10 Wood Street, Waitara
View on mapOrapa Kindergarten
Orapa Kindergarten - 15/06/2020
1 Evaluation of Orapa Kindergarten
How well placed is Orapa Kindergarten to promote positive learning outcomes for children?
Not well placed |
Requires further development |
Well placed |
Very well placed |
Orapa Kindergarten is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Background
Orapa Kindergarten provides early childhood education and care for up to 34 tamariki, aged over two years. The current roll is 44, including 19 Māori children. The centre serves a wide geographical community. All teachers are fully qualified.
The recently reviewed philosophy undertaken by teachers and whānau reflects their collaborative beliefs. These include values of, 'Auahatanga, Hiringa, Maramatanga, Rangimarie, Manaakitanga, and Maia'.
Orapa Kindergarten is one of 24 kindergartens operating under the governance and management of Kindergarten Taranaki (the association). The association’s vision is ‘enriching learning’. The governing board is responsible for setting the overall strategic direction for the organisation. Oversight of the association is the role of the current acting chief executive. The acting chief executive is supported by a team of managers and leaders. There have been a number of changes in leadership and management personnel in the past three years.
Association key next steps identified in the January 2017 ERO evaluation continue to require prioritising. Orapa Kindergarten's key next steps included: continuing to develop assessment, planning and evaluation processes; and strengthening appraisal and evaluation capacity. Progress has occurred in all these areas.
This review was part of a cluster of seven kindergartens in Kindergarten Taranaki.
The Review Findings
Children enthusiastically engage in a range of child-initiated learning. Literacy, mathematics and creativity are integrated into activities in meaningful play-based ways. The outdoor environment is thoughtfully organised, offers children physical challenge and supports imaginative play. Inviting gardens extend on sustainability and natural science learning. These are a positive feature of the kindergarten.
Teachers work collaboratively to provide a welcoming, inclusive learning environment for all children and whānau. The recently reviewed kindergarten philosophy and identified shared values and beliefs are evident in practice. Teachers focus on seeking ways to invite families to share the aspirations they have for their child. They should continue to encourage and offer opportunities for families to share cultural information that celebrates the diversity of the community and to which staff can be responsive.
A well-considered approach to documenting assessment for learning identifies children's progress over time and records their participation in the life of the centre. This increasingly includes different perspectives and ways to add complexity to their learning. Parents are encouraged to contribute to their children's learning, progress and achievements. Teachers continue to build their knowledge and understanding of assessment, planning and evaluation practices consistent with Te Whāriki.
Transition in to the kindergarten is well managed. Teachers employ a useful range of strategies to build and maintain relationships with local schools. Regular visits by new entrant teachers builds children's confidence as they move on to school.
The association has identified that a priority is to strengthen educationally powerful partnerships with whānau. A range of information and reporting is shared with whānau and surveys are undertaken to gather their views. Evaluating the effectiveness of current communication and consultation strategies should support the association to progress this priority.
Appraisal and professional development are growing teacher practice and promote positive outcomes for children. The board has sustained a deliberate focus on strengthening Kindergarten Taranaki capacity and capability to support educational success for Māori learners.
Teachers collaboratively build knowledge and understanding of te ao Māori perspectives. Te ao Māori is well reflected in their environment, rituals, and in some learning profiles. Teachers promote te ao Māori through local, place-based contexts. Kaupapa Māori concepts of manaakitanga, rangimarie and maia are viewed as an essential aspect of the curriculum.
Teachers show a developing knowledge of the purpose and use of internal evaluation to improve outcomes for learners. Teachers are well supported to build their understanding and use of evaluation for teaching improvement. Targeted support to enhance teacher understanding of the evaluation tool should continue to drive improvements for children’s learning. Planned evaluation results in changes to teaching and learning. The association professional leader should continue to support teachers to fully implement the internal evaluation model and further embed the process.
Systems for recording and monitoring health and safety requirements were implemented in 2018. Further rigour and monitoring are required to ensure oversight of ongoing compliance accountability is maintained. Priority should also be given to the consistent implementation of a policy review schedule.
Board members show a good understanding of their governance roles and responsibilities. Strategic direction and annual planning align and guide the organisation. Reporting to the board by association leaders has recently strengthened. Evaluating progress and outcomes of the strategic plan and further refining reporting to the board should continue to enhance decision making.
Key Next Steps
A key next step for staff is to continue to develop and refine internal evaluation to measure the impact of teaching and learning on outcomes for children.
Kindergarten Taranaki should:
-
consistently implement a policy review schedule and strengthen effective monitoring of accountability systems and processes
-
enhance reporting to the board to include assurance of accountability, the quality of teaching and learning and outcomes for children's learning
-
systematise and strengthen processes used to evaluate outcomes of the strategic plan.
Recommendation
Priority should be given to sustaining a systematic process that assures governance and management of ongoing compliance accountability. Future ERO evaluations will monitor Kindergarten Taranaki progress towards this priority.
Management Assurance on Legal Requirements
Before the review, the staff and management of Orapa 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.
To improve practice, Kindergarten Taranaki should:
-
finalise the development of lockdown procedures to further guide kindergarten practice statements
-
strengthen the review of accident, illnesses and incident records and implementation of practices as required
-
heavy furniture, fixtures and equipment that could topple and cause serious injury and damage are secured.
[Licensing Criteria for Early Childhood Education and Care Centres 2008, HS7, HS27, HS6]
Since the onsite stage of the review, the service has provided ERO with steps taken to address the securing of furniture and equipment that could fall or topple and cause serious inquiry or damage.
Darcy Te Hau
Acting Director Review and Improvement Services (Central)
Central Region - Te Tai Pūtahi Nui
15 June 2020
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 |
Waitara |
||
Ministry of Education profile number |
5228 |
||
Licence type |
Free Kindergarten |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
32 children, including up to 2 aged under 2 |
||
Service roll |
44 |
||
Gender composition |
Male 27, Female 17 |
||
Ethnic composition |
Māori |
19 |
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
Reported ratios of staff to children |
Under 2 |
N/A |
|
Over 2 |
1:10 |
Meets minimum requirements |
|
Review team on site |
March 2020 |
||
Date of this report |
15 June 2020 |
||
Most recent ERO report(s) |
Education Review |
January 2017 |
|
Education Review |
August 2013 |
||
Education Review |
June 2010 |
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
The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:
-
Very well placed
-
Well placed
-
Requires further development
-
Not well placed
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.
Orapa Kindergarten - 19/01/2017
1 Evaluation of Orapa Kindergarten
How well placed is Orapa Kindergarten 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
Orapa Kindergarten provides education and care for children from two to five years of age. The kindergarten is open five days a week, for six hours daily, and is licensed for up to 34 children. Within these hours, sessional care and education is also provided. Of the total roll of 49, seven identify as Māori.
The kindergarten is situated in a residential area of Waitara. A strong community spirit and sense of belonging exists amongst families and whānau, with many having intergenerational links to the kindergarten. In response to consultation with the local community, the kindergarten has recently started providing food to all children attending, as well as transport for up to 16 children per week.
The teaching team is fully qualified and the programme is further assisted by support staff.
The kindergarten is one of 24 governed by the newly established Kindergarten Taranaki (the association), formerly the North and South Taranaki Kindergarten Associations. A chief executive was appointed to lead the association in 2014. Three professional leaders are employed to provide professional support and guidance to teachers.
Orapa Kindergarten's August 2013 ERO report identified areas requiring further development. These included assessment and planning processes. In addition, the 2013 and May 2015 reviews identified key next steps for the association. Progress in addressing these areas is ongoing.
This review was part of a cluster of eight in the Kindergarten Taranaki association.
The Review Findings
Children's strong sense of belonging is fostered within the kindergarten. They are able to engage in sustained play, independently and in groups of their own choosing. Children actively problem-solve and direct their own play and learning. They confidently participate in well-established kindergarten routines.
Teachers work alongside children to extend their play. They know children well and ensure the programme is responsive to their strengths, interests and abilities. Children benefit from a strong focus on active movement and healthy eating.
Specific and useful strategies are in place to promote educational success for Māori. Children have opportunities to hear and speak te reo Māori. Tikanga Māori is valued and well integrated within the kindergarten curriculum. Māori children and whānau are strongly supported to participate and engage with the programme. Association guidance should further enhance this area of strength.
Children with additional learning needs are identified, supported, and their progress is monitored. Where appropriate, teachers liaise with external agencies.
Families and the community are regularly informed and consulted about all aspects of the kindergarten programme. The head teacher provides effective leadership to the teaching team for implementing a wide range of strategies to support a shared focus on best outcomes for children.
Teachers work closely with families to support children's successful transitions into kindergarten and on to school. A range of strategies are used to make links with local schools.
A new process for planning and assessment has recently been implemented. Teachers regularly discuss and document children's learning. Further development of this process should include:
-
clearly supporting and showing children's progress over time
-
regular consultation with whānau focused on planning their children's learning
-
evaluation of planned learning outcomes to identify what worked and what needs to be improved.
A useful appraisal process is in place to support teachers' ongoing improvement. The association has recently revised the appraisal procedure to include the use of formal observations of teacher practice. Once fully established, this should assist leaders to strengthen the process, as well as deepening critique of teacher practice. Professional leaders should then undertake regular monitoring of practice and evaluate how well appraisal is implemented in each kindergarten.
Teachers collaborate about effective evidence-based review. This is used well to guide decisions about programme improvements. Practice should now shift from reviewing what they do, to evaluating how well practices improve outcomes for children. More robust evaluation of changes made, and systematic monitoring of impact over time, should also strengthen current practice.
The association board works collaboratively with its community to establish vision, values and strategic priorities. Establishing clearer measures of success should enable the board to measure progress and evaluate how well practices support the realisation of goals and vision.
The board's ongoing commitment to biculturalism is evident through planned initiatives to support teachers to promote te āo Māori in the curriculum and to develop culturally responsive practices. Senior association leaders are focused on developing initiatives to better determine the impact of curriculum delivery and teaching and learning in each kindergarten.
The association should establish clear expectations of the purpose and use of assessment, planning and evaluation in kindergartens. Professional leaders, in partnership with teaching teams, should then monitor the effective implementation of:
-
assessment, planning and evaluation
-
review and internal evaluation.
In addition, the association should establish a system for the ongoing monitoring of compliance with legislative requirements, including practices related to health and safety.
Key Next Steps
ERO and kindergarten teachers agree that the key next steps are to:
-
continue to develop assessment, planning and evaluation
-
strengthen their capacity to evaluate practice
-
provide more critique of practice within the teacher appraisal process.
The association should:
-
strengthen the processes used to evaluate the progress of the strategic plan
-
provide effective guidance and monitoring of association expectations related to assessment practice, review and internal evaluation, and health and safety practices.
Management Assurance on Legal Requirements
Before the review, the staff and management of Orapa 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.
Next ERO Review
When is ERO likely to review the service again?
The next ERO review of Orapa Kindergarten will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
19 January 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 |
Waitara |
||
Ministry of Education profile number |
5228 |
||
Licence type |
Free Kindergarten |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
34 children, aged over 2 |
||
Service roll |
49 |
||
Gender composition |
Boys 27, Girls 22 |
||
Ethnic composition |
Māori Pākehā |
7 42 |
|
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 |
November 2016 |
||
Date of this report |
19 January 2017 |
||
Most recent ERO report(s) |
Education Review |
August 2013 |
|
Education Review |
June 2010 |
||
Education Review |
December 2005 |
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.