Maadi Road, Onekawa, Napier
View on mapOnekawa Kindergarten
Onekawa Kindergarten
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 are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Onekawa Kindergarten are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whakaū Embedding |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whakaū Embedding Whāngai Establishing |
2 Context of the Service
This is one of 16 kindergartens governed and managed by the Napier Kindergarten Association. The philosophy includes allowing children to face challenges with courage and confidence. Almost a quarter of children enrolled are Māori, and a small number are of Pacific heritages. The kindergarten is part of the Enviroschools programme.
3 Summary of findings
Children are viewed, and responded to, as capable and confident learners. They are encouraged to learn independently through literacy and numeracy experiences that are varied and engaging. Opportunities for leadership are recognised and intentionally integrated into the daily curriculum, enhancing children's mana. Children sustain their play within a rich and responsive curriculum.
Children’s identity as a learner is being effectively enhanced thorough teachers drawing on whānau and children’s cultures, languages and identity. The daily enacted, spoken and documented curriculum allows Māori learners to see themselves reflected. Tuakana-teina (older-younger child) relationships are encouraged, benefitting all learners. Teachers maintain Pacific learners’ connections to home life and languages through the curriculum.
Assessment for learning consistently notices, recognises and responds to children as individuals and reflects their voice. Parent goals are sought and considered as part of planning for children’s learning. Learning outcomes from Te Whāriki, the early childhood curriculum, are yet to forefront planning as a guide for what could happen for children, and as a way to understand how well teachers are supporting children’s progress.
The association works collaboratively to promote children’s equity of access to an inclusive education. This supports delivery of a consistent curriculum across all kindergartens. Robust monitoring, review and evaluation at association level are not yet evident. Information on improvements in individual kindergartens is not used by those in governance and management roles to identify how association actions impact on equitable outcomes for children. Understanding and implementation of systems and processes that support maintenance of regulatory requirements are inconsistent.
4 Improvement actions
Onekawa Kindergarten will include the following actions in its Quality Improvement Planning:
- Forefront planning and assessment using the learning outcomes from Te Whāriki to better understand the progression of learning over time for individuals and to evaluate the curriculum.
- Use evidence of children’s progress and learning as a basis for collective inquiry into the effectiveness of teaching practice and impacts on outcomes for learners.
The Napier Kindergarten Association will include the following in its Quality Improvement Planning:
- Identify trends and patterns from information gathered about the quality and effectiveness of teaching and learning in kindergartens to prioritise association-wide support, professional learning and development, and strategic direction.
- Build governors’ and managers’ understanding of how to use this information to identify and respond to inequitable outcomes for groups of children.
- Build coherent and robust systems and practice across the organisation to support ongoing knowledge of, and compliance with, regulatory standards.
5 Management Assurance on Legal Requirements
Before the review, the staff and management of Onekawa Kindergarten completed an ERO 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; safety checking; teacher registration; ratios)
- relevant evacuation procedures and practices.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
6 Actions for Compliance
During the review, the association provided ERO with evidence that shows it has addressed the following non-compliances:
- Implementing suitable human resource management practices, including a documented system of regular appraisal (GMA7).
- Having a written procedure for safety checking all children’s workers, and ensuring all children’s workers are safety checked every three years in accordance with the Children’s Act 2014 (GMA7A).
Since the onsite visit, the service and the association have provided ERO with evidence that shows it has addressed the following non-compliances:
- Having a written emergency plan that meets the requirements of the licensing criterion (HS7).
- Having evidence that the review of the emergency plan on an annual basis is informed by kindergarten emergency drills (HS8).
- Having a process for reviewing and evaluating the service’s operation that includes a schedule and timelines for planned review and evaluation of different areas of operation (GMA6).
Patricia Davey
Director of Early Childhood Education (ECE)
20 December 2023
7 About the Early Childhood Service
Early Childhood Service Name | Onekawa Kindergarten |
Profile Number | 5282 |
Location | Onekawa, Napier |
Service type | Free Kindergarten |
Number licensed for | 44 children aged over two |
Percentage of qualified teachers | 100% |
Service roll | 49 |
Review team on site | August 2023 |
Date of this report | 20 December 2023 |
Most recent ERO report(s) | Education Review, October 2019; Education Review, April 2016 |
Onekawa Kindergarten - 09/10/2019
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.
Onekawa Kindergarten - 20/04/2016
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.