Parkvale Kindergarten

Education institution number:
5297
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
49
Telephone:
Address:

108 A Park Road South, Parkvale-Napier/Hastings, Hastings

View on map

1 Evaluation of Parkvale Kindergarten

How well placed is Parkvale 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

Parkvale Kindergarten is in Hastings. It opens Monday to Friday from 8:30am until 2:30pm for children aged from two to five years. The philosophy statement places children and whānau at the heart of the kindergarten.

The April 2014 ERO report identified areas for review and development, including: assessment, planning and evaluation for children's learning; culturally responsive practices; and developing the statement of philosophy.

There have been significant changes in the teaching team since the previous ERO review. A new head teacher was appointed in 2015. 

Parkvale 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. 

The Review Findings

Kindergarten teachers have worked collaboratively in response to the areas for development identified in the previous ERO report. Most concerns have been addressed.

Aspects of the kindergarten's new philosophy are evident in practice. Children have easy access to an environment that encourages their exploration. They lead their own learning and show a strong sense of belonging to their kindergarten whānau.

Children are warmly welcomed into the centre in a gradual, unhurried manner. They are encouraged to settle at their own pace. A useful range of strategies supports older children and families as they prepare for their move to school.

Assessment, planning and evaluation for children's learning continues to require improvement. The kindergarten is being supported by Ministry of Education funded professional development to support teachers to improve their practice. Continuing to strengthen systems that promote reliability and consistency in evaluating the depth and complexity of children's learning is a key next step.

Children with additional needs play and learn alongside their friends in an inclusive environment. Teachers work with families and external agencies to meet individual learning goals. Their responsiveness to children's wellbeing is evident.

The recent focus on increasing aspects of te ao Māori is strengthening practice in how teachers support Māori children's learning. Kaupapa Māori concepts of manaakitanga, whanaungatanga and kaitiakitanga are integral to the curriculum. Children speak te reo Māori frequently in their play. Whānau Māori contribute to programme decision making.

Teachers are developing resources to maintain Pacific children's connections to their cultural identities. ERO's evaluation affirms teachers' recognition that this is an area requiring further development.

Internal evaluation is in the early stages. Spontaneous reviews have contributed to improvements in routines and the environment. A key next step is for teachers to regularly evaluate the impact of curriculum decisions on children's learning outcomes. To meet regulatory requirements the kindergarten should develop a schedule for reviewing and evaluating its operation over time.

Guiding documents that contribute to efficient running of the kindergarten require urgent attention. The head teacher and teachers should ensure that appropriate documentation and records are developed, maintained and regularly reviewed.

Teachers work well together. A culture of distributed leadership is evident. Emerging leadership is nurtured. Collaborative ways of working are fostered across the kindergarten whānau.

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. Strengthening 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 Parkvale Kindergarten, to:

  • continue to improve assessment, planning and evaluation of children's learning
  • further develop strategies to support Pacific children's language, culture and identities
  • continue to strengthen internal evaluation.

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.

Management Assurance on Legal Requirements

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

Patricia Davey
Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

15 December 2017 

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

5297

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, aged over 2

Service roll

45

Gender composition

Boys 25, Girls 20

Ethnic composition

Māori
Pākehā
Other ethnic groups

13
30
  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

November 2017

Date of this report

15 December 2017

Most recent ERO report(s)

Education Review

April 2014

Education Review

January 2011

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. 

1 Evaluation of Parkvale Kindergarten

How well placed is Parkvale 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

Parkvale Kindergarten is located in Parkvale, Hastings and provides education and care for children from three to five years of age. It is licensed for up to 40 children and 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 three year olds for three afternoons. A playgroup is held on Tuesday afternoons to facilitate transition into the larger group.

The four teachers are fully qualified and registered. They work well as a team to meet the needs of the children who come from a range of backgrounds. The programme is influenced by the aspirations parents and whānau have for their children. The kindergarten enriches its programme by taking advantage of the good links with the wider 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.

The Review Findings

The principles of Parkvale Kindergarten’s philosophy relate to the uniqueness of children, their interests and community collaboration. These elements are reflected in the programme. Teachers have begun a timely review of the philosophy, in consultation with the community, to be sure it meets the aspirations of the current children and community.

The kindergarten’s focus on “playing as good friends” is highly evident in this warm and supportive environment. Teachers model supportive relationships and positive interactions. They encourage children to explore and challenge themselves and to lead their own play.

Teachers recently attended a leadership conference and plan to reflect on the implications for them in their capacity as leaders. The next step is to put into practice the findings from the conference.

Teachers reflect on the daily programme and consider children’s strengths and interests in their ongoing planning. The next step is to more clearly document the kindergarten’s approach to planning and assessment to facilitate consistent practice.

The wide range of resources and the spacious physical environment support the stimulating and challenging programme. Partnerships with families are strong and valued. Children and their families display a sense of belonging in the kindergarten setting.

Through ongoing whānau consultation teachers plan to meet aspirations for Māori children. The importance of Te Tiriti o Waitangi is acknowledged through partnerships, policies and practices. This is an ongoing focus for development.

Routines are consistently implemented. These routines give children a sense of security and provide an opportunity for shared formal learning. Teachers engage children in constructive conversations and through astute questioning, facilitate language and numeracy development.

Transitions are well considered. Children from the playgroup may join the three-year-old afternoon session. The move to the morning session is well paced and is usually timed according to readiness rather than age. There are very good links to local schools and a well-established programme facilitates a smooth and successful transition.

The association provides guidance and support to staff 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 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 identify, 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.

Key Next Steps

ERO and kindergarten leaders agree that they should continue to:

  • review and develop the statement of philosophy

  • practise the learning gained from the leadership conference

  • document procedures for assessment, planning and evaluation

  • extend culturally responsive practices and strategies which support success for Māori as Māori and success for Pacific as Pacific.

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 Parkvale 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 Parkvale Kindergarten will be in three years.

Joyce Gebbie

National Manager Review Services Central Region (Acting)

24 April 2014

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

5297

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children aged over 2

Service roll

40

Gender composition

Girls 25, Boys 15

Ethnic composition

Māori

NZ European/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 2014

Date of this report

24 April 2014

Most recent ERO report(s)

Education Review

January 2011

 

Education Review

November 2006

 

Education Review

December 1997

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.