Hataitai Kindergarten

Education institution number:
5350
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
42
Telephone:
Address:

Taurima Street, Hataitai, Wellington

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Hataitai Kindergarten - 09/06/2015

1. Evaluation of Hataitai Kindergarten

How well placed is Hataitai 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

Hataitai Kindergarten is situated on a hillside section close to Wellington city and the Mt Victoria tunnel. It is licensed for 80 children aged over two years. Children come from diverse backgrounds. They initially attend two days a week before moving to three days per week.

Hataitai 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 in 2014 from the joining of the Rimutaka and the Wellington Kindergarten Associations. 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.

An experienced head teacher leads a team of five staff who are all qualified and registered. Teachers have a strong sense of purpose and work collaboratively to implement the curriculum.

The December 2011 ERO report for Hataitai Kindergarten identified self review, bicultural perspectives, school liaison, and assessment, planning and evaluation as needing further development. Teachers and leaders have positively responded and made good gains in addressing these areas.

Areas where the Wellington Kindergarten 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 kindergarten’s annual plans with the association’s strategic priorities has now been addressed.

The programme is influenced by the aspirations parents and whānau have for their children. They are encouraged to be active learners and support their children’s learning. The kindergarten enriches its programme through its good links with the wider community.

This review was part of a cluster of 12 in He Whānau Manaaki o Tararua kindergartens.

The Review Findings

The values of Hataitai Kindergarten’s philosophy are highly evident in practice. Whakawhanaungatanga and manaakitanga are key principles. These relate to the uniqueness of the child, their interests and community collaboration. Children’s cultural heritage and identities are acknowledged and embraced.

The kindergarten’s focus on a social competency programme is highly evident. Teachers model supportive relationships and positive interactions. They encourage children to explore, challenge themselves and to lead their play.

Teachers have a sound knowledge of children’s cultural and family backgrounds. This knowledge is reflected in a programme that is firmly underpinned by Te Whāriki and guided by the association's framework for curriculum implementation,Te Manawa. The curriculum children experience is responsive to their needs and to whānau and the community.

Children are well supported within a programme where they recognise themselves as competent and capable learners. They are active, enquiring learners who are empowered to be confident and independent. Children with additional needs are well supported within an inclusive environment.

Partnerships with parents are valued and these contribute to assessment and review information. Children and whānau have access to the portfolios that show the progression of learning. These are readily shared and contributed to between the kindergarten and home.

The next step to improve assessment, planning and evaluation is for teachers to continue to provide opportunities for planning to meet whānau aspirations within the programme. Embedding recent changes to assessment, planning and evaluation is an agreed next step.

Teachers are highly reflective and they respond to children’s interests and new ideas. Effective teaching strategies used, include open questions and children determining their own learning goals.

Children are well supported to transition into, within and from Hataitai Kindergarten. There are very good links with local schools and a well-established transition programme.

Senior teachers provide 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 and teacher and leader performance. ERO's evaluation affirms this development.

The appraisal process and aligned, regular professional development at Hataitai Kindergarten contributes to enhanced teaching. Self review informs teaching and learning, and focuses on improvement, community engagement and providing positive learning outcomes for all children.

The association has a recently revised appraisal model, yet to be implemented, that 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. This should be considered alongside the process used by Hataitai Kindergarten staff to further enhance practice.

Key Next Steps

The senior teacher, head teacher, staff and ERO agree on the following key next steps. They will:

  • embed recent changes to assessment, planning and evaluation and explore further ways to support whānau aspirations within the programme.

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. This should include:

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

Management Assurance on Legal Requirements

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

Joyce Gebbie

Deputy Chief Review Officer Central

9 June 2015

2. Information about the Early Childhood Service

Location

Wellington

Ministry of Education profile number

5350

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children

Service roll

80

Gender composition

Girls 41,

Boys 39

Ethnic composition

Māori

NZ European/Pākehā

Samoan

Other European

Asian

4

64

1

6

5

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 2015

Date of this report

9 June 2015

Most recent ERO report(s)

Education Review

December 2011

 

Education Review

May 2008

 

Education Review

June 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.

Hataitai Kindergarten - 07/12/2011

1. The Education Review Office (ERO) Evaluation

Hataitai Kindergarten is affiliated to the Wellington Region Free Kindergarten Association (the association). The association has a governing board and a general manager. The general manager is the licensee of the kindergarten. The association employs a team of senior teachers, one of whom is responsible for leading the professional support and advice and guidance to the teaching team. She also liaises with the kindergarten community.

The teaching team is well led by the head teacher and staff changes have been managed capably. Collaborative discussion and high expectations for success contribute to the development of good teamwork.

Whanaungatanga (maintaining whānau and community relationships) is considered paramount to teaching, learning and operation. The importance of manaaki (a culture of care) is emphasised and contributes to the climate that supports cooperation and peaceful play.

Teachers provide a stimulating programme that promotes individual children’s strengths, interests and positive dispositions. Organisation for teaching and learning acknowledges children as confident and competent. Cultural diversity is embraced. Commitment to the development of a bicultural approach is strong. Teachers’ gentle, respectful and inclusive approach provides effective support for children’s social development and learning. Positive guidance is used well and consistently applied. Sound teaching strategies and learning conversations support sustained learning.

The curriculum includes a varied range of learning opportunities for children. Provision for creative, open-ended play is well developed. Routines and transitions provide good support for children’s developing independence in self care. Mathematics, science and investigative learning experiences are integrated appropriately in the context of play and everyday events. Support for children’s developing understanding of language and literacy is a major strength. The physical environment is richly resourced and carefully arranged to promote children’s interest and exploration.

ERO, staff and the senior teacher have agreed on priority areas for development and review. Continuing to build self-review capacity should aid decision making about change. Staff are also committed to further development of their approach to assessment, planning and the Māori perspective in the programme.

Future Action

ERO is likely to review the service again in three years.

2. Review Priorities

The Focus of the Review

Before the review, the management of Hataitai Kindergarten was invited to consider its priorities for review using guidelines and resources provided by ERO. ERO also used documentation provided by the centre to contribute to the scope of the review.

The detailed priorities for review were then determined following a discussion between the ERO review team and the management and staff. This discussion focused on existing information held by the centre (including self-review information) and the extent to which potential issues for review contributed to positive outcomes for children atHataitai Kindergarten.

All ERO education reviews in early childhood focus on the quality of education. For ERO this includes the quality of:

  • the programme provided for children;
  • the learning environment; and
  • the interactions between children and adults.

In addition, ERO decided to evaluate:

  • association support.

ERO’s findings in these areas are set out below.

The Quality of Education

Background

Since the 2008 ERO review the kindergarten has been relicensed as an all-day service and ratios of teachers to children have increased to 1:10. For two days the programme is for the Tui group, children primarily aged three years, and for the other three, Pohutukawa group, those primarily aged four.

Only the head teacher remains from the time of the previous ERO review. Four new teachers have been appointed, two of whom are provisionally registered and commenced their employment just prior to this review.

Property development includes significant refurbishment indoors. Future priorities include the development of the outdoor play space. However, the new Hataitai tunnel may impact on these plans.

Areas of strength

The tone of sessions reflects the purposeful and sustained engagement of adults and children in shared learning experiences. Teachers are gentle, respectful and inclusive, providing effective support for children’s social development and learning. They show high levels of engagement with children, taking a carefully considered approach to participation in their play. Positive guidance is used well and consistently applied.

Sound teaching strategies and learning conversations support persistence and sustained learning. Tuakana/teina (older helping younger) is fostered. Children’s experiences and their teaching of others is valued and built upon. The importance of manaaki (a culture of care) is emphasised and contributes to the climate that supports cooperation and peaceful play.

The programme strongly reflects the values and aspirations outlined in the philosophy statement. Teachers are committed to providing a stimulating curriculum that promotes individuals’ strengths, interests and positive dispositions. Organisation for teaching and learning acknowledges children as confident and competent. Cultural diversity is embraced. Commitment to the development of a bicultural approach is strong.

Whanaungatanga (maintaining whānau and community relationships) is considered paramount to the development of teaching, learning and operation. Parents Since the 2008 ERO review, considerable emphasis has been placed on strengthening relationships with families. Partnership is fostered through ongoing care warmly welcomed and their input is valued.ommunication and consultation.

The curriculum is broad and well implemented. Provision for creative, open-ended play is highly developed. Routines and transitions provide good support for children’s developing independence in self care. Mathematics is integrated appropriately in the context of play and everyday experiences. Science and investigative learning opportunities are afforded through involvement of children in the garden and investigation of the wide range of natural materials and resources at the centre. Kotahitanga time is well used to promote children’s understanding of te reo me ngā tikanga Māori. Planned trips and special visitors strengthen current interests and link the programme and community in meaningful ways.

Support for children’s developing understanding of language and literacy is a strength. Learning experiences are presented in meaningful contexts. Interesting ways to motivate children to try writing and explore writing tools are created and promoted. The sharing of books and stories is a regular and much enjoyed aspect of sessions.

Photographs and narratives are displayed in a variety of ways to enable parents to be informed about aspects of the programme, teachers to develop their assessment records and children to reflect on their learning. Children’s portfolios provide rich accounts of individual children’s interests, participation in the programme and aspects of their learning over time. Narratives highlight their developing learning dispositions. Contributions from parents are sought and valued as part of the planning process for individuals. Children, parents and whānau display strong ownership of these valuable learning records.

The physical environment is richly resourced and carefully arranged to promote children’s interest and exploration. It appropriately reflects the diversity of cultures attending the kindergarten and te ao Māori. Work areas are spacious and support sustained play. The multilevel outdoor area includes gardens and a range of equipment to provide opportunities for development of motor skills and physical challenge. Children show respect for this environment which is fostering their motivation for, and independence in, learning.

Teachers are highly reflective and value self review as a tool to promote improvement. Formal self review is comprehensive, usually triggered in response to issues or new ideas. A suitable framework is in place to support teachers’ practice which includes the use of sound quality indicators to define and measure progress. Parent/whānau input is an integral part of review processes.

Areas for development and review

From professional discussion the team has identified the need for enhancement of:

  • self review to better inform decision making and align with the association’s long term planning processes
  • bicultural perspectives in the programme through more effective integration of te reo Māori and development of purposeful links with the local Māori community
  • liaison with local schools for the sharing of information about programmes, children’s assessment and curriculum
  • assessment, planning and evaluation to include more of a focus on showing continuity and progression of learning; exploring ways of promoting and recording children’s self assessment; and better illustrating added breadth and complexity in relation to children’s interests and learning dispositions
  • documentation of group learning to better align with children’s developing ideas and theories; using reflective questions to promote evaluation of planning stories; and developing more current displays of documentation and information to enable parents to be conversant with programme developments.

EROs external evaluation concurs with these enhancements.

Association Support

Background

The 2008 ERO review of the association identified several strengths, including the provision of professional development, sound operation plans, support for property development and the use of a range of communication strategies to keep teachers and communities informed. Areas for improvement included the quality and depth of the written feedback given to teachers by the senior teacher and strengthening the appraisal process.

Since 2008, the association has led consultation with the community to modify session times and improve the ratio of teachers to children from 1:15 to 1:10 and maintained its policy of employing qualified, registered teachers in regulated permanent positions.

The association provides expectations and guidance to the kindergarten through its strategic plan, policies and procedures and more recently, the professional development strategy Te Manawa: Criteria for Curriculum Implementation.

Areas of strength

The association continues to provide high levels of guidance and support to teachers for the continuous improvement of teaching and learning. These include:

  • the strategic plan setting expectations for participation, parent/whānau involvement and quality teaching practices
  • clearly defined indicators of quality teaching and learning practice through Te Manawa
  • a wide range of professional development opportunities
  • ongoing support in property development, human resource management, finance and resourcing

Areas for development and review

The association, senior teachers and ERO have identified areas where the association can strengthen its support for teachers. These include:

  • further developing and supporting leadership, including a review of the appraisal process
  • reviewing senior teacher documentation to show how teachers have improved their practice as a result of feedback.
  • reviewing how kindergartens’ annual plans for teaching and learning could more explicitly show how teachers respond to the association strategic priorities.

3. National Evaluation Topic

Overview

ERO provides information about the education system as a whole through its national reports. This information will be used as the basis for long term and systemic educational improvement.

Inclusion of children with moderate to severe special needs

As part of this review ERO evaluated the extent to which:

  • transitions ensure the continuing wellbeing, learning, and development of children with moderate to severe special needs
  • children with moderate to severe special needs are supported to be confident and capable learners
  • the service is inclusive of children with moderate to severe special needs.

The kindergarten has several children enrolled with moderate to severe needs. All were identified prior to enrolment and detailed information about their needs was provided.

Areas of strength

  • Ably led by the head teacher, staff and the education support worker operate as a team to consistently respond to the particular learning and socialisation needs of children.
  • The highly inclusive nature of the centre promotes awareness in children to respect and value friendships with their peers.
  • Strong liaison with parents and external agencies helps to ensure children are well catered for through the implementation of individual programmes.
  • Transition to school is well managed with parental involvement regarded as integral to the process. Teachers take steps which effectively prepare children for the change.

Area for development and review

It would be timely for teachers to evaluate their approach to inform decision making about possible improvements.

4. Management Assurance on Legal Requirements

Before the review, the staff of Hataitai Kindergarten completed an ERO CentreAssurance Statement andSelf-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:

  • administration;
  • health, safety and welfare;
  • personnel management; and
  • financial and property management.

During the review, ERO looked at the service’s documentation, including policies, procedures and records of recent use of procedures. ERO also checked elements of the following areas that have a potentially high impact on outcomes for children:

  • emotional safety (including behaviour management, prevention of bullying and abuse);
  • physical safety (including behaviour management, sleeping and supervision practices; accidents and medication; hygiene and routines; travel and excursion policies and procedures);
  • staff qualifications and organisation; and
  • evacuation procedures and practices for fire and earthquake.

In order to improve current practice the managers should:

  • ensure that impact surfacing under the swings still meets safety requirements.

5. Recommendations

  1. ERO and the kindergarten leaders agreed that the priorities for development and review are those outlined in the report.

6. Future Action

ERO is likely to review the service again in three years.

Kathleen Atkins

National Manager Review Services

Central Region

About the Centre

Type

All Day Kindergarten

Licensed under

Education (Early Childhood Centres) Regulations 1998

Number licensed for

40 children aged over 2

Roll number

80

Gender composition

Girls 40, Boys 40

Ethnic composition

New Zealand European/Pākehā 57, Māori 6, Other ethnic groups 17

Review team on site

September 2011

Date of this report

7 December 2011

Previous three ERO reports

Education Review May 2008 Education Review June 2005 Accountability Review July 1998

   

7 December 2011

To the Parents and Community of Hataitai Kindergarten

These are the findings of the Education Review Office’s latest report on Hataitai Kindergarten.

Hataitai Kindergarten is affiliated to the Wellington Region Free Kindergarten Association (the association). The association has a governing board and a general manager. The general manager is the licensee of the kindergarten. The association employs a team of senior teachers, one of whom is responsible for leading the professional support and advice and guidance to the teaching team. She also liaises with the kindergarten community.

The teaching team is well led by the head teacher and staff changes have been managed capably. Collaborative discussion and high expectations for success contribute to the development of good teamwork.

Whanaungatanga (maintaining whānau and community relationships) is considered paramount to teaching, learning and operation. The importance of manaaki (a culture of care) is emphasised and contributes to the climate that supports cooperation and peaceful play.

Teachers provide a stimulating programme that promotes individual children’s strengths, interests and positive dispositions. Organisation for teaching and learning acknowledges children as confident and competent. Cultural diversity is embraced. Commitment to the development of a bicultural approach is strong. Teachers’ gentle, respectful and inclusive approach provides effective support for children’s social development and learning. Positive guidance is used well and consistently applied. Sound teaching strategies and learning conversations support sustained learning.

The curriculum includes a varied range of learning opportunities for children. Provision for creative, open-ended play is well developed. Routines and transitions provide good support for children’s developing independence in self care. Mathematics, science and investigative learning experiences are integrated appropriately in the context of play and everyday events. Support for children’s developing understanding of language and literacy is a major strength. The physical environment is richly resourced and carefully arranged to promote children’s interest and exploration.

ERO, staff and the senior teacher have agreed on priority areas for development and review. Continuing to build self-review capacity should aid decision making about change. Staff are also committed to further development of their approach to assessment, planning and the Māori perspective in the programme.

Future Action

ERO is likely to review the service again in three years.

When ERO has reviewed an early childhood centre we encourage management to inform their community of any follow up action they plan to take. You should talk to the management or contact person if you have any questions about this evaluation, the full ERO report or their future intentions.

If you would like a copy of the full report, please contact the centre or see the ERO website, http://www.ero.govt.nz.

Kathleen Atkins

National Manager Review Services

Central Region