Pikopiko Clyde Quay Kindergarten

Education institution number:
5347
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
27
Telephone:
Address:

Clyde Quay School Elizabeth Street, Mount Victoria, Wellington

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1 Evaluation of Pikopiko Clyde Quay Kindergarten

How well placed is Pikopiko Clyde Quay Kindergarten to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Pikopiko Clyde Quay Kindergarten is very well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

Pikopiko Clyde Quay Kindergarten is licensed for 30 children aged over two years. Of the 35 children on the roll, 23 represent a diverse range of ethnicities.

Since the June 2015 ERO review, there have been some changes in staffing. All teachers are qualified and registered.

The philosophy values humour, problem solving, manaakitanga, resilience, aroha and acknowledges children's cultures.

The 2015 ERO report identified assessment and evaluation, self review and embedding effective practice as areas to strengthen. Good progress has been made.

The kindergarten is governed and managed by He Whānau Manaaki o Tararua Kindergarten Association (the association). The association governs 103 early childhood services which include a diverse range of kindergartens, all day education and care services, three Pacific kindergartens and a Pacific home-based service. A team of senior teachers oversees and supports professional practice.

Progress has also been made by the association to improve support for individual kindergartens, the appraisal process, and teachers' capability to work with Māori learners.

This review was one of eight in He Whānau Manaaki o Tararua Kindergarten Association, Wellington region.

The Review Findings

Children are highly engaged, confident and curious learners. Well-considered resourcing and thoughtful daily planning enable them to be decision-makers and lead their learning. Teachers are highly responsive to children's emerging interests and maximise opportunities to add challenge, complexity and authenticity to their play. Whānau and tamariki take key roles alongside teachers when constructing centre-wide planning. Their shared interests and feedback inform and guide the direction of learning. Teachers skilfully weave literacy, mathematics, science and the creative arts into the programme through highly engaging contexts.

The philosophy values of respect, warmth and kindness are strongly reflected in the learning environment. Teachers provide children with high quality support as they promote social competencies, emotional regulation and wellbeing. Supervision is well organised and effective. A relaxed approach enables children, whose first language is not English, time to talk about their learning and needs. This unhurried pace ensures that all children have space and time to engage in exploration, investigation and revisit play. Humour and fun strongly feature in daily sessions.

The kindergarten's rich diversity is highly valued and celebrated throughout the learning curriculum. Group planning authentically promotes learning. Daily discussions enable teachers to intentionally plan and extend children’s interests and emerging ideas. They are increasing their focus on measuring positive learning outcomes for children.

Learning stories clearly demonstrate the team’s commitment to learning partnerships with whānau. Best practice examples effectively show close observations of children’s emerging interests and learning, well-documented intentional teaching, and progress made over time. Children display strong ownership of their portfolios and, through them, revisit their learning regularly.

Strong whanaungatanga values and inclusive practices are modelled by teachers. They greet and speak to parents and children in their home languages. Meaningful learning partnerships with whānau promote each child’s sense of belonging. Families are consulted and included in curriculum and procedural reviews. Children with additional needs are very well supported to improve and enhance their learning in partnership with parents. External agencies are accessed as appropriate.

Te ao Māori perspectives effectively underpin and enrich all aspects of the curriculum. The learning environment clearly reflects this commitment. Local stories and places of significant value to Māori are celebrated through waiata, korero, powhiri and haka mihi. Teachers use te reo Māori in rich, meaningful conversations with children. Tikanga Māori practices are highly valued and well understood by teachers and children. Use of up-to-date resources and research-based practices enable teachers to work respectfully with Māori learners and their whānau to enhance their success. Carefully tended gardens promote respect for papatūānuku and kaitiakitanga, guardianship of the land. Planting, nurturing and harvesting vegetables from the māra, the kindergarten gardens, teaches children about sustainable practices.

Children transitioning into the kindergarten are well supported by a collective team approach, based on their individual needs. Strong relationships and purposeful sharing of learning information with new entrant teachers effectively transition children into local primary schools.

The head teacher, well mentored by the senior teacher, deliberately promotes a culture of professional inquiry, collaboration and ongoing improvement. Distributed leadership enables all teachers to grow their expertise and strengthen their practice. Continuing to build a shared understanding of evidence-based internal evaluation, focused on improving outcomes for children, is a teaching team focus.

The association provides effective professional development and ongoing support to build the leadership capabilities of the head teachers and the teaching team. Well-considered resource allocation enhances teaching and support for children’s learning and wellbeing. There is an established culture in place which values and celebrates children and their whānau.

A well-considered appraisal process continues to be reviewed and developed to better support teachers and leaders to inquire into the effectiveness of their practice. Work is ongoing to build increased understanding of the association's expectations and processes.

Association leaders, including the senior teachers, work effectively together with shared commitment to the mission, vision, values and goals of the organisation. Strategic goals and objectives are focused on improvement for the benefit of children, whānau and community. Tūmanako, is providing high-level guidance for the association's future direction as a Tiriti o Waitangi-based organisation. A range of effective tools is used well by senior teachers to monitor the quality of, and promote improvement to, individual kindergarten practice and operation.

Key Next Steps

ERO and senior leaders agree that priorities for teachers are to continue to strengthen and embed internal evaluation for improvement and decision making.

The priority for the association is to:

  • continue to build on and follow the strategic direction set through Tūmanako, Te Tiriti o Waitangi-based Strategic Priority Framework.

Management Assurance on Legal Requirements

Before the review, the staff and management of Pikopiko Clyde Quay 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.

Dr Lesley Patterson

Director Review and Improvement Services (Central)

Southern Region - Te Tai Tini

5 June 2020

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

Wellington

Ministry of Education profile number

5347

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children aged over 2

Service roll

35

Gender composition

Female 20, Male 15

Ethnic composition

NZ European/Pākehā
Other ethnic groups

12
23

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Over 2

1:10

Meets minimum requirements

Review team on site

March 2020

Date of this report

5 June 2020

Most recent ERO report(s)

Education Review

June 2015

Education Review

February 2012

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

The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:

  • Very well placed

  • Well placed

  • Requires further development

  • Not well placed

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 Pikopiko Clyde Quay Kindergarten

How well placed is Pikopiko Clyde Quay 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

Pikopiko Clyde Quay 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. The transition to the new association is expected to be a three-year process.

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 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.

The February 2012 ERO report for Pikopiko Clyde Quay Kindergarten identified that planning and assessment together with self review needed further development. Areas where the association needed to strengthen its support for teachers were also identified. Improvement continues to be needed in some of these areas that the association has plans to address. These feature as key next steps in this report. The alignment of individual kindergartens' annual plans with the association’s strategic priorities has now been addressed.

Since the previous ERO review, there has been a complete change in staff at the centre. Changes have been made to the outdoor area and the centre underwent earthquake strengthening in 2013.

All teachers at Pikopiko Clyde Quay Kindergarten are qualified. Rā Nui sessions, mostly for children over four years of age are held on Mondays, Tuesdays and Thursdays. Rā Iti sessions, for younger children, operate on Wednesdays and Fridays. In addition, a playgroup gives prospective children and their parents an introduction to the kindergarten during Rā Iti sessions.

This review was part of a cluster of 16 reviews in the He Whānau Manaaki o Tararua kindergartens.

The Review Findings

Aspects of the philosophy are highly evident in practice. Teachers focus on providing a welcoming environment for all, establishing strong relationships and being mindful of children’s mana and holistic learning.

Staff have used Te Manawa to guide successful implementation of the curriculum for this kindergarten. Teachers provide a child-centred curriculum that supports the learning needs of children from their diverse kindergarten community. They have close ties with children and their families. Good relationships with the neighbouring school support parents and children to prepare for progression to school.

Cultural celebrations and family expertise are well used to provide rich experiences for children. A range of oral language activities supports the development of English as a second language for non-English speaking children. A next step is to consider how to capture the language development of these children in learning stories.

Teachers successfully respond to individual and group interests in their planning. Recent planning developments include capturing children’s emerging interests and shared learning and making this visible for parents and whānau. Assessment portfolios provide a record of children’s participation and involvement in kindergarten experiences and activities. Teachers are working to strengthen the consistency in recording and evaluating children’s learning. ERO’s evaluation affirms this ongoing work.

Self review is becoming established and has contributed to positive change and improved outcomes for learners. Teachers should continue to strengthen their knowledge and understanding of self review and embed recently developed practices.

Leadership at Pikopiko Clyde Quay Kindergarten is supportive and collaborative. Teachers are reflective and work well together. Frequent opportunities for leadership support their professional growth. Management of change is well considered. A newly established team works well together.

The senior teacher provides termly written reports that outline agreed development priorities and progress in relation to the quality of teaching and learning. The association has recently implemented new reports that should more deliberately focus on outcomes for children, teacher and leader performance. ERO's evaluation affirms this development.

Current appraisal processes are at the very early stage of implementation. The 2012 ERO report identified that the association needed to improve the appraisal processes. This continues to require development. A recently revised appraisal model, yet to be implemented, includes: more focused goals that build teacher and leader capability; more regular and targeted feedback and feed forward about teaching practice; and clearer links with the Registered Teacher Criteria.

Children at Pikopiko Clyde Quay Kindergarten have frequent opportunities to learn about Aotearoa New Zealand’s dual cultural heritage. Association leaders acknowledge that they need to build teachers’ capability to be responsive to Māori children’s culture, language and identity. This development should include establishing relationships with mana whenua and making use of Ministry of Education resources such as, Ka Hikitia - Accelerating Success 2013-2017 and Tātaiako: Cultural Competencies for Teachers of Māori Learners.

Key Next Steps

The senior teacher, head teacher, staff and ERO agree that the key next steps for Pikopiko Clyde Quay Kindergarten are to continue to strengthen:

  • assessment and evaluation through capturing children's learning over time
  • knowledge and understanding of self review, and embed developing practices.

The senior management team of He Whānau Manaaki o Tararua should continue to further improve processes for growing and developing the practice of teachers, head teachers and senior teachers. These should include:

  • improvements to the quality and monitoring of individual kindergartens and regular implementation of a robust appraisal system
  • building teachers’ capability to be more responsive to Māori children’s culture, language and identity.

Management Assurance on Legal Requirements

Before the review, the staff and management of Pikopiko Clyde Quay 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 Pikopiko Clyde Quay Kindergarten will be in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

17 June 2015

2 Information about the Early Childhood Service

Location

Wellington City

Ministry of Education profile number

5347

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children aged over 2

Service roll

48

Gender composition

Boys 25,

Girls 23

Ethnic composition

Māori

Pākehā

Indian

Other ethnic groups

1

33

6

8

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

April 2015

Date of this report

17 June 2015

Most recent ERO report(s)

Education Review

February 2012

 

Education Review

April 2008

 

Education Review

September 2005

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.