Te Mata Kindergarten

Education institution number:
5299
Service type:
Free Kindergarten
Total roll:
40
Telephone:
Address:

179 Te Mata Road, Havelock North

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Te Mata Kindergarten

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 Te Mata Kindergarten are as follows:

Outcome Indicators

(What the service knows about outcomes for learners)

Whakaū Embedding

Ngā Akatoro Domains

 

Learning Conditions
Organisational Conditions

Whakaū Embedding

Whāngai Establishing

2 Context of the Service

Te Mata Kindergarten is one of 16 Kindergartens governed and managed by Heretaunga Kindergarten Association. A small number of children attending are of Māori heritage. The philosophy is based on each child’s learning journey, where sharing and caring together in partnership with whanau and the community are valued.

3 Summary of findings

Children’s learning is fostered in an inclusive learning environment. Intentional strategies support children’s developing social and emotional competencies. Teachers encourage children to express themselves and lead their own learning. Their sense of belonging is prioritised.

Learning-focused partnerships are well established. Parents share their knowledge and skills and express their goals for children’s learning. These are progressed by teachers through the redeveloped individual planning cycle.

Teachers have prioritised strengthening a Te Tiriti based curriculum. Te ao Māori is increasingly reflected through the environment and curriculum. This is a self-identified area for continued growth to promote tamariki Māori success as Māori.

Learning priorities are highly evident within the curriculum. The teaching team work collaboratively to build their teaching knowledge and practice. Internal and external expertise supports their knowledge and understanding of the curriculum.

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.

Improvement actions

Te Mata Kindergarten will include the following actions in its Quality Improvement Planning:

  • Work alongside whānau Māori to build understanding of how their child’s culture, language and identity can underpin their learning.

  • Provide a greater range of opportunities for children to hear and use te reo Māori in meaningful ways throughout the day.

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.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Te Mata 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)

3 November 2023 

6 About the Early Childhood Service

Early Childhood Service Name

Te Mata Kindergarten

Profile Number

5299

Location

Havelock North

Service type

Free Kindergarten

Number licensed for

40 children over the age of 2

Percentage of qualified teachers

100%

Service roll

40

Review team on site

August 2023

Date of this report

3 November 2023

Most recent ERO report(s)

Education Review, May 2018; Education Review, April 2014

Te Mata Kindergarten - 14/05/2018

1 Evaluation of Te Mata Kindergarten

How well placed is Te Mata 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

Te Mata Kindergarten is in Havelock North. It opens Monday to Friday from 8:15am until 2:15pm. Kindergarten day places are available for children aged from two to six years. Of the 50 children enrolled, three are Māori. A Saturday morning playgroup operates once a month for children approaching 3 years old. A vision of ako and whanaungatanga lies at the heart of the kindergarten programme.

The April 2014 ERO report identified a number of areas for development, including: assessment, planning and evaluation for children's learning; self review; and teachers' cultural competence.

Te Mata 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 a new 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

The curriculum is highly responsive to the interests, strengths and abilities of all children. Whānau aspirations for their children purposefully and regularly contribute to curriculum design. Robust systems and processes contribute to sustaining and improving kindergarten practices.

The kindergarten philosophy and vision are highly evident in practice. Children benefit from a curriculum that fosters their sense of belonging. They are curious, confident and independent. They share and collaborate in their learning and show care and concern for one another.

Teachers promote inclusive practices. They have established a kindergarten culture in which children are first and foremost valued, celebrated and affirmed for who they are and what they bring to their learning. They know children well and are highly responsive to their individual needs. 

Assessment, planning and evaluation for children's learning is a strength of the kindergarten. Ongoing teacher observation of everyday activities builds a comprehensive picture of what children know, are interested in, and can do. Teachers capably evaluate assessment information and work in partnership with parents to support children's learning pathways. Successful outcomes for Māori children are evident. Their language, culture and identity are effectively promoted.

Children's and families are well supported as they prepare for their move to school. A wide range of strategies successfully promotes children's smooth transitions and is naturally woven throughout the curriculum. A sensitive and personalised approach is apparent.

A strong bicultural curriculum effectively promotes children's knowledge and understanding of te ao Māori. A place-based approach reflects the local area and underpins the kaupapa of the kindergarten. Teachers recognise whakapapa as integral to the development of children's sense of self. They successfully foster children's knowledge and understanding of their place alongside the community.

Teachers successfully improve the quality of education and care though on-going, systematic self review. They strive to consistently improve their evaluation practice and processes to better measure the impact of their teaching on learning outcomes for children.

Teachers are highly reflective and improvement-focused. They have worked collegially to successfully address the key next steps identified in the previous ERO report. Teamwork is highly evident. A shared vision sets a clear direction for the kindergarten and reflects a commitment to high quality early childhood education.

The governance and leadership team of the Heretaunga Kindergarten Association are well placed to continue to manage ongoing change and to set the strategic direction to promote sustainability. They are making good progress in addressing the key next steps identified in the previous ERO review. Continuing to strengthen systems to monitor and evaluate progress in individual kindergartens remains a key next step.

Key Next Steps

Staff have the capacity to sustain high quality practices and determine their priorities for ongoing improvement to children's learning and outcomes. Ongoing development of evaluation practice should be included.

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 Te Mata 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 Te Mata Kindergarten will be in four 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

Havelock North

Ministry of Education profile number

5299

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, aged over 2

Service roll

50

Gender composition

Girls 31, Boys 19

Ethnic composition

Māori
Pākehā

  3
47

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.

Te Mata Kindergarten - 09/04/2014

1 Evaluation of Te Mata Kindergarten

How well placed is Te Mata 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

three who identify as āTe Mata Kindergarten is located in Havelock North and is licensed for 70 children. It operates sessionally, five days a week. At the time of the review 70 children, includingMori, were enrolled.

November port permanent staffA community-based approach to learning is reflected within the philosophy and programme. Since the2010 ERO rea newteacher has joined the.

e mThe kindergarten is governed by the Heretaunga Kindergarten Association (the association). Twoducationanagers 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

in their interactions with children independent and group are available to take the lead in their play.Teachers are warm and respectful. A sense of belonging is evident and children’s social skills are supported to promote independence, problem solving and exploration. Children enjoy being together, and engage inplay for sustained periods.Resources are freely accessibleand opportunitiesfor children

The head teacher shows a strong commitment to enacting the vision. The appraisal process and access to regular professional development contributes to enhancing teaching. A range of appropriate strategies are in place for supporting children and whānau in the successful transition to school.

Children’s interests are often documented. A range of effective teaching strategies are used, including open questions and children determining their own learning goals. Partnerships with parents are valued and these contribute to assessment and review information.

The next step, to improve assessment, planning and evaluation, is for teachers to more actively reflect children’s cultures and respond regularly to parents' aspirations. Portfolios should better reflect children’s strengths and interests and provide a platform for teachers to deepen children’s learning. This is likely to strengthen the programme and teaching, and increase success for Māori and Pacific children.

Spontaneous self review has been used to support improvements. Undertaking planned regular self review, with the support of the education managers, should assist in improving outcomes for children.

The Heretaunga Kindergarten Association provides guidance and support to 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 theducationanagers 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, 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. This should establish a deeper understanding of the ongoing professional learningof teachers and inform decision making.

Key Next Steps

Teachers agree with ERO that appropriate next steps are

  • review as part of developing a more strategic approach to improving learning outcomes and success for Māori and Pacific childrenhow children’s cultures are acknowledged, valued and supported
  • ārespond regularly to parent and whnau aspirations
  • develop assessment and planning to more effectively and deepen learningshow children’s progress
  • and improve .use regular, planned self review to sustainoutcomes for children

The association should

  • establish and review current guiding documents and monitor implementation
  • undertake strategic self review at association level
  • continue to build evaluative capacity of teachers to enquire into and judge the effectiveness of kindergarten operations and practice

Management Assurance on Legal Requirements

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

Joyce Gebbie

National Manager Review Services Central Region (Acting)

9 April 2014Image 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

Havelock North

Ministry of Education profile number

5299

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children aged over 2 (morning session)

30 children aged over 2 (afternoon session)

Service roll

70

Gender composition

Boys 36, Girls 34

Ethnic composition

Māori

NZ European/Pākehā

Pacific

Other ethnic groups

3

60

1

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

February 2014

Date of this report

9 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 whānaungatanga – 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.