9 Ruru Crescent, Heretaunga, Upper Hutt
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.
Heretaunga Kindergarten opens Monday to Friday from 8:30am until 2:30pm and is licensed for 39 children. Daily sessional places are available for children aged two to five years.
The kindergarten philosophy stresses the importance of whanaungatanga, manaaki whenua and manaakitanga.
Heretaunga Kindergarten is one of 85 kindergartens and three home-based 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 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.
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 this and other ex-Rimutaka Kindergartens occurred during 2015 with each kindergarten adapting it to respond to their community.
The October 2013 ERO report for Heretaunga Kindergarten identified a number of areas for review and development in relation to: self review; assessment for children's learning; and success for Māori and Pacific children.
This review was part of a cluster of nine reviews in the He Whānau Manaaki o Tararua Free Kindergarten Association Incorporated.
Children and whānau are warmly welcomed into the kindergarten in a calm, unhurried manner. The kindergarten’s focus on developing children's social competencies is highly evident. Teachers model supportive relationships and positive interactions. They encourage children to explore, challenge themselves and take on leadership roles.
The teaching team in collaboration with parents, families and whānau, have worked positively to review the kindergarten philosophy to ensure it links to the agreed values. There is a commitment to the bicultural heritage of Aotearoa, New Zealand.
Progress has been made in relation to areas identified for further development in the previous ERO report. Planning and assessment is informed by Te Manawa. It focuses on children's emerging interests based on Te Whāriki, the early childhood curriculum, and is guided by the kindergarten's priorities for children's learning. This is shared with parents and whānau. Parent aspirations are acknowledged, valued and contribute to learning.
Children are well supported to be active, enquiring learners and to develop confidence and independence. They participate enthusiastically in a programme that responds to their diverse cultural backgrounds.
Teachers sensitively manage and respond to the ages and stages of children's development to ensure their needs are met. Children with additional needs are well supported within an inclusive environment. Teachers work in partnership with parents and external agencies to support their individual learning needs.
Teachers show an ongoing commitment to supporting Māori success. Te ao Māori perspectives are integrally woven into the programme. The language, culture and identity of Māori learners is respected.
Pacific culture, language and identity is reflected in the environment. Recent professional workshops have contributed to teachers' knowledge and understanding of Pacific learners. Teachers should continue to develop a range of culturally responsive strategies to support Māori and Pacific children's success.
Transitions into the kindergarten, and to school, are based on the needs of each child and family. Teachers continue to build positive relationships with local schools and support positive transitions to school.
Increased opportunities for leadership within the kindergarten are emerging. The head teacher encourages teachers to share their strengths and to lead aspects of the programme. This contributes to strengthened collaboration and teamwork. Regular opportunities for targeted professional learning improve teaching and learning.
Teachers continue to build their knowledge and understanding of self review. They have made significant progress since the previous ERO review. Teachers recognise, and ERO's evaluation affirms, that strengthening self-review processes to enable them to further inquire into their practice, is an important next step to support ongoing improvement.
The senior teacher provides termly written feedback on agreed development priorities and the quality of teaching and learning. An annual internal evaluation supports strengthening of these termly reports. There is a deliberate focus on outcomes for children and the performance of leaders and teachers.
A strengthened appraisal model is being implemented across the kindergartens. This includes focused goals that build teacher and leader capability, and clearer links with the Practising Teacher Criteria. Leaders and teachers continue to strengthen the appraisal process.
The senior teacher, head teacher, staff and ERO agree the following key next steps for Heretaunga Kindergarten are to further refine internal evaluation practices, to strengthen:
assessment for children's learning
success for Māori and Pacific children.
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 Heretaunga 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 Heretaunga Kindergarten will be in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
29 May 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 |
Upper Hutt |
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Ministry of Education profile number |
5319 |
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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 |
39 children aged over 2 |
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Service roll |
57 |
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Gender composition |
Boys 31, Girls 26 |
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Ethnic composition |
Māori Pākehā Pacific Other ethnic groups |
5 35 3 14 |
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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 |
|
Review team on site |
March 2017 |
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Date of this report |
29 May 2017 |
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Most recent ERO report(s)
|
Education Review |
October 2013 |
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|
Education Review |
May 2010 |
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|
Education Review |
January 2007 |
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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:
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 |
With the ongoing support of the Rimutaka Kindergarten Association (the association), Heretaunga Kindergarten is well placed to promote positive outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Heretaunga Kindergarten is located in Upper Hutt and caters for a range of families in the local community. It is currently licensed for 30 children and operates sessionally five days a week. However, it is in the process of moving to an all-day licence in early September 2013.
The teaching philosophy was collaboratively developed with parents and emphasises working in partnership to support children’s knowledge, values, skills and attitudes. It is underpinned by the principles of the early childhood curriculum, Te Whāriki. The kindergarten is part of the Enviro Schools Project.
Some progress has been made in addressing the areas identified for improvement by the 2010 ERO review. Development is still required in some areas, including self review and assessment, planning and evaluation. Two teachers have joined the teaching team since the previous review. All team members are qualified.
The association governs the kindergarten effectively and provides senior teacher support. It is committed to maintaining 100% of teachers being qualified. Well-developed policy guidelines clearly outline association expectations for developing the programme and managing day-to-day operation.
The association coordinates the Upper Hutt Professional Learning Community (UPLC) cluster. This focuses on teachers from both the early childhood and primary sectors meeting regularly to support positive transitions to school for children. Heretaunga Kindergarten is part of this group.
This review was part of a cluster of eleven kindergarten reviews in the Rimutaka Kindergarten Association.
Children confidently approach each other and adults. They initiate conversations and demonstrate appropriate social skills with their peers. Children’s self-help skills are promoted and independence fostered.
There are many opportunities in the curriculum for children to take leadership roles. This includes leading at mat times, which is valued by children and families. Children show a good sense of belonging and are responsive to familiar and predictable routines and expectations.
Children have good levels of engagement in their learning. They enjoy the company of others and are involved in play for sustained periods. Teachers use effective teaching practices to extend children’s ideas and conversations.
Teachers purposefully set up learning spaces that invite children’s participation and provide for a variety of physical challenges. Teachers are affirming and acknowledge children’s interests and efforts.
Many parents are comfortable to spend time in the kindergarten. They stay for periods of time, and contribute to the programme. Teachers have identified that they need to better respond to parents and whānau aspirations and make children’s learning more visible in the planned programme. ERO’s evaluation supports this development.
Children with additional needs participate in all aspects of the programme alongside their peers and are well supported by teachers.
Parents are provided with useful information when transitioning children to school. Good processes provide children, parents and whānau with opportunities to enjoy positive transition experiences.
Senior teachers provide well targeted, ongoing support and guidance for teachers. This includes an appropriate focus on building leadership capacity. Senior teachers offer regular professional development opportunities and systems that focus on positive outcomes for children. Recent improvement of the performance appraisal process has the potential to promote teacher development.
ERO and the teaching team agree that the recently developed positive team culture needs to be embedded. This will contribute to building teachers’ shared understanding to improve and further develop:
understanding and use of self review to enhance successful outcomes for children
assessment, planning and evaluation processes. This includes making wider use of current approaches in assessment for children’s learning
teaching strategies to provide opportunities for Pacific children to enjoy success as Pacific, and Māori children to enjoy success as Māori.
Before the review, the staff and management of Heretaunga 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 Heretaunga Kindergarten will be in three years.
Joyce Gebbie
National Manager Review Services Central Region (Acting)
17 October 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 |
Upper Hutt |
||
|
Ministry of Education profile number |
5319 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children aged over 2 years |
||
|
Service roll |
43 |
||
|
Gender composition |
Boys 24, Girls 19 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Pacific Other ethnic groups |
5 29 3 6 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
July 2013 |
||
|
Date of this report |
17 October 2013 |
||
|
Most recent ERO report(s)
|
Education Review |
May 2010 |
|
|
Education Review |
January 2007 |
||
|
Education Review |
April 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.