Wairoa Kindergarten

Education institution number:
5275
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
34
Telephone:
Address:

18 Brian Avenue, Wairoa

View on map

1 Evaluation of Wairoa Kindergarten

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

Not well placed

Requires further development

Well placed

Very well placed

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

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

Background

Wairoa Kindergarten provides early childhood education and care for up to 43 children aged over two years. Of the 37 children currently enrolled, 24 are Māori. All teachers are fully qualified. A new head teacher was appointed in November 2017.

The philosophy promotes natural creativity, place-based learning and aroha. It is currently under review.

The kindergarten is a member of the Enviroschools programme and of Mata Nui o Kahungunu Kāhui Ako.

Wairoa Kindergarten is one of 16 kindergartens operating under the governance and management of the Napier Kindergarten Association (the association). The governing board is responsible for setting the overall strategic direction for the organisation. The day-to-day operation of the association is the role of the general manager. Two education managers provide teaching and learning support for teachers. The board employs a Pou Whakarewa Mātauranga (Professional Practice Advisor Māori) to work alongside all association personnel to continue to strengthen cultural responsiveness.

The April 2016 ERO evaluation identified significant areas for development including provision of a responsive curriculum, assessment, planning and evaluation, appraisal and internal evaluation. These areas have been progressed well.

This review was part of a cluster of 16 kindergarten reviews in the Napier Kindergarten Association.

The Review Findings

Children lead their own learning through a curriculum that is based on their interests and highly reflective of their community. They are supported to explore their thinking about the world and often share what they know. Regular excursions give children meaningful opportunities to visit places of local significance. Children display a sense of self and belonging.

A holistic approach to teaching and learning effectively promotes children's wellbeing as a platform for further learning. Routines and strategies to support social competence are consistently implemented to foster children's sense of security.

Māori children's identities are valued as the foundation for their educational success. Teachers acknowledge and make connections to individual children's pepeha. They are building understanding of kaupapa Māori approaches to teaching and learning and make these visible within the curriculum.

Positive connections between teachers, parents and whānau encourage consistent approaches to children's learning between home and the kindergarten. Teachers make good use of community organisations to promote children's engagement and ongoing learning. Children with additional learning needs are well supported to participate in the programme. Teachers recognise that developing formal plans to monitor and evaluate progress towards these children's learning goals is a next step. ERO's evaluation confirms this.

Learning portfolios build a picture of children's strengths, interests and capabilities. Children treasure these books and use them often to revisit their learning. Teachers are exploring how individual planning and assessment can be further strengthened to support children's learning. Building consistent assessment practice that shows progress in learning and effectively gathering and responding to parent aspirations should be part of this process.

Leaders take a carefully considered approach to improvement. Since the previous ERO evaluation teachers have progressed their knowledge and use of internal evaluation. Strengthening the focus on how effective current practices are in promoting positive outcomes for children should enhance decision making for improvement. Education managers should continue to grow their own knowledge and practice of internal evaluation to better support this process.

The governing board is future-focused and has developed a clear strategic direction to meet the diverse needs of its communities. Board members value diversity of viewpoints and gather community and staff voice to inform decision-making. Regular reporting by the education managers is useful in identifying how strategic teaching and learning goals are being addressed.

The board places importance on developing teachers' capabilities. Targeted and deliberate building of cultural responsiveness supports Māori children and their whānau to experience success. An association-wide appraisal process is in place to support teacher practice in promoting positive learning outcomes for children. Further strengthening of the appraisal process, including targeted observations, should assist teachers to determine how well they are progressing and actively encourage them to improve their effectiveness.

Key Next Steps

ERO and leaders agree that teachers at Wairoa Kindergarten should continue to strengthen:

  • the implementation and monitoring of plans to support children with additional learning needs

  • assessment, planning and evaluation to clearly progress learning of individual children

  • internal evaluation to enhance decision making.

Education managers should continue to promote sustained improvement and innovation through strengthening:

  • evaluation, inquiry and professional guidance

  • the appraisal process.

Recommendation

Education managers should strengthen their understanding and use of internal evaluation to systematically evaluate their practices and the impact of these on outcomes for children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Wairoa 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.

ERO identified an area of non-compliance.

The service provider must ensure that parents have given written approval of the proposed adult:child ratio for all excursions.
[Licensing Criteria for Early Childhood Education and Care Centres 2008, HS17]

Phil Cowie

Director Review and Improvement Services Central

Central Region

23 October 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

Wairoa

Ministry of Education profile number

5275

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

43 children aged over 2

Service roll

37

Gender composition

Male 22, Female 15

Ethnic composition

Māori
NZ European/Pākehā
Other ethnic groups

24
10
3

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

September 2019

Date of this report

23 October 2019

Most recent ERO report(s)

Education Review

April 2016

Education Review

October 2012

Education Review

May 2009

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 Wairoa Kindergarten

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

Not well placed

Requires further development

Well placed

Very well placed

With targeted association support, Wairoa kindergarten is well placed to promote positive learning outcomes for children.

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

Background

Wairoa Kindergarten is licensed for 43 children aged over two years. The current roll is 45, including 30 Māori and four Pacific children.

The kindergarten is part of the Napier Kindergarten Association, which oversees the operations of 16 kindergartens, including two based in Wairoa. A board of trustees oversees governance for the association with support of the general manager. Two education managers have a responsibility for building teacher capability. The experienced head teacher provides professional leadership to a cohesive team. A recently appointed Pou Whakarewa Mātauranga supports teachers to develop their knowledge and understanding of te ao Māori. He demonstrates a clear vision for Māori children and their whānau.

The kindergarten serves a diverse range of families from the urban and rural communities of Wairoa. Since the October 2012 ERO report, the kindergarten has introduced and operates five, six-hour sessions, Monday to Friday. The roll now includes two year olds.

The kindergarten is part of the Enviroschools programme.

Areas identified for improvement in the previous ERO report have yet to be fully addressed. This report contains significant areas requiring review and development.

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

The Review Findings

There is a strong focus on promoting children's wellbeing through positive and caring relationships between teachers, children and families. Providing positive guidance to support children's emotional and social competence is a priority. Teachers must review the effectiveness of strategies in place to support these aspects.

Teachers have developed and are implementing more responsive planning, linked to each child's interests, needs and parent aspirations. This continues to be an area for development.

Profile books are attractive records of children’s participation in activities. Special moments and celebrations are acknowledged. Parents’ contributions are welcomed and valued. Teachers are in the early stages of introducing e-portfolios. They are exploring ways to ensure that all parents have access so that their contributions to learning are strengthened.

Further work is needed by teachers to effectively promote positive learning outcomes for younger children. Several children aged two attend the kindergarten. Review of resources and equipment has resulted in increased care routines and physical activity. The programme requires further development to be responsive to this age group.

Children with diverse needs are warmly welcomed. Teachers work collaboratively with parents, whānau and external agencies to support children's participation in the programme. Teachers should monitor children's progress and how well the curriculum supports their learning goals.

There is an increased focus on incorporating te ao Māori linked to the local area into the programme. Native planting has been established that encourages children to engage with nature. Teachers have received parent support to grow their knowledge and understanding of te ao Māori. The use of te reo Māori and culturally responsive practices is an area for ongoing development.

Teachers have made limited progress in using self review to support improvement. It remains an area for ongoing teacher development. The appraisal process requires further strengthening to support growth in teaching practices.

The association, through the education managers must support teachers to address the identified priorities in this report to improve the education and care for children. These include curriculum development, assessment, planning, self review and internal evaluation, appraisal and leadership.

Key Next Steps

The kindergarten teachers and education managers should:

improve the responsiveness of the curriculum for children and the effectiveness of positive guidance

continue to improve assessment, planning and evaluation for individual children

  • improve teachers' knowledge and use of self review and internal evaluation

  • improve appraisal processes, including goal setting, and the use of evidence and feedback in relation to the Practising Teacher Criteria.

Progress against an action plan that addresses the key next steps will be monitored by ERO.

Management Assurance on Legal Requirements

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

Joyce Gebbie

Deputy Chief Review Officer Central

20 April 2016

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

Wairoa

Ministry of Education profile number

5275

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

43 children aged over 2 years

Service roll

45

Gender composition

Girls 28, Boys 17

Ethnic composition

Māori

Pākehā

Pacific

Other ethnic groups

30

10

4

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

February 2016

Date of this report

20 April 2016

Most recent ERO report(s)

Education Review

October 2012

Education Review

May 2009

Education Review

March 2006

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.