Central Kids Kindergartens - Te Ara Mātauranga

Education institution number:
5201
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
42
Telephone:
Address:

11 Manson Street, Taumarunui

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1 Evaluation of Central Kids Kindergartens - Te Ara Mātauranga

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

Not well placed

Requires further development

Well placed

Very well placed

Central Kids Kindergartens - Te Ara Mātauranga 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 - Te Ara Mātauranga (formerly Tarrangower Kindergarten), is located in Taumarunui. It is licensed for 40 children over the age of two years. Currently there are 40 children enrolled, including 10 who identify as Māori.

The kindergarten’s philosophy states that relationships underpin a holistic approach to ako from which every mokopuna will reach their potential, with particular reference to manaakitanga, kotahitanga and whakawhanaungatanga.

The kindergarten has a positive ERO reporting history. Since the 2013 ERO review, the kindergarten has undertaken a name change following consultation with whānau and local iwi,. A long-standing teacher was appointed to the role of head teacher and there have been some changes to the teaching team.

The kindergarten 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

The kindergarten has a highly inclusive curriculum that promotes positive learning outcomes for children. The philosophy of the kindergarten is evident and the localised curriculum provides opportunities for children to learn about the history of the area. Literacy, mathematics and science are naturally integrated through children’s play, and teacher assessment information is focused on noticing children’s interests and scaffolding their learning. Individual education plans are created to provide additional support for children who require this. Parent partnerships are developed to support consistent approaches between home and kindergarten. Children have fun in their learning and have opportunities to develop friendships and support one another. The curriculum is responsive to children’s interests, strengths and abilities.

Leadership and teachers demonstrate a high level of commitment to bicultural practice. Teachers naturally integrate tikanga and te reo Māori through their interactions with children and whānau. Leadership promotes practices that acknowledge Māori as tangata whenua and has developed productive relationships with local iwi and the Māori community. Regular visits from a kaumātua support bicultural learning. Links have also been established with the local kohanga reo to support collaborative working relationships between teachers and to build their capability. Children’s language, culture and identity are valued and well supported.

Teachers have respectful and responsive relationships with children and whānau. Teachers intentionally support the development of children’s communication skills and social competencies, such as perseverance and empathy. Children are empowered to take responsibility for their and learning. They engage in self-directed and sustained play, and are supported by teachers to problem solve and build on prior learning. Parents are able to be actively involved in children's learning. Children and families have a strong sense of belonging.

Leadership supports a professional learning culture. There is a strong focus on teaching and learning that contributes to positive outcomes for children. Leaders and teachers undertake internal evaluation that is systematic and strategically focused. Effective internal evaluation contributes to continuous improvement in outcomes for children and their families.

Key Next Steps

Leaders and ERO agree that the key next step is to continue to develop and review a culturally-inclusive framework to plan for each child’s learning, including:

  • the analysis of assessment information to strengthen individual children's learning pathways

  • the gathering and use of whānau aspirations to support increasing levels of parent partnerships in learning.

Management Assurance on Legal Requirements

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

Phil Cowie

Director Review and Improvement Services Central

Waikato / Bay of Plenty Region

15 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

Taumarunui

Ministry of Education profile number

5201

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, aged over 2

Service roll

40

Gender composition

Girls 21 Boys 19

Ethnic composition

Māori
Pākehā
Other

10
28
2

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

15 February 2019

Most recent ERO report(s)

Education Review

July 2013

Education Review

September 2010

Education Review

March 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.

1 Evaluation of Central Kids Kindergartens - Tarrangower

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

Not well placed

Requires further development

Well placed

Very well placed

Central Kids Kindergarten – Tarrangower 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 – Tarrangower is located in Taumaranui and provides education and care for up to 40 children over two years of age. It is open Monday, Tuesday, Thursday and Friday between 8.45am and 2.45pm, and on Wednesday between 8.45am and 1.00pm. At the time of this ERO review the kindergarten roll was 43, of whom 21 identify as Māori. These children whakapapa to a number of iwi.

The kindergarten operates under the umbrella organisation, Central North Island Kindergarten Trust (known as Central Kids).

The kindergarten’s philosophy for learning is underpinned by Te Whāriki (The Early Childhood Curriculum), it reflects the dual heritage of Aotearoa/New Zealand and aspires to develop children’s life-long learning attributes and behaviours. Since the 2010 ERO review, teachers have extensively reviewed the centre philosophy. While the wording has remained the same, teachers’ knowledge and understanding about it and how it can be more effectively implemented into programmes has increased.

Teachers have continued to access whole team professional development to keep up with current practice in teaching in early childhood education. They have successfully strengthened the Māori perspective within the kindergarten porogramme. Recently, there has been one new appointment to the teaching team and a teachers’ aide has been appointed and funded by the kindergarten.

At the time of this ERO review, the kindergarten was preparing for major renovations to both the inside and outside environments.

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

The Review Findings

Central Kids provides the kindergarten with a clear philosophy, vision, and expectations for practice and strategic direction. A knowledgeable and experienced professional leader from the trust oversees the quality of the service and supports staff professional practice. As part of this review ERO evaluated the effectiveness of the kindergarten’s responsibilities for employment and management of staff. Central Kids have developed and implemented highly effective processes to appoint and support staff.

Children and their families’ sense of belonging and wellbeing are supported through trusting, respectful and close relationships with teachers and support staff. Teachers promote an inclusive environment that is accepting of children’s diverse abilities, interests, strengths and family circumstances. Children benefit from extensive social opportunities that encourage them to develop their communication skills, friendships and tuakana/teina relationships (taking a leadership role in the learning of others). These opportunities create a positive atmosphere for learning. Parents are encouraged to share aspirations for their child’s learning and teachers integrate these into their planning. Families spoken to by ERO value the education provided by teachers and feel informed about their children’s learning through well-documented portfolios and discussions with teachers.

ERO observed high-quality teaching interactions that encourage children to problem-solve, think critically, use their imagination and be creative. Teachers use empowering language, encouraging children to plan and expand on their ideas through their play. They actively listen to children and skilfully know when to stand back and when to respond to teachable moments.

Children experience success in their learning by teachers providing ongoing positive feedback to them about their efforts and achievements. This is supporting them to become confident, capable, self-directed learners. Children learn in meaningful and authentic learning contexts. The curriculum promotes opportunities for them to:

  • be involved in sustained and complex learning
  • learn about te ao Māori, affirming Māori children’s cultural identity and developing an appreciation for New Zealand’s bicultural heritage
  • develop their understanding and knowledge of literacy, mathematics and science concepts
  • learn about their community within the wider local environment through trips, excursions and visits to the local retirement home and school.

Teachers are receiving valuable support and guidance from a highly regarded kaumātua and tangata whenua. Children’s learning is enriched by their knowledge, wisdom, stories, and sharing of tikanga and te reo Māori.

The knowledgeable head teacher provides highly effective, professional leadership. She is supported by a capable teaching team and support staff. A notable strength of the kindergarten is the quality of self-review processes and documentation. This enables teachers to research and reflect on their practice, continually improve outcomes for children, and build on existing good practices.

Key Next Steps

ERO identified no key next steps that the head teacher and her team had not already identified in their high level self-review processes. ERO affirms the annual goals currently being reviewed. The outcomes of these reviews are likely to continue to strengthen the quality of education and care the kindergarten provides.

ERO is confident the kindergarten leaders and teaching team have the capacity to strengthen, promote and sustain positive outcomes for all children,

Management Assurance on Legal Requirements

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

Dale Bailey

National Manager Review Services

Northern Region

16 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

Taumarunui

Ministry of Education profile number

5201

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

43

Gender composition

Boys 25

Girls 18

Ethnic composition

Māori

NZ European/Pākehā

Other

21

21

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

June 2013

Date of this report

16 July 2013

Most recent ERO report(s)

Education Review

September 2010

 

Education Review

March 2007

 

Education Review

February 2004

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.