacher’s leadership and expertise.

Members of the teaching team enjoy well developed and mutually respectful relationships with Central Kids personnel. They highly value the ongoing advice and support that they receive from the professional leader and pouāwhina. Central Kids has also played a key role in supporting the head teacher and her team to research, develop, implement and review the kindergarten’s approach to bilingual education. Comprehensive policy guidelines assist staff to meet regulatory requirements and the Trust’s high expectations.

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

Key Next Steps

ERO and the kindergarten leaders are very confident that the kindergarten team will continue to implement developments and initiatives that promote meaningful and rich learning outcomes for children.

Management Assurance on Legal Requirements

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

Dale Bailey

National Manager Review Services

Northern Region

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

Ngongotaha

Ministry of Education profile number

5189

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

40

Gender composition

Girls 23

Boys 17

Ethnic composition

Māori

NZ European/Pākehā

16

24

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

May 2013

Date of this report

17 July 2013

Most recent ERO report(s)

Education Review

February 2010

 

Education Review

June 2006

 

Education Review

September 2002

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.