Central Kindergarten

Education institution number:
5239
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
24
Telephone:
Address:

32 Keith Street, Whanganui

View on map

1 Evaluation of Central Kindergarten

How well placed is Central Kindergarten to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Central Kindergarten is well placed to promote positive learning outcomes for children.

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

Background

Central Kindergarten is in Whanganui. Opening hours are Monday to Friday from 8:30am until 2:30pm. Full day places are available for 30 children aged from two to six years.

The philosophy statement emphasises five priorities around competence, self regulation, contributing, connection and confidence.

Central Kindergarten is one of 15 kindergartens governed and managed by the Whanganui Kindergarten Association Incorporated (the association). The governing board is responsible for setting the overall strategic direction for the organisation. The day-to-day running of the association is the role of the general manager, who is responsible to the board.

Since April 2018, the association's programme of professional learning and development and curriculum implementation has been managed by He Whānau Manaaki o Tararua Free Kindergarten Association Incorporated. An association senior teacher and two senior teachers from Whānau Manaaki provide regular support for teachers.

This review was part of a cluster of 15 in the Whanganui Kindergarten Association Incorporated.

The Review Findings

The five priorities identified for children's learning are appropriately enacted within the curriculum.

Children are highly engaged in learning. Making connections and knowing about families and their values and beliefs support teachers to provide a curriculum that is meaningful. Teachers continue to strengthen assessment, planning and evaluation to identify children's next steps. They are supported by a team of community volunteers who spend time at the kindergarten working alongside teachers and children. The group of volunteers are clearly focused on supporting children's learning.

Children's developing competency allows them to take responsibility for their own learning. They play well alongside and with each other making choices about who and what they play with. They demonstrate perseverance to stay involved.

The curriculum supports children to develop confidence across a range of experiences such as literacy, mathematics, the arts, science and physical skills. They make choices to play indoors and outside and confidently use resources to support their learning.

Parents and whānau are encouraged to participate in their children's learning through contributing knowledge, cultural identity and aspirations. Teachers are working positively to engage parents in learning-focused partnerships. Children and their families share their knowledge and interests with others.

Children's sense of wellbeing is effectively promoted. A high number of children with diverse learning needs attend the kindergarten. They are very well supported. Intentional teaching, goal-setting and evaluation contribute to children's resilience. Teachers work alongside families and external agencies to plan and implement strategies so that children experience success as learners.

Internal evaluation for improvement has developed over time. There is a clear focus on improving outcomes for children. Parent and children's voice are actively sought to inform ongoing developments. Teachers are focused on improving outcomes for children and their families.

The governing board is future-focused and has taken appropriate steps to strengthen opportunities for teachers’ professional learning and development. An association-wide appraisal process is in place to support teacher practice in promoting positive learning outcomes for children. Consistency of its implementation across all kindergartens requires strengthening.

Key Next Steps

Association leaders and ERO agree that for ongoing and sustained improvement, staff at Central Kindergarten should continue to develop assessment, planning and evaluation to clearly show learning outcomes for children.

The senior management team of Whanganui Kindergarten Association Incorporated should continue to strengthen the implementation of teacher appraisal.

Management Assurance on Legal Requirements

Before the review, the staff and management of Central 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.

Phil Cowie

Director Review and Improvement Services

Central Region

4 April 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

Whanganui

Ministry of Education profile number

5239

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children aged over 2

Service roll

30

Gender composition

Girls 17, Boys 13

Ethnic composition

Māori
Pākehā
Other ethnic groups

5
19
6

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

1:10

Meets minimum requirements

Review team on site

February 2019

Date of this report

4 April 2019

Most recent ERO report(s)

Education Review

October 2015

Education Review

October 2012

Education Review

May 2008

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.

1 Evaluation of Central Kindergarten

How well placed is Central 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

Central Kindergarten, previously known as Keith Street Kindergarten, is situated in Whanganui. It is one of 14 kindergartens administered by the Whanganui Kindergarten Association. The kindergarten is licensed for 30 children. Sessions operate from 8:30am to 2:30pm. All teachers are qualified and registered with a range of teaching experiences.

The governing board is responsible for setting the overall strategic direction for the organisation. The day-to-day running of the association is the role of the general manager, who is responsible to the board. Two senior teachers are employed to support the learning and development of teachers. Two cultural advisors were recently been appointed to support teachers to realise potential and support success for Māori and Pacific children.

There has been sustained progress in relation to the October 2012 ERO review areas for improvement. This has been well supported by focused professional learning and development.

This review was part of a cluster of seven kindergarten reviews in the Whanganui Kindergarten Association.

The Review Findings

Children are well supported in a programme where they recognise themselves as competent and capable learners who are active, enquiring and empowered to be independent.

The kindergarten’s philosophy focuses on the priorities of competence, confidence, connection, contribution and self regulation. These are evident in inclusive and respectful practices that support the relationships teachers have with children and their families.

The philosophy is strongly evident in the programme. Priorities for children’s learning are driving the programme, with a focus on positive learning outcomes. Children and families are valued, cultural diversity is celebrated and a sense of belonging is generated. The environment provides opportunities to experience challenge, risk taking and discovery. Children enthusiastically participate in a play-based programme and have fun.

Children with additional needs are well supported in a welcoming and inclusive environment which is focussed on supporting children and their families. External agencies, families and teachers work together to support children's progress and development.

Central Kindergarten’s curriculum is responsive to children’s learning. Teachers know children well and support their interests. Teachers help children’s development of literacy and mathematics by focusing on print awareness and using open-ended resources for mathematical exploration.

Collaborative ways of working are encouraged by everyone involved in the kindergarten. Teachers listen to and value children’s input, which is contributing to decision making. Learning is celebrated with children, parents and whānau.

The ‘Priorities for Children’s Learning’ kindergarten initiative is guided by the senior teachers’ response to a recent ERO National Evaluation report. This comprehensive, sound and strategic framework is used to strengthen planning, assessment and evaluation processes in each kindergarten.

Children’s portfolios provide a useful record of their emerging interests with some links to prior learning experiences. Teachers extend children’s opportunities through a collaborative approach. Staff revisit children’s learning to inform their teaching. Teachers plan to focus on increasing continuity of learning in assessment.

Teachers use a narrative assessment approach to show learners’ engagement and emerging interests and ideas in the programme. Recent priorities include making children’s learning more visible through planning and individual profile documentation.

Te reo me ngā tikanga Māori are incorporated in teacher practice and centre routines. Leaders and teachers plan to further develop the curriculum to promote success for Māori children. ERO affirms this focus.

A Pacific cultural advisor is successfully building the capacity of the teaching team in recognising and supporting the place of children’s culture and identity and building relationships with families.

Careful consideration is given to supporting children when they start kindergarten. Teachers continue to develop positive links with local schools to assist children and families making transitions.

A well-structured framework is providing teachers with a clear understanding of the purpose and process for self review. They are making good use of self review to evaluate the impact of teaching and programmes on children’s learning, guide improvement and sustain effective practices. Leaders and teachers have identified the importance of further embedding the self-review framework to strengthen the quality of teaching to promote outcomes for all children.

A well-considered approach to change and improvement focuses on building a collaborative team through shared leadership. This has been ably led by the head teacher, with good support from the senior teacher.

Appraisal effectively supports teachers’ ongoing professional learning and development. Priorities for children’s learning, Practising Teacher Criteria, Professional Standards and Tātaiako: Cultural Competencies for Teachers of Māori Learners are well aligned within the process.

Key Next Steps

The senior teacher, head teacher, staff and ERO agree on the following key next steps to:

  • further embed the use of the self-review framework to strengthen high quality teaching to promote outcomes for all children
  • continue to strengthen teachers’ knowledge and understanding of te reo me ngā tikanga Māori.

The senior management team of the Whanganui Kindergarten Association is continuing to build teacher’s capability to be more responsive to Māori and Pacific children’s culture, language and identity to enhance culturally responsive practices. ERO affirms this direction.

Management Assurance on Legal Requirements

Before the review, the staff and management of Central 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 Central Kindergarten will be in three years.

Joyce Gebbie

Deputy Chief Review Officer

Central

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

Whanganui

Ministry of Education profile number

5239

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, aged over 2

Service roll

28

Gender composition

Girls 15, Boys 13

Ethnic composition

Māori

Pākehā

Indian

7

20

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

August 2015

Date of this report

13 October 2015

Most recent ERO report(s) 

Education Review

October 2012

 

Education Review

May 2008

 

Education Review

September 2003

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.