Kauri Crescent, Hawera
View on mapNot well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Hawera Kindergarten is licensed to provide all day education and care for up to 41 children, aged over two years. Of the 38 children enrolled, 14 identify as Māori.
Since the May 2015 ERO report, a new head teacher and teacher have been appointed. All teachers at the Hawera Kindergarten are fully qualified.
The kindergarten's philosophy, reviewed in 2017, emphasises the importance of relationships and is strongly bicultural.
A parent committee supports the kindergarten with fundraising, finances and community events. The kindergarten participates in the Enviroschools and Healthy Heart programmes. It is a member of the South Taranaki Kāhui Ako.
Hawera Kindergarten is one of 24 kindergartens governed and managed by Kindergarten Taranaki - Te Putahi Kura Pūhou Taranaki (the association). Day-to-day management of the association is the responsibility of the chief executive. A governing board sets the overall strategic direction. A professional manager and two professional leaders provide regular support and a range of learning and development opportunities for teachers. An operations manager supports kindergartens' policy development and compliance.
In 2017, the board developed a strategic plan with the intention for individual kindergartens to align their strategic plans to the association's goals and measures. A Quality Evaluation Tool was introduced in late 2017. The purpose of this document is for teachers to self-assess teaching and learning practices to inform internal evaluation and improve outcomes for children.
The previous ERO report identified that the kindergarten needed to continue to strengthen understanding and use of evaluation within children's documentation and self review. Some progress has been made.
ERO also identified areas for the organisation to strengthen. These included:
Progress in these areas is evident.
This review was part of a cluster of three in Kindergarten Taranaki - Te Putahi Kura Pūhou Taranaki.
Children actively participate in the child-led programme. They are seen as competent leaders of their own learning and empowered as learners. Literacy, oral language, and physical activity are woven throughout daily activities. Spacious learning environments encourage children's creative exploration through a wide range of open-ended activities.
Resources reflect a focus on real things and the natural environment. Displays and documentation celebrate children’s work and the diversity of the community. Children enjoy opportunities to freely investigate materials, work with others and make choices about their participation. The quiet, calm tone of the kindergarten reflects the high levels of engagement in learning.
The philosophy is evident in practice. Te ao Māori perspectives are meaningfully integrated across the curriculum. Children enjoy positive, inclusive relationships with adults. Tikanga Māori practices are highly visible and authentically promoted throughout the programme. Children confidently lead karakia and waiata. Leaders agree that the philosophy should be reviewed in consultation with parents and whānau, to specifically reflect the aspirations and valued outcomes of this kindergarten community. ERO's evaluation confirms this decision.
Children with additional needs are well supported to fully engage in the programme through their individual interests. Teachers liaise with parents and whānau, as well as external agencies as appropriate, to plan and monitor children's learning and progress.
Planning for children's learning is continuing to develop. Portfolios are used well to record children's unique interests, strengths and dispositions. Whānau contribution is effectively promoted. Culture, language and identity is highly valued and celebrated. Teachers closely observe children and note their progress. Leaders and ERO agree that planning, recording and evaluating teaching strategies is an area to strengthen. As this progresses, portfolios should clearly show how purposeful teacher actions have impacted on children's learning.
Teachers are responsive to the culture, language and identity of Māori children. This is supported by the association's environmental focus, consideration of local bicultural values, teacher development goals and professional learning opportunities. A number of new initiatives and systems have been developed that should further develop culturally responsive practice.
The association generally provides useful governance and management support for this kindergarten. This includes:
Association leaders are purposefully building teachers’ understanding of internal evaluation through ongoing mentoring. Teachers should continue to clearly measure the impact of practices on children’s learning.
ERO, the professional leader and teachers agree the following key next steps for Hawera Kindergarten are to:
ERO and Kindergarten Taranaki agree that the organisation should further develop:
Managers and leaders should consolidate newly introduced plans and processes and evaluate the effectiveness of practices and operation across all levels of the organisation.
Before the review, the staff and management of Hawera 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:
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 Hawera Kindergarten will be in three years.
Alan Wynyard
Director Review and Improvement Services Central
Te Tai Pokapū - Central Region
15 November 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.
| Location | Hawera | |
| Ministry of Education profile number | 5232 | |
| Licence type | Free Kindergarten | |
| Licensed under | Education (Early Childhood Services) Regulations 2008 | |
| Number licensed for | 41 children aged over 2 | |
| Service roll | 40 | |
| Gender composition | Girls 24, Boys 16 | |
| Ethnic composition | Māori Pākehā Other ethnic groups | 16 19 5 |
| Percentage of qualified teachers | 80% + | |
| Reported ratios of staff to children | 1:10 | Meets minimum requirements |
| Review team on site | September 2018 | |
| Date of this report | 15 November 2018 | |
Most recent ERO report(s)
| Education Review | May 2015 |
| Education Review | July 2012 | |
| Education Review | October 2008 | |
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.
Hawera Kindergarten is one of 24 kindergartens administered by the newly established Kindergarten Taranaki, formerly North and South Taranaki Kindergarten Associations. The governing board is responsible for setting overall strategic and policy direction for the organisation. Four professional leaders are employed to support learning and development for teachers. The present management structure is under review.
The kindergarten is licensed for 41 children and has a roll of 43. Mixed-age sessions operate daily, from 8.30am to 2.45pm. All teachers are registered and qualified. The head teacher role was shared during 2014 and 2015 while the head teacher worked in another leadership area. Teamwork is a feature of the kindergarten. Sustained progress has been made since the July 2012 ERO report. Good foundations have assisted a programme of steady improvement.
Centre practices and curriculum are guided by a clear philosophy. Whakawhanaungatanga underpins the programme: ‘The connections we make, the relationships we have with people, places and things. It takes a village to raise a child’. This is an expression of the kindergarten’s approach to education and care. The philosophy is very evident in the inclusive and respectful practices that nurture relationships with children and their whānau.
This review was part of a cluster of eight kindergarten reviews in Kindergarten Taranaki.
Children learn in a spacious environment with natural materials and resources that encourage exploration and socialising. Routines are calm and unhurried. Kai time is a shared, social occasion when children and teachers talk and eat together.
The bicultural curriculum is highly evident in the environment and in what happens throughout the day. Children’s language, culture and identity are valued. Whānau identity is supported through teachers’ planning, resources and in their learning profiles. Tuakana teina relationships are a natural part of each session.
Interactions among children and teachers are warm and positive. Children play cooperatively, using their imagination and being challenged to try new things. Reading, writing and number activities are integrated through the programme. Teachers encourage children to make good choices and to manage themselves. Children are relaxed and confident.
Each child’s learning journey is effectively captured in their profile. Parents contribute, sharing experiences and what they know about their child. Teachers plan how they will respond by extending children’s learning and keeping their interests alive. Children persevere with activities and develop individual and group skills such as sharing and communicating.
All children are welcomed. Support for those with more complex needs includes changing the programme and routines to meet their needs and seeking assistance from experts beyond the kindergarten. Children participate fully with others.
Self review is highly responsive to events and issues as they arise. Topics are relevant to improving kindergarten practice and making the curriculum exciting for children. Strengths, weaknesses and opportunities contribute to improvement-focused change.
Transition times are very well managed. Home learning guides planning to cater for children’s individual needs when they enrol in the kindergarten. Teacher networks with new entrant teachers help establish a comfortable new relationship for children and their family, when beginning school. Kindergarten staff continue to build positive links with the wider community.
Partnerships with parents and whānau are strong and mutually supportive. Parents’ role as first teachers is valued. Family interests and experiences are reflected in the programme. Communication is open and responsive to parents’ views. Children who speak te reo Māori as their first language are confident in play and social interactions. They are frequently teachers of others.
Kindergarten Taranaki is a new entity established in March 2014. Collaboratively developed strategies and values guide future direction. An internal review of capacity and capability of non-teaching roles has been completed. Further development of processes and practices is required.
ERO, the chief executive and professional leaders agree that priorities for improvement are:
Before the review, the staff and management of Hawera 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:
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 Hawera Kindergarten will be in three years.
Joyce Gebbie
Deputy Chief Review Officer
Central
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 |
Hawera |
||
|
Ministry of Education profile number |
5232 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
41 children, aged over 2 |
||
|
Service roll |
43 |
||
|
Gender composition |
Girls 26, Boys 17 |
||
|
Ethnic composition |
Māori Pākehā Other ethnic groups |
14 26 3 |
|
|
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 |
March 2015 |
||
|
Date of this report |
15 May 2015 |
||
|
Most recent ERO report(s) |
Education Review |
July 2012 |
|
|
Education Review |
October 2008 |
||
|
Education Review |
September 2003 |
||
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.