Napier Road, Havelock North
View on mapAkarangi | 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 Havelock North Central 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 |
Havelock North Central Kindergarten is one of 16 kindergartens governed and managed by Heretaunga Free Kindergarten Association. A small number of children are identified as Māori. The philosophy aspires to children being successful learners who reach their full potential, and it values manaakitanga and whanaungatanga in the daily curriculum.
Children’s learning and development is well supported through learning-focused partnerships. Teachers intentionally collaborate with families and external agencies to include, and respond to, children with diverse learning needs. Families’ cultural identities and goals for their child are valued. Concepts from te ao Māori are highly visible and heard in the environment and integrated meaningfully. Children’s cultural identity is affirmed.
Children’s developing social and emotional competencies are fostered through intentional teaching strategies. Teachers engage with children for sustained periods and promote turn taking, negotiation and engagement with peers. Verbal and non-verbal cues extend children’s thinking and grow their awareness of expectations and desired behaviours. Assessment for learning makes visible children’s learning over time. Understanding the effectiveness and impact of teaching strategies on individuals and groups of children is a growing area of practice.
Significant change in association leadership has impacted capacity to progress key next steps identified in previous ERO reports. Leaders are enacting an organisation wide shift to further enable collaboration, relational trust and sustained improvement. A range of new initiatives has been developed. Professional learning opportunities are responsive to teacher learning goals. Some information is generated in relation to the quality of teaching and learning. Leaders are developing their evaluation capabilities. However, evaluation is not yet used to:
systematically seek evidence about the effectiveness of professional learning processes to improve teaching practice and children’s outcomes,
understand the impact of improvement actions in relation to how these contribute to strategic priorities and achieve equitable and excellent outcomes for learners.
Havelock North Central Kindergarten will include the following actions in its Quality Improvement Planning:
Continue to deepen assessment for learning practices to effectively evaluate the impact of teaching strategies and recognise and respond to inequities related to children’s outcomes.
Heretaunga Free Kindergarten Association will include the following actions in its Quality Improvement Planning:
Develop a systematic process that enables leaders to better understand and respond to the teaching and learning needs of each kindergarten.
Prioritise building internal evaluation capability and leadership at all levels to better monitor and evaluate the impact of improvement actions, including professional learning, on outcomes for individuals and groups of children.
Before the review, the staff and management of Havelock North Central 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.
Patricia Davey
Director of Early Childhood Education (ECE)
14 September 2023
|
Early Childhood Service Name |
Havelock North Central Kindergarten |
|
Profile Number |
5290 |
|
Location |
Havelock North |
|
Service type |
Free Kindergarten |
|
Number licensed for |
40 children over the age of 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
50 |
|
Review team on site |
June 2023 |
|
Date of this report |
14 September 2023 |
|
Most recent ERO report(s) |
Education Review, December 2017; Education Review, May 2014 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Havelock North Central Kindergarten opens Monday to Friday from 8:15am until 2:15pm for children aged from two to five years. The philosophy statement places children at the heart of the matter.
The May 2014 ERO report identified areas for improvement in relation to appraisal and self review.
Havelock North Central is one of 16 kindergartens governed and managed by the Heretaunga Kindergarten Association (the association). An ongoing programme of restructuring began in 2016 and the association has experienced significant changes at all levels. A new general manager was appointed in January 2016.
The previous ERO review identified that the association should establish, review and monitor the implementation of guiding documents in individual kindergartens and to undertake self review at association level.
This review was part of a cluster of six in the Heretaunga Free Kindergarten Association.
Kindergarten teachers have worked collaboratively to successfully address the areas for development and review identified in the 2014 ERO report.
The philosophy is highly evident in practice. Children benefit from a curriculum that nurtures their sense of belonging. They are empowered to lead their own learning. They show care and concern for one another and for their kindergarten environment.
Warm relationships with families are evident. Teachers and parents plan experiences that respond to children's strengths and interests. Assessment practices successfully identify children's learning and their relationships with people and places.
A wide range of transition strategies positively support children and whānau to settle into the kindergarten and helps prepare them for their move to school. Teachers recognise, and ERO's evaluation confirms, that it is timely to review the effectiveness of the phonics programme to support children's emerging literacy.
Teachers are extending their knowledge and understanding of Pacific languages and cultures to foster Pacific children's participation and engagement.
Teachers show a shared commitment to bicultural practices. Te reo me ngā tikanga Māori are highly visible in the environment, routines and celebrations. Leaders and ERO agree that a next step is for teachers to enhance their knowledge of te ao Māori concepts to continue to strengthen their response to Māori children's culture and identity.
Internal evaluation is well established and regularly leads to improved learning outcomes for children. The head teacher and teachers are improvement focused. Teamwork is highly evident. A shared vision sets a clear direction for the kindergarten and reflects a commitment to providing high quality early childhood education.
The governance and leadership team of the Heretaunga Kindergarten Association is well placed to continue to manage change and to set the strategic direction to promote future sustainability. They are making good progress in addressing the key next steps identified in the previous ERO review. Continuing to strengthen systems to monitor performance in individual kindergartens remains a key next step.
Senior leaders and ERO agree on the following key next steps for Havelock North Central Kindergarten, to:
The senior management team of Heretaunga Kindergarten Association should continue to strengthen processes for monitoring the implementation of guiding documentation for programme delivery and kindergarten operation. Particular attention should be given to increasing consistency in reviewing, evaluating and improving teaching practice.
Before the review, the staff and management of Havelock North Central 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:
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
The next ERO review of Havelock North Central Kindergarten will be in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
18 December 2017
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.
|
Location |
Havelock North |
||
|
Ministry of Education profile number |
5290 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, aged over 2 |
||
|
Service roll |
55 |
||
|
Gender composition |
Girls 28, Boys 27 |
||
|
Ethnic composition |
Māori |
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 |
November 2017 |
||
|
Date of this report |
18 December 2017 |
||
|
Most recent ERO report(s)
|
Education Review |
May 2014 |
|
|
Education Review |
November 2010 |
||
|
Education Review |
November 2006 |
||
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:
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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Havelock North Central Kindergarten provides education and care for children from three to five years of age. It operates as a sessional kindergarten on an all day licence. The kindergarten has peer groupings with four year olds able to attend five mornings a week, and up to 30 three year olds for three afternoons.
The kindergarten has a roll of 54 New Zealand European/Pākehā and 11 Māori children. It is well supported by the community.
Although there have been some staff changes in recent years, teachers work as a cohesive team. They strongly practise the philosophy which has been recently reviewed in consultation with the community.
The kindergarten is governed by the Heretaunga Kindergarten Association (the association). Two Education Managers are employed by the association to provide professional support and guidance to teachers. This review was part of a cluster of eight kindergartens in the Heretaunga Kindergarten Association.
Havelock North Central Kindergarten has a clear vision statement that sets the direction for the programme. There is a strong focus on empowering children, their holistic development and community partnerships. This vision is supported by a philosophy statement, which strongly reflects te ao Māori and has been community endorsed.
The learning environment is spacious and well organised. Children are able to access many resources to investigate their interests and ideas. They participate in a range of enviroschool initiatives to learn about sustainability. Literacy, numeracy and science are integrated into discussions and learning experiences. Teachers encourage children’s investigations and thinking through meaningful interactions.
Teachers know children well. Warm, purposeful, affirming interactions support their social development. Teachers work alongside children engaging in their play, sustaining conversations and extending their learning. Positive guidance is evident and cooperation is well modelled to children, who work and play cheerfully with each other for long periods of time.
Teachers have developed suitable guidelines for a coordinated and consistent approach to planning, assessment and evaluation. This enables teachers to identify and respond to individual children’s interests and challenge and encourage further exploration. Children and whānau contribute by adding their voice to assessment and evaluation.
A strength of the sessional approach is that children interact with others of similar age and development. Children’s transitions between sessions are well planned and considered. Teachers support parents and children as they settle. There is appropriate support for parents and children as they transition to school.
There is a strong commitment to bicultural practices. Teachers have developed a bicultural policy based on Treaty of Waitangi principles. Cultural awareness and a desire to meet the aspirations and needs of children and whānau are evident.
The programme effectively provides for Māori learners’ sense of identity and belonging through regular use of waiata, karakia and te reo Māori. Children have a range of appropriate resources that promote Māori language and contexts. Teachers participate in professional learning and development to support and build their practice.
The kindergarten has a systematic approach to self review and evaluation. Key elements of operation and the programme have been reviewed, and outcomes are used effectively to make improvements. The next step is to document guidelines for self review and to take a more evaluative approach.
The association provides guidance and support to teachers for the continuous improvement of teaching and learning. The recently developed strategic plan provides a clear, long term direction for the association. Teachers are well supported through regular visits from the education managers who offer professional assistance and guidance and access to a wide range of professional learning opportunities.
There is a commitment by the association to increase teachers’ capabilities through the introduction of the Haere Whakamua project. This project is based around progressing the organisation's journey in becoming bicultural.
The association identifies and ERO affirms that key areas for development include:
updating the appraisal process and policy
providing clear expectations through guiding documents for programme delivery and kindergarten operations and monitoring the implementation of these.
In addition, education managers should undertake strategic review and evaluation across the association to establish a deeper understanding of the ongoing professional learning needs of teachers and use this information to inform future decision making.
The kindergarten procedures are good. The next steps are to:
The association should:
establish and review current guiding documents and monitor for successful implementation
undertake strategic self review at association level.
Before the review, the staff and management of Havelock North Central 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.
The next ERO review of Havelock North Central Kindergarten will be in three years.
Joyce Gebbie
National Manager Review Services Central Region (Acting)
14 May 2014
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.
|
Location |
Havelock North |
||
|
Ministry of Education profile number |
5290 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children aged over 2 |
||
|
Service roll |
71 |
||
|
Gender composition |
Girls 41, Boys 30 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Other ethnic groups |
11 54 6 |
|
|
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 |
March 2014 |
||
|
Date of this report |
14 May 2014 |
||
|
Most recent ERO report(s)
|
Education Review |
November 2010 |
|
|
Education Review |
November 2006 |
||
|
Education Review |
August 2003 |
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:
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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.