24 Karaka Road, Otumoetai, Tauranga
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Otumoetai Kindergarten is located in Tauranga, providing school-day and sessional education for children from two years to school age. The Kindergarten is licensed for 45 and has a current roll of 54 children including five who identify as Māori.
There are four qualified and registered teachers, along with a part-time teacher aide and administrator. The head teacher is responsible for the oversight of governance and providing professional leadership and support for the staff.
The kindergarten is a not-for-profit early childhood education service and is one of 20 kindergartens that operate under the umbrella organisation of Tauranga Regional Kindergarten Association (TRK, also known as Inspired Kindergartens). Senior teachers oversee and support the professional development work of the kindergarten. This work is supplemented by a resource teacher Māori who provides professional learning and support for staff about te ao Māori. The organisation sets the strategic direction of its kindergartens upholding their vision of ‘Making the early years count’.
Otumoetai Kindergarten's philosophy acknowledges Te Tiriti o Waitangi, Te Whariki, Early childhood curriculum and the organisational values as the core of how they engage in teaching and learning together. They aim to work in partnership with parents, whānau and the community in order to support the individual needs of children in a nurturing and empowering manner.
Centre leaders have responded well to ERO’S previous review findings and areas for development.
This review was part of a cluster of four kindergarten reviews in the Inspired Kindergarten Organisation.
Reciprocal relationships between teachers, children and their whānau are built on respect and trust. Relationships are well established and provide sound foundations for children’s learning. Teachers are reflective practitioners who evaluate their teaching practices and the impact of these on outcomes for children. They understand whānau aspirations for their children and work in partnership to achieve them. Teachers use a range of positive guidance and intentional teaching strategies to promote social problem solving and encourage emotional regulation.
Children enjoy learning and playing in an environment of natural materials and high-quality resources. Daily routines provide children with rich opportunities for social interactions. A range of initiatives is used to respond to the language, culture and identities of all children. Teachers have shown growth in their confidence to integrate waiata, karakia, te reo Māori and Māori legends into the daily programmes.
The rich curriculum affords children a vast range of learning opportunities that emerge from their individual interests. Teachers value and seek the contribution of children, parents and whānau in order to effectively plan and implement authentic learning experiences. Assessment is focused on dispositions for learning and provides further opportunity for parents and whānau to engage with their child's learning. Mathematics, literacy, science and the creative arts are well integrated into children’s play.
Leaders, teachers and support staff, work in partnership with relevant agencies and parents of children with special needs to improve and enhance their learning. Te ao Māori is naturally integrated into the daily programme. These bicultural and multicultural learning experiences now need to be reflected in children's learning stories along with possible next steps for individuals learning.
Leaders work collaboratively with a focus on positive outcomes for children. The head teacher has created an effective team culture based on relational trust and collaborative practice. She is currently leading the development of a new centre philosophy that reflects whānau, teacher and children’s aspirations, and Te Whariki, Early childhood curriculum.
Well-developed self-review processes contribute to kindergarten improvement and positive outcomes for children. A recently reviewed teacher appraisal process aligns with the Education Council requirements and the focus on teacher as inquiry contributes to improved teacher practice. Professional development for teachers is aligned to the strategic plan and responds to teachers' individual needs. A well-developed strategic plan identifies the centre priorities towards achieving its vision. The head teacher and staff respectfully validate te ao Māori by recently making a considered effort to building partnerships with local iwi.
Leaders and teachers need to further develop their process and practices by:
including possible next steps for children's learning or additional support if needed
acknowledging and celebrating childrens' language, culture and identity in their learning achievements.
Before the review, the staff and management of Otumoetai Free 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:
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.
The next ERO review of Otumoetai Free Kindergarten will be in four years.
Phil Cowie
Director Review and Improvement Services
Central Region
19 December 2018
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.
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Location |
Tauranga |
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Ministry of Education profile number |
5212 |
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Licence type |
Free Kindergarten |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
45 children, including up to 0 aged under 2 |
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Service roll |
54 |
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Gender composition |
Girls 28 Boys 26 |
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Ethnic composition |
Māori |
5 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
September 2018 |
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Date of this report |
19 December 2018 |
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Most recent ERO report(s) |
Education Review |
August 2015 |
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|
Education Review |
March 2012 |
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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:
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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Otumoetai Kindergarten provides both school-day and sessional education for children from two years to school age. At the time of this ERO review 43 children were enrolled, and five identify as being of Māori descent.
The kindergarten philosophy expresses the aim to provide ‘a buzzing, connected community creating active, innovative, resilient and respectful life-long learners’. Teachers have developed this philosophy in consultation with the kindergarten’s parent community. The kindergarten programme and strategic direction are well supported by an active and involved committee that is made up of kindergarten parents.
The kindergarten operates under the umbrella of Tauranga Regional Kindergartens (TRK), which is an early childhood education service, governed by a board of parent-elected community representatives. Senior teachers oversee and support the professional work of the kindergarten. This work is supplemented by a Resource Teacher Māori who provides professional learning and support for TRK staff in te ao Māori.
The association sets the strategic direction of its kindergartens with an emphasis on nurturing reciprocal relationships with whānau and communities, education for sustainability, meeting community needs, and honouring the Treaty of Waitangi. The TRK provides kindergarten staff with clear guidelines and expectations for practice. There is a good range of self-review practices to monitor and evaluate the quality of education and care provided by its kindergartens.
Consistent with TRK policy of only employing trained and registered teachers in regulated positions, the kindergarten is staffed by four qualified and registered teachers along with an administrator. Support for children with identified special educational needs, above that provided by the Ministry of Education, is available from the TRK.
Since ERO’s last review, in March 2012, the licence has been amended to reflect changes to kindergarten session times. Significant building renovation has enhanced teaching and learning spaces, and there have been a number of changes to the teaching team. Since the recent resignation of the head teacher, the teaching team has effectively sustained positive relationships and a vibrant learning environment for children and families. At the time of this ERO review an acting head teacher was in place to provide professional leadership for the kindergarten until a new head teacher is appointed.
This review was part of a cluster of five kindergarten reviews in the Tauranga Regional Kindergarten Association.
Teachers contribute a range of skills and strengths to the programme and life of the kindergarten. They have developed an effective model of shared leadership to ensure day-to-day operations of the kindergarten are well managed. A strength of this shared leadership is the role of kaitiaki, where teachers take specific responsibilities for aspects of curriculum, administration, and children’s wellbeing and safety.
The senior teacher provides valuable support, guidance and feedback for the teaching team. She has established mutually respectful relationships and has in-depth knowledge of the kindergarten and staff strengths. Teachers benefit from regular senior teacher visits, professional discussions, and well-planned professional learning and development focused on enhancing teachers’ practice and knowledge, and the programme for children.
Established and reciprocal relationships among staff, children, parents and whānau are features of this kindergarten. These relationships, along with many opportunities for families to be actively involved in the programme and social events, result in a strong sense of belonging and community.
The kindergarten curriculum is well designed to empower children to be active participants in leading their own learning. Features of the curriculum include:
Teachers have developed a systematic process for gathering information about children’s interests and participation in the programme. They have also designed an informative summary of children’s learning and dispositions that shows clear links between Te Whāriki and key competencies of The New Zealand Curriculum. This summary provides useful information that supports positive transitions to school for children.
Teachers understand children in the context of their family and community. They recognise and respond to children’s interests and funds of knowledge. Children are trusted as capable and competent learners and decision makers, who are confident to set their own goals, plans and challenges. The strategy of teacher role modelling is highly evident. Such modelling includes fairness, inclusion, social competence, learning to learn, sense of humour and fun.
Children benefit from opportunities to learn about the Māori language, culture and the bicultural heritage of Aotearoa/New Zealand. Māori concepts of manaakitanga, whanaungatanga, tuakana-teina and caring for papatuanuku underpin teachers’ practice and aspects of the curriculum.
The impending appointment of a new head teacher provides a significant opportunity for continued kindergarten development. Important areas for consideration include:
Before the review, the staff and management of Otumoetai Free 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.
The next ERO review of Otumoetai Free Kindergarten will be in three years.
Graham Randell
Deputy Chief Review Officer Northern (Acting)
5 August 2015
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.
|
Location |
Tauranga |
||
|
Ministry of Education profile number |
5212 |
||
|
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 |
Girls 24 Boys 19 |
||
|
Ethnic composition |
Māori Pākehā Bangladeshi |
5 37 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 2015 |
||
|
Date of this report |
5 August 2015 |
||
|
Most recent ERO report(s) |
Education Review |
March 2012 |
|
|
Education Review |
December 2008 |
||
|
Education Review |
March 2006 |
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:
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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.