Wharerangi Kindergarten

Education institution number:
5287
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
45
Telephone:
Address:

13 Essex Street, Tamatea, Napier

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1 Evaluation of Wharerangi Kindergarten

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

Not well placed

Requires further development

Well placed

Very well placed

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

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

Background

Wharerangi Kindergarten provides early childhood education and care for up to 41 children aged over two years. The current roll is 41, including five Māori children. All teachers are fully qualified.

The philosophy emphasises 'the value of learning through play within a calm, engaging and colourful community and supported by nurturing and passionate teachers'.

Wharerangi 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 key next steps identified in the April 2016 ERO evaluation have been progressed and 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 kindergarten is a member of the Ahuriri Kāhui Ako.

The Review Findings

Children largely lead their own learning through a curriculum that is purposefully designed to respond to their interests and strengths. Resources and the environment are organised to invite exploration. Imaginative play and literacy are highly visible in the programme. Children demonstrate confidence and independence and have fun.

A calm, predictable environment promotes children's sense of security. They benefit from positive, sensitive and responsive relationships with teachers. Tuakana teina relationships are evident. Children play well alongside others and support each other in their learning for sustained periods of time.

The bicultural curriculum continues to strengthen. Teachers are actively building their knowledge of te ao Māori and seek ways to integrate this across all aspects of the curriculum. They have identified that furthering their understanding of strategies that promote educational success for Māori children is a next step. ERO's evaluation confirms this.

Children with additional learning needs are supported to engage in learning within an inclusive environment. Teachers actively work with schools and parents to create a positive transition process for these children.

Assessment, planning and evaluation of children's learning, results in a programme that promotes continuity and the kindergarten's philosophy. A collaborative approach to planning draws on the strengths of individual teachers. Parent goals for their children are used to inform learning opportunities. Teachers continue to explore and strengthen assessment, planning and evaluation practices. This ongoing focus should support consistency across the team in identifying relevant learning for each individual and planning of intentional teaching to progress this.

Since the previous ERO evaluation, teachers have developed their knowledge of effective internal evaluation for improvement. They are currently implementing and refining this practice. 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 employee 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:

  • practices that promote success for Māori children

  • assessment, planning and evaluation to progress individual learning

  • internal evaluation for improvement.

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 Wharerangi 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

24 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

Tamatea, Napier

Ministry of Education profile number

5287

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

41 children aged over 2

Service roll

40

Gender composition

Female 22, Male 18

Ethnic composition

Māori
NZ European/Pākehā
Other ethnic groups

5
34
1

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

24 October 2019

Most recent ERO report(s)

Education Review

April 2016

Education Review

September 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 Wharerangi Kindergarten

How well placed is Wharerangi 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

Wharerangi Kindergarten provides early childhood care and education for up to 41 children aged over two years. The service is located in the Napier suburb of Tamatea and of the current roll of 40 children, two identify as Māori. Morning sessions cater for the younger children. Older children attend six-hour sessions. Since 2012, there has been a considerable increase in the number of younger children attending.

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 govern the association with support of the general manager. Two education managers have responsibility for building teacher capability. The head teacher models a distributive leadership approach. 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.

Positive relationships between parents, whānau, community and staff are evident. Since the September 2012 ERO report, learning partnerships have been further enhanced. There has also been progress in teachers' use of self review.

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

The Review Findings

Children are highly engaged in a curriculum that reflects the kindergarten philosophy. Learning experiences foster creativity, calmness, caring and excitement. Respectful teaching practices contribute to children confidently taking risks and persevering in play. Well-developed relationships with families and children contribute to the strong sense of belonging evident.

Children's interests and engagement informs the programme. Opportunities for them to lead and self-direct their own learning are enacted.

Māori children have opportunities to succeed as Māori. Strengthened relationships with whānau have provided opportunities for their expertise and guidance to enrich teachers' practices and knowledge. All children are increasingly experiencing a curriculum that weaves Māori ways of knowing, doing and being through daily practices. Te ao Māori is genuinely expressed through children's learning narratives. Teachers plan to continue the development in this key area through professional learning programmes.

Children with complex learning needs engage in a programme and an environment that affirms them as individuals. Teachers prepare, plan and respond to learning in ways that are meaningful and purposeful for each child.

Learning partnerships between parents and whānau have strengthened. Shared aspirations for children link home to the centre and inform teaching and learning. Individual children's strengths are highlighted and specific areas to grow and extend are identified. Teachers are currently reviewing planning to see how well deliberate teaching is deepening learning for children. Continuing this review should further strengthen assessment, planning and evaluation.

A planned approach to internal evaluation has enriched teachers' understanding and appreciation of how it contributes to improved outcomes for children. Planned and spontaneous reviews are occurring. The centre is well placed to extend self review to better evaluate the impact of kindergarten initiatives.

Strong collaborative teamwork and shared leadership is well modelled by the head teacher. Staff are open and critically reflective. The teaching team contribute their knowledge to their colleagues in the wider association. Teacher appraisal and professional learning processes continue to develop and support growth in teaching practices. Professional development is specifically targeted to children's and teachers' needs and interests with support and guidance from centre staff and education managers.

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. These include assessment, planning, self-review and internal evaluation, appraisal and leadership.

Key Next Steps

Centre managers and ERO agree that next steps are to:

  • continue with the current review of planning to support ongoing improvements in assessment, planning and evaluation

  • further develop self review and internal evaluation.

Management Assurance on Legal Requirements

Before the review, the staff and management of Wharerangi 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 Wharerangi 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

5287

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

41 children, aged over 2 years

Service roll

40

Gender composition

Boys 26, Girls 14

Ethnic composition

Māori

Pākehā

Other ethnic groups

5

33

2

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

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.