52 Takapuwahia Drive, Elsdon, Porirua
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Katoa Kindergarten is very well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Katoa Kindergarten is situated in Takapuwahia, Porirua City. It provides all-day education and care for up to 40 children, aged over two years. At the time of this review, 28 Māori and five Pacific heritage children were enrolled at the service.
The kindergarten philosophy emphasises kaiako working collaboratively to support whānau participation and empowering the unique potential of ngā tamariki to be competent and confident learners.
The head teacher, appointed after the 2015 ERO report, is responsible for managing the day-to-day operation of the kindergarten. The service also experienced some changes to the teaching team. All teachers are fully qualified.
Katoa Kindergarten is governed and managed by He Whānau Manaaki o Tararua Kindergarten Association (the association). The chief executive and a board of trustees are responsible for the governance. A team of senior teachers oversee and support the professional practice of the teaching team. The association governs 102 kindergartens which includes three Pacific kindergartens and a Pacific home-based service with two networks.
ERO's June 2015 report identified areas requiring further development including strengthening self review through a more evaluative approach. Progress to address this is ongoing.
Progress has been made by the association to improve the quality and monitoring of processes to support individual kindergartens and regular implementation of a robust appraisal system.
This review was one of nine in the He Whānau Manaaki o Tararua Kindergarten Association.
Children participate in a play-based programme that supports their emerging interests. Teachers work alongside children using a range of intentional teaching strategies to extend their learning. Interdependence and working in groups are well promoted. Positive, warm and respectful interactions are evident. Younger children have many opportunities to learn and play alongside their older peers.
The kindergarten’s philosophy has recently been reviewed. Leaders and teachers should draw on parent and whānau aspirations to determine what learning matters for them. This should support the kindergarten to develop a shared understanding of what educational success looks like for their children.
Children with additional learning needs are identified and effectively supported. Leaders and teachers work alongside their family and whānau to access the external agencies when required.
Leaders establish a culture in which children are first and foremost valued, celebrated and affirmed for who they are and what they bring to their learning. Collaborative ways of working are fostered in the kindergarten. Teachers have many opportunities to lead many aspects within the curriculum.
Te reo me ngā tikanga Māori practices are effectively celebrated. Teachers use te reo Māori in meaningful group learning activities. Children are encouraged to speak and respond in te reo Māori when participating.
Leaders and teachers have developed a strong relationship with Ngāti Toa. Planned excursions to the local marae enriches learning. Teachers continue to extend the curriculum by increasing and celebrating places of significant value to Ngāti Toa.
Celebrating diversity within the kindergarten is effectively promoted. Cultural events extend children’s learning experiences in meaningful ways, often with the support of parent expertise.
Effective planning for learning framework guides teacher practice and is based on children’s emerging interests. Teachers recognise what is important for learning and respond by developing meaningful learning experiences. They work collaboratively with parents and whānau to establish aspirations for their child. Teachers continue to develop specific learning outcomes in group planning, as well as drawing on the parent aspirations to develop purposeful learning goals.
Leaders and teachers are improvement focused and beginning to use internal evaluation to inform their decision making and improve practice. A next step is to strengthen teachers' knowledge and understanding of internal evaluation.
A well-considered appraisal process has recently been enhanced to grow and develop teacher practice. Teachers are expected to inquire into the effectiveness of their teaching. Purposeful appraisal goals focus on improving aspects of leadership and practice to support children’s learning and wellbeing.
The senior teaching team are reflective and highly improvement focused. They successfully foster collective sense of responsibility to implement the vision, values and mission of the association. Systems and processes have been well developed to guide teacher capability and positively impact on children’s learning.
Senior leaders work effectively together with a shared commitment to meeting strategic goals and objectives for the benefit of children, whānau and community. Well-considered resource allocation supports and enhances children’s learning and wellbeing.
The key next steps for teachers are to:
draw on parent and whānau aspirations to determine what learning matters for them
build teachers' knowledge and understanding of internal evaluation to better measure the impact of teacher practice on children's learning.
ERO and senior leaders agree that the association's next step are to:
continue to follow the strategic direction set through Tūmanako, Te Tiriti o Waitangi Based Strategic Priority Framework.
Before the review, the staff and management of Katoa 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.
Dr Lesley Patterson
Director Review and Improvement Services
Southern Region
7 May 2020
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 |
Porirua |
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Ministry of Education profile number |
5355 |
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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 over two years of age |
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Service roll |
49 |
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Gender composition |
Boys 27, Girls 22 |
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Ethnic composition |
Māori |
28 |
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Percentage of qualified teachers |
80% + |
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Reported rations of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
May 2019 |
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Date of this report |
7 May 2020 |
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Most recent ERO report(s) |
Education Review |
June 2015 |
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Education Review |
April 2012 |
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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 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.
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.
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Katoa Kindergarten is an integrated service with a playgroup situated in Elsdon,Takapuwahia, Porirua City. Since the April 2012 ERO report, the kindergarten has established supported playgroups and changed its hours of operation to better meet the community's need.
Katoa 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 role is to 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.
All teachers at Katoa Kindergarten are qualified and registered and they have a range of teaching experiences.
Areas of good performance at kindergarten level acknowledged in the previous ERO report continue to be strengths. Areas that required improvement included: self review; managing children's transitions; and being responsive to parents' aspirations. Teachers have successfully responded to areas for improvement.
Areas where the Wellington Kindergarten Association needed to strengthen its support for teachers were also identified at the time of the previous ERO report. 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. Appraisal and senior teacher documentation continue to need strengthening and 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.
This review was part of a cluster of 12 kindergarten reviews in He Whānau Manaaki Kindergartens.
Katoa Kindergarten’s philosophy is highly evident in practice. The philosophy focuses on providing a welcoming, relaxed environment for all, which features whakawhanaungatanga, kotahitanga and manaakitanga. Developing strong relationships is a priority, and the role of the family in children’s learning is valued, promoted and supported. Children and their whānau have a sense of belonging.
The wellbeing of children and whānau aspirations are at the heart of decision making and planning. Teachers work collaboratively as a team. There is a sense of ako where children, whānau and teachers work together as a community of learners.
Relationships between staff, parents, whānau and the community are supportive. Strong links with local iwi and a marae assists Katoa Kindergarten’s commitment to bicultural practices.
Children are viewed as capable and confident explorers and they are supported to problem-solve and take risks. They play cooperatively, learning to take turns and listen to each other.
Careful consideration is given to supporting children when they start kindergarten. The kindergarten has developed positive links with local schools to support children and their whānau in transitions. Teachers attend local pōwhiri and hui creating a collaborative culture with its community.
Children benefit from teachers' enhancement of practice through engagement in professional learning. Staff knowledge of current practice and theory is evident in effective teaching.
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. Katoa Kindergarten’s curriculum is increasingly responsive to learners to promote successful outcomes for all.
Learning journals are a positive record of children’s time at the kindergarten. These records celebrate each child’s individual strengths and interests and show continuity of learning over time. Teachers continue to build their capability to assess children’s learning.
Teachers have made solid progress in developing self review to guide decisions for improvement. Making children’s learning more visible for parents and whānau has been an outcome of review.
The previous ERO report identified that the association needed to improve the appraisal processes. This continues to require strengthening. 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.
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.
Children at Katoa Kindergarten have opportunities to learn about Aotearoa New Zealand’s dual cultural heritage. The kindergarten programme supports children’s identity and whānau aspirations. At Katoa Kindergarten staff have built strong relationships with mana whenua and are making sense of Ka Hikitia - Accelerating Success 2013-2017, and Tātaiako: Cultural Competencies for Teacher of Māori Learners. ERO's evaluation affirms this direction.
The senior teacher, head teacher, staff and ERO agree that the following key next step for Katoa Kindergarten is:
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 the senior teacher. This should include:
Before the review, the staff and management of Katoa 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:
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 Katoa Kindergarten will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
17 June 2015
|
Location |
Porirua City |
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|
Ministry of Education profile number |
5355 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, aged over 2 |
||
|
Service roll |
62 |
||
|
Gender composition |
Boys 33, Girls 29 |
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Ethnic composition |
Māori Pākehā Samoan Pacific Other ethnic groups |
35 10 4 10 3 |
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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 2015 |
||
|
Date of this report |
17 June 2015 |
||
|
Most recent ERO report(s) |
Education Review |
April 2012 |
|
|
Education Review |
April 2008 |
||
|
Education Review |
March 2005 |
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.