Mahora Kindergarten

Education institution number:
5295
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
36
Telephone:
Address:

818 Rangiora Street, Mahora, Hastings

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Mahora Kindergarten - 14/05/2018

1 Evaluation of Mahora Kindergarten

How well placed is Mahora 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

Mahora Kindergarten is in Hastings. It opens Monday to Friday from 8:30am until 2:30pm. Kindergarten day places are available for children aged from two to six years. Ten children who are Māori attend. The philosophy is based on children having fun through play and nurturing a love and joy of learning.

The April 2014 ERO report identified a number of areas for review and development, including: philosophy review; assessment, planning and evaluation for children's learning; self review; and educational success for Māori and Pacific children.

Changes to the teaching team have occurred since the previous ERO review.

Mahora 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 and an advisor - education delivery in November 2017.

The previous ERO review identified that the association should establish, review and monitor the implementation of guiding documents in individual kindergartens and undertake self review at association level.

This review was part of a cluster of 10 reviews in the Heretaunga Free Kindergarten Association.

The Review Findings

A recently developed kindergarten philosophy is focused on outcomes for children. It provides clear indicators of guiding practice for teaching and learning. Children are confident and capable leaders of their learning. Warm, responsive and reciprocal relationships are fostered between teachers and children.

Children are highly engaged in cooperative play for sustained periods of time. They freely access a wide range of activities and resources that encourage independence and self-initiated play. The curriculum is responsive to children's interests and promotes successful outcomes. A child-centred, holistic programme supports their learning. 

Teachers focus on developing positive relationships with families. They know children and parents well. Parent involvement is valued. Regular communication with parents has led to increased sharing of aspirations for their children and contributes to programme decision-making.

Teachers have useful documented guidance for assessment and planning and they continue to refine these processes. A next step is to more clearly identify and respond to children's individual learning.

Children experience some aspects of te reo me ngā tikanga Māori. Developing a shared understanding of what this looks like in the context of this service is needed. The Enviroschool's principles should be useful in supporting this work.

Cultural celebrations and family expertise are used to provide some rich experiences for children. A next step is to more purposefully integrate the languages, cultures and identities of children into the curriculum. Teachers are continuing to develop their knowledge and understanding of Pacific languages and cultures.

Teachers work in partnership with whānau and external agencies to support children requiring additional learning support. Collaborative planning, implementation and monitoring of strategies contributes to positive outcomes for these learners.

Teachers are encouraged to share their strengths and to lead aspects of the programme. This contributes to strengthened collaboration and teamwork.

Practices to support continuing improvement and evaluate effectiveness require further strengthening. Regular reviews have contributed to decision-making and positive change. Teachers should continue to strengthen this practice, particularly the use of indicators to guide high quality practice.

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. 

Key Next Steps

Senior leaders and ERO agree on the following key next steps for Mahora Kindergarten, to:

  • further develop assessment, planning and evaluation practice to be more responsive to  individual children's learning and to inform the programme
  • develop strategies that promote education success for Māori and Pacific children
  • strengthen understanding and implementation of evaluation for improvement.

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 operations. Particular attention should be given to increasing consistency in reviewing, evaluating and improving teaching practice.

Management Assurance on Legal Requirements

Before the review, the staff and management of Mahora 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.

In order to improve practice the association should:

  • ensure robust regular policy review and strengthen systems to promote teachers’ understanding and implementation of guiding policies
  • implement robust social media and online policies and procedures to ensure that all reasonable steps have been made to protect children's online safety and that parents are well informed of these. 

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Mahora Kindergarten will be in three years.

Patricia Davey
Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

14 May 2018

 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

Hastings

Ministry of Education profile number

5295

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children aged over 2

Service roll

44

Gender composition

Boys 24, Girls 20

Ethnic composition

Māori
Pākehā
Other ethnic groups

10
27
  7

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 2018

Date of this report

14 May 2018

Most recent ERO report(s)

Education Review

April 2014

Education Review

November 2010

Education Review

November 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.

Mahora Kindergarten - 10/04/2014

1 Evaluation of Mahora Kindergarten

How well placed is Mahora 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

Mahora Kindergarten is located in Mahora, Hastings and provides education and care for children from two to five years of age. It is licensed for up to 40 children in the morning and 30 children in the afternoons. It offers both morning and afternoon sessions and an extended day of six hours, within an all-day licence. Children are representative of a diverse community.

The teachers are welcoming and responsive. The teaching team is fully qualified and the kindergarten has a positive reporting history with ERO.

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.

The Review Findings

Children have access to a wide range of learning resources in a play-based programme. Teachers work alongside to support them in their play and learning. Some teachers use effective strategies to add challenge and complexity to children’s learning. Greater consistency by teachers in using a wider range of teaching strategies to extend children’s learning is a key next step.

Teachers support children’s developing social and emotional competence effectively through a recent focus on mindfulness. This is where they support children to work in a collaborative and cooperative way and to share their thoughts and feelings with one another.

Teachers have identified it is timely to review the kindergarten philosophy to show how the focus on mindfulness is valued in the programme. ERO affirms this direction. To support the implementation of the agreed philosophy, the teaching team should then collectively determine and record indicators of what best practice looks likes for their curriculum.

The spacious environment encourages children to explore and engage in imaginative play. They are confident to make choices and have a strong sense of belonging in the kindergarten. Children with additional needs are well supported. Teachers liaise with external agencies to support the child and family where appropriate.

Clear expectations are established through regular communication with parents for supporting their child to successfully transition into the kindergarten setting. Children and families are also supported as they transition onto school through access to a range of appropriate resources. Teachers are knowledgeable of the local schooling community and share this information with families.

Well-presented profiles highlight children’s engagement in the programme, developing relationships, and at times, skills and approaches to learning. Assessment practices require further development.

Next steps should include celebrating children’s cultural identity through these documents and regularly revisiting and reflecting parents' aspirations. Planning to extend children’s learning should be formally documented and enacted to more effectively show learning and development over time.

Teachers are continuing to build their confidence and competence in the use of te reo Māori. They are strengthening their understanding of te ao Māori through participating in the Harae Whakamua initiatives supported by the association. ERO affirms this direction.

Success for Māori and Pacific families should be further enhanced through consulting with parents about cultural aspirations they may have for their child.

Spontaneous review is being used to reflect on aspects of the programme and make ongoing improvements. In order to strengthen self review and evaluation teachers should develop a clearer understanding of the process and build their evaluative capacity to know how well they provide for children.

The association provides guidance and support to leaders and teachers for the continuous improvement of teaching and learning. The recently developed strategic plan provides a clear longterm direction for the association. Teachers are well supported through regular visits from the education managers who provide professional support and guidance and access to a wide range of professional learning opportunities.

There is a commitment by the association to increase teachers’ capabilities in te reo me ngā tikanga Māori 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 confirms, 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 their implementation.

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.

Key Next Steps

ERO and kindergarten leaders agree that the key next steps are to:

  • review the philosophy and develop shared indicators of best practice
  • improve the consistency of the use of intentional teaching strategies to extend and deepen children's learning
  • further develop assessment, planning and evaluation
  • consult with Māori and Pacific families about cultural aspirations
  • strengthen self review and evaluation.

The association should:

  • establish and review current guiding documents and monitor implementation
  • undertake strategic self review at association level.

Management Assurance on Legal Requirements

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

Joyce Gebbie

National Manager Review Services Central Region (Acting)

10 April 2014

Image removed.

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

Hastings

Ministry of Education profile number

5295

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, aged over 2 years

Service roll

46

Gender composition

Girls 24, Boys 22

Ethnic composition

Māori

NZ European/Pākehā

Samoan

Other ethnic groups

4

35

2

5

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 2014

Date of this report

10 April 2014

Most recent ERO report(s)

Education Review

November 2010

 

Education Review

November 2006

 

Education Review

February 2003

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.