Greenmeadows Kindergarten

Education institution number:
5278
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
57
Telephone:
Address:

Osier Road, Greenmeadows, Napier

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1 Evaluation of Greenmeadows Kindergarten

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

Not well placed

Requires further development

Well placed

Very well placed

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

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

Background

Greenmeadows Kindergarten is situated in the Napier suburb of Greenmeadows. It provides early childhood education and care for up to 45 children aged over two. At the time of this ERO evaluation there are 48 children enrolled and 13 are Māori.

The intended outcomes for children are encompassed in the kindergarten philosophy - He taonga te atawhai, te manaaki, te whakawhanaungatanga. Ko ā tātou tamariki mokopuna ngā rangatira mō āpōpō - we are a nurturing and welcoming community of learners who foster partnerships. We value children as leaders of their own learning.

The kindergarten has attained green/gold status within the Enviroschools programme.

Greenmeadows 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.

Teachers have focused on addressing the key next steps identified in the December 2015 ERO evaluation and have strengthened assessment, planning and evaluation.

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

The Review Findings

Children are actively involved in leading their own learning. They access a wide range of meaningful experiences. They play independently, cooperatively and demonstrate responsibility. Children are comfortable with routines and they are well supported by teachers to extend their learning within the environment. Creativity, literacy and numeracy feature strongly in the curriculum which incorporates a focus on te Ao Māori. These are integrated into meaningful contexts that promote children's learning.

Children experience a curriculum that builds on their needs, strengths and interests. Since the previous ERO evaluation teachers have developed and embedded an effective planning framework. As a result of extensive research and evaluation, teachers have implemented a visual planning and assessment system. Through gathering multiple voices, teachers developed a curriculum statement that encompasses the philosophy and expressed priorities for children's learning.

Authentic learning partnerships are fostered. Parents and whānau aspirations for their children are valued and acknowledged. These are integral in assessment and planning processes. Ownership of learning by children and their families is evident. Teachers value the knowledge that whānau bring to their children's learning. Parents and whānau are confident to contribute to and lead aspects of the programme.

Warm and caring relationships between children and teachers provide a strong foundation for learning. Inclusive practices support all children to participate fully in all aspects of the programme. Teachers work diligently to make children's transitions into and out of the kindergarten a positive experience. Teachers skilfully support children's social development and positive interactions.

Children's learning is enhanced through teachers working collaboratively. Teachers' strengths are valued and maximised to grow knowledge, understanding and teaching practice. They have developed a supportive and respectful culture that is underpinned by shared values, beliefs and mutual trust. Teachers are receptive to the participation of children and their whānau in decision making. This strong team approach contributes to strengthening practices and positive learning outcomes for children.

Successfully implemented strategies promote success for Māori children. Teachers support children to have a strong sense of who they are culturally. Kaupapa Māori concepts such as manaakitanga, wairuatanga, whanaungatanga and kaitiakitanga are integral to curriculum decisions. Teachers follow whānau Māori aspirations that maintain children's connections to their cultural identity.

The teaching team continues to develop internal evaluation as a tool to critically reflect on practice. Continuing to strengthen internal evaluation practices should further support teachers to know how well their actions improve learning outcomes for children. Education managers should continue to grow their own knowledge and practice of effective 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 support teachers to determine how well they are progressing and actively encourage them to improve their effectiveness.

Key Next Steps

Teachers at Greenmeadows Kindergarten should continue to strengthen internal evaluation practices that support them to know how well their actions improve learning outcomes for children.

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 Greenmeadows 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

9 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

Napier

Ministry of Education profile number

5278

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

45 children aged over 2

Service roll

48

Gender composition

Female 29, Male 29

Ethnic composition

Māori
NZ European/Pākehā
Other ethnic groups

13
23
12

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

9 October 2019

Most recent ERO report(s)

Education Review

December 2015

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 Greenmeadows Kindergarten

How well placed is Greenmeadows 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

Greenmeadows Kindergarten in Napier is situated close to local schools and services. Up to 45 children can attend the centre at any one time.

The kindergarten is part of the Napier Kindergarten Association (NKA), which oversees the operation of 16 kindergartens including two based in Wairoa. A board of trustees oversees governance for the association and support for the general manager. Two education managers are responsible for building teacher capability. The head teacher provides professional leadership to the wellestablished and experienced teaching 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.

A significant feature of the kindergarten is its focus on sustainability and sustainable practices. In the Enviroschools programme, it has reached the highest level of the Green/Gold achievement. The teachers and local community, are embracing this initiative and together are actively involved in meeting the expectations of the programme.

The areas of strength identified in the October 2012 ERO report continue to be evident. Progress has been made in Enviroschools, bicultural practices and self-review practice.

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

The Review Findings

Children experience a curriculum that strongly reflects the kindergarten philosophy. They lead their own learning, making choices and decisions about their play. Children show a positive sense of belonging and are actively involved in looking after others and the environment. Their wellbeing is fostered by caring and respectful kaiako. A range of effective practices is used to foster learning and development.

Learning spaces and purposeful resourcing invites and stimulates children’s creativity, curiosity, discovery, and challenge. Children with additional learning needs are well supported in the inclusive programme. Diversity is celebrated. The calm and settled tone promotes children’s engagement in sustained and cooperative play.

Assessment and planning make visible the curriculum emphases of Enviroschools, te ao Māori, literacy and numeracy. Children’s portfolios record their participation and involvement in a wide range of experiences and activities. Entries also effectively outline children’s interests over time and reflect their identities as successful learners.

Teachers continue to increase their capability and confidence in te reo me ngā tikanga Māori. Their knowledge of purakau, waiata and pakiwaitara extends children’s thinking and fosters new understanding. Whakawhānaungatanga is central to the look, feel, and values which are at the heart of teaching and learning.

Teachers value and draw on the expertise of parents, whānau, and the community. Wellestablished relationships with local schools assist children and families as they move on to school

Teachers are encouraged and well supported by the head teacher to take on leadership roles. Their strengths are used to contribute to the programme and build each other’s practice. The team works in a collaborative and cohesive way.

Teachers have made good gains in growing their understanding and use of self review. This is helping to guide decisions about improvement. There is a strong culture of reflective practice. Further developing some aspects of review and evaluation is a next step.

The association empowers teachers to use the team’s strengths to respond to children and the parent community. Education managers should continue to lead the implementation of systems and processes to effectively build teacher capability. These include review, assessment, planning, internal evaluation, appraisal and leadership.

Key Next Steps

The kindergarten teachers and education managers should continue to:

  • further extend the scope and impact of self review, and develop some aspects of assessment, planning and evaluation
  • improve appraisal goal setting, evidence, observations, feedback and next steps.

Management Assurance on Legal Requirements

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

Joyce Gebbie

Deputy Chief Review Officer Central

23 December 2015

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

Napier

Ministry of Education profile number

5278

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

45 children, aged over 2

Service roll

54

Gender composition

Girls 31, Boys 23

Ethnic composition

Māori

Pākehā

Asian

Other ethnic groups

18

27

5

4

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

 

Over 2

1:10

Meets minimum requirements

Review team on site

October 2015

Date of this report

23 December 2015

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.