Awatea Kindergarten

Education institution number:
5362
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
28
Telephone:
Address:

19 Awatea Street, Porirua East, Porirua

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Awatea Kindergarten - 16/05/2016

1 Evaluation of Awatea Kindergarten

How well placed is Awatea 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

Awatea Kindergarten is in Porirua, Wellington. It was previously known as Mungavin Kindergarten. Since the April 2012 ERO report, a new teaching team led by a new head teacher, has been established. All teachers at this kindergarten are qualified and registered.

The kindergarten philosophy reflects the journey of Awarua, the taniwha of Porirua Harbour, and highlights the importance of relationships. The 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 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 April 2012 ERO report for Awatea Kindergarten identified that curriculum leadership, self review and teaching and learning needed further development. These areas have been a priority for staff and considerable progress has been made. Internal evaluation remains an area requiring further development.

Areas where the association could strengthen its support for teachers were also identified, and positive progress has occurred. The alignment of individual kindergartens’ annual plans with the association’s strategic priorities have now been appropriately addressed.

This review was part of a cluster of 10 reviews in the He Whānau Manaaki o Tararua kindergartens.

The Review Findings

Children enthusiastically participate in a programme which effectively responds to their diverse cultural backgrounds. They are learning to be self managing and independent. Strong relationships underpin the curriculum. Early literacy, mathematics and creativity are integrated into daily learning.

A well-considered and successful approach to raising participation in the local community is increasingly engaging parents and whānau. Teachers use a variety of methods to seek and respond to their input into the programme.

Wall displays are highly visible and successfully document the learning and planning happening for children. Strengthening assessment is an ongoing focus in the kindergarten and is leading to improved practice. ERO's evaluation affirms this focus. Particular emphasis should be given to the evaluation of children's learning.

Māori children's language, culture and identity are effectively fostered. Children are well supported to learn about te ao Māori. Teachers successfully encourage Pacific children's connections to their cultural identities.

The close proximity to Porirua School assists a cooperative relationship. Links with other schools have been established and help to promote experiences that assist children and their families as they move to school.

Children with special needs are well supported. Teachers work in collaboration with parents, whānau and outside agencies to develop goals to encourage their participation in the programme alongside their peers.

Since the 2012 ERO review, teachers' knowledge of self review has improved. This has led to better outcomes for children. The senior teacher, head teacher and staff recognise that the focus of internal evaluation should develop from investigating to knowing how well kindergarten practices support enhanced children's outcomes.

The senior teacher provides termly written feedback that outlines agreed development priorities and progress in relation to the quality of teaching and learning. They complete an annual internal evaluation that supports strengthening of these termly reports. There is a deliberate focus on outcomes for children and teacher/leader performance.

The previous report identified that the association needed to improve the appraisal processes. 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.

Key Next Steps

The senior teacher, head teacher, staff and ERO agree on the following key next steps for Awatea Kindergarten:

  • continue to strengthen the assessment and evaluation of children’s learning

  • further develop internal evaluation practices.

The association should to continue to support the development of formal critique of teaching practice and strengthening of responsiveness to Māori children.

Management Assurance on Legal Requirements

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

Joyce Gebbie

Deputy Chief Review Officer Central

16 May 2016

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

Porirua

Ministry of Education profile number

5362

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, over 2 years of age

Service roll

52

Gender composition

Boys 31, Girls 21

Ethnic composition

Māori

Pākehā

Pacific

Other ethnic groups

20

9

13

10

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

March 2016

Date of this report

16 May 2016

Most recent ERO report(s)

 

Education Review

April 2012

Education Review

June 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.

Awatea Kindergarten - 30/04/2012

1 The Education Review Office (ERO) Evaluation

Mungavin 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 licensed service provider contact person for 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 kindergarten is situated close to Porirua shopping centre. Since the June 2008 ERO review, there have been staff changes, building alterations and changes to session times. The kindergarten now operates six-hourly sessions from Monday to Friday, with the younger and older children attending on different days. Children attending represent a diverse range of cultural backgrounds, with the majority being Māori and Pacific.

Free play is promoted and children make choices from a range of varied and interesting activities. Teachers notice their developing interests and plan experiences or seek material and equipment to support them. Children enjoy using the equipment provided in the indoor and outside areas. Emphasis is given to keeping safe, showing care and respect for each other and looking after the environment.

Partnership with families is encouraged. Teachers are available at the beginning and end of sessions to talk with parents about their child’s involvement in the programme. Wall displays, photographs, slideshows and each child’s portfolio show a variety of activities and experiences. The next step is for teachers to document the aspirations parents have for their children. This should help inform programme planning and development.

Interactions between teachers, children and parents are caring. Children’s health and well-being are nurtured with the kindergarten recently receiving a healthy heart award. Teachers are developing their knowledge of te reo me ngā tikanga Māori and children enjoy singing waiata and learning basic greetings.

Planned in-depth self review to continually enhance outcomes for children is in the early stages of implementation. Since the onsite phase of the review, the association has provided a detailed plan to ERO that shows how it will support the teaching team to address the areas for development and review.

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 Mungavin 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 atMungavin 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.

This review also includes information about the quality of support provided by the Wellington Region Free Kindergarten Association (the association).

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

The Quality of Education

Background

Since the 2008 ERO review, there have been extensive building alterations with plans to upgrade the outdoor area. The kindergarten now operates six-hourly sessions from Monday to Friday with a staffing increase from three to five fulltime teachers.

Children attending the kindergarten come from a diverse range of cultural backgrounds, with the majority being Māori and Pacific. The previous ERO report noted the need to strengthen assessment, planning and evaluation, integrate te reo Māori and Pacific languages into the programme and review provision for active boys. One teacher is leading development in te reo me ngā tikanga Māori. Another with Pacific language skills was appointed at the beginning of the year.

Areas of strength

The new teaching team spent considerable time reviewing and developing the centre’s philosophy and procedures for assessment, planning and evaluation. The philosophy gives emphasis to children keeping safe, showing care and respect for each other and looking after the environment. Professional discussion has assisted positive teamwork and the development of some shared understandings.

Children participate in a range of varied learning experiences. These relate to their interests and often result in projects or theme-based activities that are supported by parents, whānau and community members. Teachers, with support from the senior teacher, are beginning to record more information about children’s learning, through assessment and planning documents.

Interactions between teachers, children and whānau are caring and supportive. Teachers supervise, rove and often help individual or groups of children with ideas, equipment or materials as requested. Children and teachers participate in daily mat times and include sessions to help develop their knowledge of te reo me ngā tikanga Māori. Children’s health and well-being are promoted and the kindergarten recently achieved a healthy heart award.

The environment is welcoming and partnership is promoted. Teachers are available at the beginning and end of sessions to talk with parents about their child’s involvement during the session. Parents and whānau also learn about the programme through displays, photographs, slideshows and their child’s portfolio. These opportunities help build positive partnerships about children’s learning and development.

Areas for development and review

While teachers are caring, supportive and supervise children well, meaningful interactions to extend learning and development are not a strong feature of their practice. The teaching team is working to implement an effective educational programme for the younger and older children. In particular:

  • regular, documented programme planning is limited and there is little purposeful, planning to enhance children’s early numeracy and literacy learning, especially their oral language skills
  • while teachers notice children’s interests and provide activities to encourage them, they do not always recognise or extend learning over time through the use of consistently responsive teaching practices
  • teachers are developing ways to document the aspirations parents have for their children, especially those who are Māori and Pacific. Such information helps to acknowledge children’s identity, language and culture and inform programme planning and implementation
  • planned, in-depth self review is at the early stage of implementation to promote continual improvement.

Ongoing centre-wide development should support the growth of informed leadership within the team to continually improve outcomes for children.

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’s strategic priorities.

3 Management Assurance on Legal Requirements

Before the review, the staff of Mungavin Kindergarten completed an ERO CentreAssurance Statement andSelf-Audit Checklist. In these documents they have 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.

4 Recommendations

ERO and the centre leaders agree that centre-wide review and development will be undertaken with ongoing support from the senior teacher to ensure:

  1. curriculum leadership is strengthened to raise the quality and responsiveness of the programme

  2. effective teaching and learning is implemented on a consistent basis

  3. purposeful and planned, in-depth review is regularly undertaken and findings are used to continually improve outcomes for children.

To support this development the senior teacher will work with teachers to develop an action plan against which to monitor progress over time.

5 Future Action

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

Joyce Gebbie

National Manager Review Services

Central Region (Acting)

About the Centre

Type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children aged over 2 years

Roll number

67

Gender composition

Boys 34

Girls 33

Ethnic composition

Māori 31

Pacific 14

NZ European/Pākehā 13

Other ethnic groups 9

Review team on site

February 2012

Date of this report

30 April 2012

Previous three ERO reports

Education Review June 2008

Education Review June 2005

Accountability Review June 1998

   

To the Parents and Community of Mungavin Kindergarten

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

Mungavin 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 licensed service provider contact person for 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 kindergarten is situated close to Porirua shopping centre. Since the June 2008 ERO review, there have been staff changes, building alterations and changes to session times. The kindergarten now operates six-hourly sessions from Monday to Friday, with the younger and older children attending on different days. Children attending represent a diverse range of cultural backgrounds, with the majority being Māori and Pacific.

Free play is promoted and children make choices from a range of varied and interesting activities. Teachers notice their developing interests and plan experiences or seek material and equipment to support them. Children enjoy using the equipment provided in the indoor and outside areas. Emphasis is given to keeping safe, showing care and respect for each other and looking after the environment.

Partnership with families is encouraged. Teachers are available at the beginning and end of sessions to talk with parents about their child’s involvement in the programme. Wall displays, photographs, slideshows and each child’s portfolio show a variety of activities and experiences. The next step is for teachers to document the aspirations parents have for their children. This should help inform programme planning and development.

Interactions between teachers, children and parents are caring. Children’s health and well-being are nurtured with the kindergarten recently receiving a healthy heart award. Teachers are developing their knowledge of te reo me ngā tikanga Māori and children enjoy singing waiata and learning basic greetings.

Planned in-depth self review to continually enhance outcomes for children is in the early stages of implementation. Since the onsite phase of the review, the association has provided a detailed plan to ERO that shows how it will support the teaching team to address the areas for development and review.

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.

Joyce Gebbie

National Manager Review Services

Central Region (Acting)

GENERAL INFORMATION ABOUT REVIEWS

About ERO

ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.

About ERO Reviews

ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:

  • improve quality of education for children in early childhood centres; and
  • provide information to parents, communities and the Government.

Reviews are intended to focus on outcomes for children and build on each centre’s self review.

Review Focus

ERO’s framework for reviewing and reporting is based on four review strands.

  • Quality of Education – including the quality of the programme provided for children, the quality of the learning environment and the quality of the interactions between staff and children and how these impact on outcomes for children.
  • Additional Review Priorities – other aspects of the operation of a centre, may be included in the review. ERO will not include this strand in all reviews.
  • Compliance with Legal Requirements – assurance that this centre has taken all reasonable steps to meet legal requirements.

Review Coverage

ERO reviews do not cover every aspect of centre performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to this centre.

Review Recommendations

Most ERO reports include recommendations for improvement. A recommendation on a particular issue does not necessarily mean that a centre is performing poorly in relation to that issue. There is no direct link between the number of recommendations in this report and the overall performance of this centre.