30C Totara Street, Masterton
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Lansdowne Kindergarten is situated in Masterton. It is one of 85 kindergartens and three homebased education and care networks governed and managed by He Whānau Manaaki o Tararua Free Kindergarten Association Incorporated (the association). This is a new kindergarten association created from joining the Rimutaka and Wellington Kindergarten Associations in 2014. This is the first review for this kindergarten since the merger.
The kindergarten operates for six hours daily and caters for up to forty children each day. There are 11 Māori learners on the roll. Ongoing property enhancements have occurred since the 2013 ERO review.
The kindergarten’s teaching philosophy is underpinned by the principles of the early childhood curriculum, Te Whāriki, and the principles of Te Tiriti o Waitangi. It emphasises the core values of respect, communication, relationships, confidence and endeavour.
The experienced teaching team are all qualified and certificated teachers.
The board and managers provide governance for the organisation. Senior teachers have delegated kindergartens. Their role is to provide regular support and a range of professional learning and development opportunities for teachers. Since the August 2013 ERO report, there has been a change to the association senior teacher for Lansdowne Kindergarten.
In 2012, the Wellington association developed a framework to guide the implementation of its curriculum, Te Manawa. This document outlines criteria for curriculum delivery including expectations for assessment and planning for children’s learning. Its introduction within the exRimutaka Kindergartens occurred during 2015, with kindergartens adapting it to respond to their community. Lansdowne teachers are making good use of this document to guide practice in this area.
The 2013 ERO report for Lansdowne Kindergarten identified that building understanding of strategic review, adding depth and complexity, further developing partnerships and assessment and planning were needed. The teaching team is making positive progress and good gains in responding to these areas.
This review was part of a cluster of 10 reviews in the He Whānau Manaaki o Tararua kindergartens.
Children have many opportunities to lead and sustain their play. Learning spaces are inviting, attractive and challenging. These promote curiosity and discovery. A calm and settled tone prevails. Routines and rituals are well known to children and foster understanding of te reo me ngā tikanga Māori. Children demonstrate high levels of cooperative play. They are empowered to make choices and decisions. Relationships with parents, families, whānau and community are positive and affirming.
Teachers express high expectations for children's learning. Tuakana teina relationships are valued. Mathematics and literacy experiences are meaningfully integrated into the programme. Teachers use a range of strategies that effectively extend children's language and thinking. Children's independence and social learning are promoted.
Teachers make good use of self review and internal evaluation to improve outcomes for children. They have identified aspects of this process to strengthen further. ERO's evaluation affirms this further development.
The kindergarten enjoys close relationships with its local schools. Reciprocal visits and connections assist children and families as they transition to school. Teachers participate in a local network with schools and other early learning services to share ideas and improve successful transition experiences for children.
Positive and sustained links with Pukaha Mount Bruce, Kandahar Rest Home and Te Rangimarie Marae add to experiences outside the kindergarten. Families actively involve themselves in the kindergarten. Teachers share information about kindergarten happenings in a range of ways.
Sound processes guide teachers to notice, recognise and respond to children's interests and learning. These records increasingly focus on incorporating aspects of te ao Māori and better reflecting the language, culture and identity of children. Useful feedback from the senior teacher should assist in further developing assessment practices.
Kindergarten planning processes make visible current interests, possible learning pathways and ways teachers respond in the programme. Families are invited to contribute their ideas to support these interests. Making clearer the impact of planned teaching actions on children's learning is a useful recent development.
Teachers work well together. They access relevant professional learning to develop and improve their practice for children.
Children with additional learning needs are well supported. Teachers work positively with families and local services and agencies to respond to the identified needs of individuals.
The bicultural curriculum is woven through processes and interactions with children, parents and whānau. An acknowledged next step is for leaders and teachers to consider, then respond to, what success for Māori children as Māori means in this kindergarten.
The senior teacher provides termly written feedback that outlines agreed development priorities and progress in relation to the quality of teaching and learning. She completes an annual internal evaluation that supports strengthening of these termly reports. There is a deliberate focus on outcomes for children and teacher/leader performance.
Managers undertook an internal review of the appraisal system. The revised model is being implemented across the kindergartens. The process includes focused goals that build teacher and leader capability and clearer links with the Practising Teacher Criteria.
The senior teacher, head teacher, staff and ERO agree on the following key next steps for Lansdowne Kindergarten, to:
further develop internal evaluation practices
build on assessment and planning practices
extend practices that promote Māori children's success as Māori learners.
The association should continue to support the development of formal critique of teaching practice and strengthening responsiveness to Māori children.
Before the review, the staff and management of Lansdowne 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:
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 Lansdowne Kindergarten will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
18 January 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.
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Location |
Masterton |
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Ministry of Education profile number |
5307 |
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Licence type |
Free Kindergarten |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
40 children, aged over 2 |
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Service roll |
57 |
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Gender composition |
Boys 37, Girls 20 |
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Ethnic composition |
Māori Pākehā Asian Other ethnic groups |
12 37 6 2 |
|
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
October 2016 |
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Date of this report |
18 January 2017 |
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Most recent ERO report(s)
|
Education Review |
August 2013 |
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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.
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.
Lansdowne Kindergarten is located in Masterton, Wairarapa and caters for children from two to five years of age. It is an all day centre and licensed for 40 children. At the time of this review, there were 57 children, including 17 Māori, enrolled.
The Rimutaka Kindergarten Association effectively governs the kindergarten, and provides senior teacher support. They are committed to maintaining the ratio of 100% qualified teachers. Well-developed policy guidelines clearly outline association expectations for developing the programme and managing day-to-day operations.
The philosophy emphasises the importance of teachers’ partnership with parents and extended families to encourage children to be ‘thinkers, planners and leaders’ of their learning.
The centre has a positive reporting history with ERO, and teachers and managers have responded effectively to the areas for improvement identified in ERO’s 2010 report.
This review was part of a cluster of eleven kindergarten reviews in the Rimutaka Kindergarten Association.
The vision to ‘inspire hearts and minds to lifelong learning’ is highly evident in teaching practice.
Teachers are friendly and welcoming. They know the importance of relationships between home and kindergarten, often seeking parent input. Parents appreciate that teachers value their contributions and expertise. Children have a strong sense of belonging and confidently share their place with visitors.
Teachers work together with children in their self-initiated play activities and use rich, descriptive language to support learning. Many high quality teaching practices successfully assist children to be competent learners and foster their social and emotional confidence. They have ample opportunities to revisit prior learning experiences and engage in sustained and collaborative group play. The outdoor environment is inviting and vibrant and celebrates the living world.
Children have fun, and a busy and purposeful atmosphere is evident. Tuakana teina is actively promoted by teachers who provide many opportunities for children to share their knowledge, and teach their friends.
Highly visible planning is responsive to the needs of individuals and groups of children and forms the basis of an interesting broad-based curriculum. The wider community provides meaningful contexts for learning.
There are many opportunities for children to read, write and explore early mathematical concepts in the programme. Positive relationships with the local school support children’s transitions. A range of useful and timely information is readily available to parents. Inclusive practice is promoted and highly evident. Children with additional learning and emotional needs are well supported. Teachers foster children’s friendships and engagement in the group to enhance their security and confidence.
Teachers are committed to te reo me ngā tikanga Māori and draw on a range of effective strategies to successfully incorporate these into their practice. They continue to grow their knowledge about how to better support Māori learners. An appropriate association-wide review is currently being undertaken to evaluate and implement practices to enhance learning opportunities for Māori learners.
Leadership is supportive and collaborative. The acting head teacher effectively leads her team. Teachers are improvement-focussed and critically reflect on their teaching practice. Regular meetings are used as a forum for professional discussions about children’s needs.
Senior teachers provide well-targeted, ongoing support and guidance for teachers. They promote regular professional development opportunities, and useful systems that are focussed on positive outcomes for children. A planned development to the performance appraisal processes has the potential to better promote teacher development.
Children’s emotional and physical wellbeing is promoted through sound health and safety practices.
The reflective teaching team has identified the following next steps:
Before the review, the staff and management of Lansdowne 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 Lansdowne Kindergarten will be in three years.
Joyce Gebbie
National Manager Review Services Central Region (Acting)
22 August 2013
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 |
Masterton |
||
|
Ministry of Education profile number |
5307 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, aged over 2 |
||
|
Service roll |
57 |
||
|
Gender composition |
Boys 30, Girls 27 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Other ethnic groups |
17 36 4 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Under 2 |
N/A |
Choose an item. |
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
June 2013 |
||
|
Date of this report |
22 August 2013 |
||
|
Most recent ERO report(s)
|
Education Review |
May 2010 |
|
|
Education Review |
January 2007 |
||
|
Accountability Review |
September 2002 |
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.