Levin Baptist Kindergarten

Education institution number:
52506
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
47
Telephone:
Address:

19 Rugby Street, Levin

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1 ERO’s Judgements

Akarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama- indicators of quality for early childhood education: what matters most (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.

ERO’s judgements for Levin Baptist Kindergarten are as follows:

Outcome Indicators

ERO’s judgement

What the service knows about outcomes for learners

Whakaū Embedding

Ngā Akatoro Domains

ERO’s judgement

He Whāriki Motuhake

The learner and their learning

Whakaū Embedding

Whakangungu Ngaio

Collaborative professional learning builds knowledge and capability

Whakawhanake Sustaining

Ngā Aronga Whai Hua

Evaluation for improvement

Whakawhanake Sustaining

Kaihautū

Leaders foster collaboration and improvement

Whakawhanake Sustaining

Te Whakaruruhau

Stewardship through effective governance and management

Whakawhanake Sustaining

2 Context of the Service

Levin Baptist Kindergarten is a community based early learning service. Operations are overseen by a centre manager. The philosophy emphasises the importance of Christian values in an inclusive, welcoming environment that nurtures learning for children. The service has progressed the key next steps identified in the March 2018 ERO report.

3 Summary of findings

Children lead their own learning supported by intentional teaching which provides them with rich experiences. They are viewed by teachers as progressive, competent, and confident learners. Learning and assessment practices support children’s developing capabilities. The curriculum promotes children’s learning through play.

Respectful relationships and interactions between teachers, children and whānau promote children’s learning and wellbeing. Information from parents and whānau contributes to some learning experiences for their children. Whānau have opportunities to share information about what matters most for their child’s learning. Children learn in an environment that is spacious, well-resourced, and purposefully considered. Positive social outcomes and wellbeing are demonstrated by children.

Children’s sense of belonging and wairua are supported. Te āo Māori is interwoven through the centre practices and programme. The localised curriculum upholds Māori values and beliefs and is underpinned by the Christian special character, Te Whāriki, the early childhood curriculum, and iwi insights. Children’s culture, language and identity is affirmed through te āo Māori.

A culture of inquiry among teachers fosters ongoing change and sustained improvement of children’s learning outcomes. The service is implementing internal and external learning processes to increase teachers’ capacity to use evaluation for improvement. Leaders knowledge of evaluation has contributed positively to a community of learners from the local early childhood and school sectors. Children’s learning experiences are enhanced through leaders’ and teachers’ commitment to improvement.

The philosophy, mission, and goals of manaakitanga, karaitianatanga and whanaungatanga, guide the service’s decisions. Leaders and teachers model collaboration through shared responsibilities and professional accountability. Children’s learning outcomes are positively promoted and enriched through inclusive and effective systems and processes.

4 Improvement actions

Levin Baptist Kindergarten will include the following actions in its Quality Improvement Planning:

  • strengthen processes to gather and use information about individual children’s learning outcomes
  • continue to strengthen learning partnerships with parents and whānau, focused on their child’s learning.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Levin Baptist 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)
Central Region | Te Tai Pūtahi Nui

2 August 2021

6 About the Early Childhood Service

Early Childhood Service Name

Levin Baptist Kindergarten

Profile Number

52506

Location

Levin

Service type

Education and care service

Number licensed for

40 children aged over 2 years,

Percentage of qualified teachers

80%+

Service roll

48

Ethnic composition

Māori 15, NZ European/Pākehā 24, other ethnic groups 9.

Review team on site

May 2021

Date of this report

2 August 2021

Most recent ERO report(s)

Education Review, May 2018; Education Review, May 2015.

1 Evaluation of Levin Baptist Kindergarten

How well placed is Levin Baptist 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

Levin Baptist Kindergarten is a community based early learning service in Levin. It is licensed for 40 children aged over two years. Of the 55 children enrolled at the time of this ERO review, 21 identify as Māori.

The kindergarten is a ministry of Levin Baptist Church and operates under the governance of the Levin Baptist Trust. A committee of church representatives, a parent representative and manager are responsible for management. A member of the committee represents the kindergarten on the Trust. Centre operation is overseen by a manager. The head teacher has responsibility for teaching and learning. Four kaiako are qualified and certificated and one is provisionally certificated.

Since the May 2015 ERO report, the longstanding manager has left. An acting manager has recently been appointed and some change to the head teacher's role has occurred. Professional development has been undertaken by staff in response to ERO's previous findings. Progress is evident.

The philosophy emphasises the importance of Christian values in an inclusive, welcoming environment that nurtures the excitement of learning for children.

The Review Findings

Kaiako work collaboratively to provide a welcoming, inclusive learning environment for all children and whānau. Parents are acknowledged as their child’s first teacher. Staff encourage and provide opportunities for them to contribute to their child’s learning. Kaiako are currently focusing on seeking ways to invite families to share the 'hopes and dreams' they have for their child.

Children enthusiastically engage in a range of child-initiated opportunities for the majority of their time at the centre. Kaiako sought professional development with an external facilitator in 2017. This support has helped them develop their responses to children's interests that guide the group programme. Staff provide inviting experiences that link to a range of curriculum areas. At times children revisit their previous activities and learning captured in their portfolios. Kaiako should strengthen noticing and recording of individual learners' immediate and emerging ideas and passions to enhance learning.

The centre is well resourced and organised for children. Wall displays successfully document the learning and planning happening for groups of children. The outdoor area suitably provides for physical activity and investigation of the living world. Early literacy and numeracy understandings are appropriately integrated into programmes for children.

Children are encouraged to make choices. Kaiako consider that children are competent and capable. Positive guidance is used effectively to promote social competence and independence in self-care.

The diversity of the community is celebrated. Kaiako are inclusive in their approach and proactive in removing barriers to all children's participation in the programme. Learners requiring additional learning support have their needs identified and met through resourcing and external assistance.

Children experience a range of opportunities to learn about Aotearoa/New Zealand’s dual cultural heritage. Basic te reo Māori is heard throughout the daily programme. A confident staff member role models and provides, for colleagues, valuable support in te reo me ngā tikanga Māori. Kaiako should continue to explore ways of enhancing culturally responsive practices to support Māori learners.

Children's wellbeing is nurtured and they settle happily. Their transition into the centre is sensitively managed. Kaiako continue to think about processes for children as they move to school. They should investigate ways to share information so that children’s confidence and capability at the centre transfers to the new entrant classrooms.

Practices to support continuing improvement and evaluate progress are strengthening. Focused professional development has helped the head teacher to work well with her team to develop a shared understanding of effective practice. However, strategic planning is not robust. Consideration should be given to ensuring the plan identifies priorities and associated goals more closely aligned to the service's annual plan. The head teacher's appraisal requires strengthening. Further attention should be given to developing deliberate strategies for working towards goals and clear links to relevant professional learning and development.

Key Next Steps

The Trust, leaders and ERO agree on the following key next steps for Levin Baptist Kindergarten, to continue to:

  • further embed assessment, planning and evaluation practices to guide future teaching and learning

  • strengthen internal evaluation and teacher inquiry by improving strategic planning and the head teacher's appraisal.

Management Assurance on Legal Requirements

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

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

7 May 2018

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

Levin

Ministry of Education profile number

52506

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, aged over 2

Service roll

55

Gender composition

Girls 30, Boys 25

Ethnic composition

Māori
Pākehā
Tongan
Filipino
Other ethnic groups

21
22
5
3
4

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Over 2

1:8

Better than minimum requirements

Review team on site

March 2018

Date of this report

7 May 2018

Most recent ERO report(s)

Education Review

May 2015

Education Review

June 2013

Education Review

April 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 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.