Onekawa Kindergarten

Education institution number:
5282
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
45
Telephone:
Address:

Maadi Road, Onekawa, Napier

View on map

1 Evaluation of Onekawa Kindergarten

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

Not well placed

Requires further development

Well placed

Very well placed

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

Background

Onekawa Kindergarten in Napier provides early childhood education and care for up to 44 children aged over two years. The current roll is 47, including 12 Māori children. All teachers are fully qualified.

The philosophy emphasises fun, friendship and curiosity while learning. This is underpinned by a range of values including leadership, holistic wellbeing, aroha, whānau, trust, respect, resilience, independence, kotahitanga, nurturing potential and kaitiaki. 

The kindergarten is a member of the enviroschools programme and the Ahuriri Kāhui Ako.

Onekawa Kindergarten is one of 16 kindergartens operating under t he 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.

ERO's April 2016 evaluation identified several areas to develop including: assessment, planning and evaluation; responsiveness to Māori children; internal evaluation; and the appraisal process. Progress has been made and some continue to be areas for the kindergarten to strengthen.

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

The Review Findings

Children engage in learning through a largely child-led, bicultural curriculum. They make choices about their play and use a range of resources to reinforce their creativity and curiosity. Children confidently play with and alongside others. They have fun and their friendships are fostered.

Warm responsive relationships are evident throughout the kindergarten. Teachers positively engage with children. Parents and whānau increasingly take opportunities to be involved in the kindergarten. Working with parents to increase teachers' understanding of children's cultures, languages and identities is a current priority. This should contribute to a local curriculum that meaningfully reflects each child's context.

Teachers are purposefully fostering connections to the local community. A growing knowledge of areas of local significance to Māori is woven into the curriculum. Children have regular opportunities to participate in community initiatives. Relationships with schools are strengthening to promote successful transitions for older children. Children demonstrate a sense of belonging.

Māori children experience an environment where their language and culture is valued and visible. Teachers intentionally incorporate strategies that acknowledge and affirm them as successful learners. Current work across the kindergarten on strengthening responsiveness to parent aspirations should contribute to defining what educational success looks like for these children.

Children with additional learning needs are well supported to progress learning. Teachers are proactive in building knowledge and understanding to meet their needs. They identify and implement strategies that successfully engage these children in learning.

Group planning is informed by children's interests and reflects a holistic approach to learning. Children's profile books capture their interests, engagement in the programme and developing learning characteristics. A next step is to strengthen planning for individual children aligned with the learning outcomes from Te Whāriki, the early childhood curriculum. This should support teachers to:

  • more intentionally provide resources and experiences that respond to individual learning needs

  • ensure assessment over time strongly reflects each child's learning journey

  • evaluate how well planned teaching strategies promote individual learning.

The head teacher purposefully engages with colleagues in the wider association and education communities. The team works collaboratively to build their practice and enact their shared vision and values for children's learning. It is timely for teachers to review the philosophy to ensure it still reflects teacher, child, parent and community aspirations and their priorities for children's learning.

Teachers demonstrate sound knowledge of the purpose and use of internal evaluation to improve outcomes for children. Regular review and evaluation results in changes to teaching and learning. Further strengthening the use of indicators of high quality practice should assist teachers to evaluate the impact of these changes on children's outcomes. 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 should continue to strengthen:

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

  • internal evaluation to determine positive 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 Onekawa 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 there is a record of emergency drills carried out and evidence of how evaluation of the drills has informed the annual review of the emergency plan. [Licensing Criteria for Early Childhood Education and Care Centres 2008, HS8]

Since the onsite phase of the review ERO has received evidence of how this is being addressed.

Phil Cowie

Director Review and Improvement Services

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

Onekawa, Napier

Ministry of Education profile number

5282

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

44 children aged over 2

Service roll

47

Gender composition

Male 25, Female 22

Ethnic composition

Māori

NZ European/Pākehā

Other ethnic groups

12

30

5

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

August 2019

Date of this report

9 October 2019

Most recent ERO report(s)

Education Review

April 2016

Education Review

September 2012

Education Review

June 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 Onekawa Kindergarten

How well placed is Onekawa 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

Onekawa Kindergarten in Napier provides early childhood education and care for up to 44 children aged over two years. Morning sessions cater for three-year-olds and older children attend six-hour sessions. The current roll is 42, including five Māori 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 newly appointed head teacher is providing well considered professional leadership at a time of staffing changes. 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.

Since the September 2012 ERO report, there have been staffing changes. The head teacher was appointed at the beginning of Term 4 2015. Teachers in the current teaching team are long-term relievers from the association's pool. They have recently become permanently appointed to the kindergarten.

During a time of change, teachers have maintained a settled environment that promotes positive outcomes for children. The outdoor environment has recently been enhanced to provide for further physical activity and challenge. Teachers continue to promote education for sustainability as part of their Enviroschools programme.

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

The Review Findings

Children access a well-considered range of open-ended activities and resources that support and promote their interests and strengths. Subsequently, they settle quickly and engage in self-directed play. They access a good range of open-ended activities and resources that support and promote their interests and strengths. They are able to explore, investigate, be creative and engage in physical activity. Children and teachers enjoy learning and have fun. Strong friendships amongst children are evident.

After a new teaching team is confirmed, a review of the current philosophy in consultation with teachers, parents and whānau is planned. Building ongoing relationships with families and whānau provides a positive platform for future developments.

Systems and processes for assessment of children's learning and programme planning are being strengthened. Planning walls support teachers to monitor children's engagement in activities, respond to emerging interests and provide appropriate learning opportunities. Parents are invited to share their aspirations for their children, and foster their children's strengths and interests from home. Continuing to embed and refine assessment, planning and evaluation is an area for ongoing development.

Profiles are an attractive record of the children's engagement in a wide range of learning activities over time. Children enjoy revisiting and sharing their learning with others.

The curriculum provides opportunities for older children to develop knowledge and skills that support their transition to school. The head teacher is focused on renewing their already positive relationships with local schools. Teachers work effectively with parents of children with special education needs and relevant external agencies. Transitions to school are well planned and responsive.

Some teachers have engaged in professional learning and development which has increased their confidence, understanding and meaningful use of te reo Māori. Including te ao Māori in the kindergarten curriculum is an area for ongoing development.

The new head teacher, with support from the education managers has appropriately reviewed systems and processes to support a clear direction for the kindergarten. There has been a deliberate and planned approach to build teachers' knowledge, understanding of self review and how evaluation contributes to improved teaching and learning. Internal evaluation continues to be an area for development as the team builds shared understandings.

Teachers have recently set appraisal goals to reflect on their practice. Continuing to develop the appraisal process to support growth in teaching practices of a new teaching team is ongoing.

The association empowers teachers to use the team's strengths to respond to children and the parent community. Education managers continue to lead the implementation of systems and processes to effectively build teacher capability.

Key Next Steps

The head teacher, teachers and education managers should continue to:

  • strengthen assessment, planning and evaluation

  • develop responsiveness to Māori through the curriculum

  • develop self review and internal evaluation

  • strengthen the appraisal process to support growth in teaching practice.

Management Assurance on Legal Requirements

Before the review, the staff and management of Onekawa 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 Onekawa 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

Napier

Ministry of Education profile number

5282

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

44 children aged over 2 years

Service roll

42

Gender composition

Boys 25, Girls 17

Ethnic composition

Māori

Pākehā

Pacific

Other ethnic groups

5

32

1

4

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

September 2012

Education Review

June 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.