Paparārangi Kindergarten

Education institution number:
5372
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
58
Telephone:
Address:

10 Mark Avenue, Paparangi, Wellington

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Paparangi Kindergarten - 19/06/2015

1. Evaluation of Paparangi Kindergarten

How well placed is Paparangi 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

Paparangi Kindergarten is a well-established early childhood centre in Wellington. Since the March 2012 ERO report, the service has increased roll numbers and lengthened the session time for younger children to meet the needs of the community. The kindergarten philosophy is based on valuing and providing a learning community that empowers children to make decisions and take responsibility for their own learning.

Paparangi 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 previous ERO report for Paparangi Kindergarten identified that the afternoon programme needed review to better reflect the centre philosophy. Assessment, planning and evaluation and appraisal needed further development. Aspects recognised as strengths have been sustained. Areas where the Wellington Kindergarten Association needed to strengthen its support for teachers were also identified at the time. Improvement continues to be needed in some of these areas that the association has plans to address. They 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.

All six teachers at Paparangi Kindergarten are qualified and registered. The head teacher has been in her position for many years. A fifth position was created in January 2014 to accommodate changes and is shared by two teachers.

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

The Review Findings

The curriculum, strongly underpinned by the concepts of place-based education and ako, enables teachers to nurture and build reciprocal, trusting relationships with children and their families. Teachers work together to promote a child-centred programme with a strong emphasis on 'the natural environment, active movement, responsible risk taking and a programme that empowers children to be active learners'. Teachers are committed to practices that are highly responsive to family needs and circumstances.

Assessment is responsive to children's immediate and emerging strengths, interests and skills. Narratives and photographs show their engagement and progress. Documentation shows evidence of teachers’ analysis of observations. Increased understanding of children’s learning pathways should further support how they plan to add complexity and strengthen outcomes for children.

Transition into the kindergarten is flexible to meet the individual needs of children, parents and whānau. The kindergarten induction pack provides useful information about expectations and ideas to support inclusion. A focus for teachers is developing positive relationships that support smooth transition to the nearby school. They continue to seek ways to build contacts with a number of other schools that children move on to.

Teachers' actions and responses effectively support participation, attendance and engagement of Māori and Pacific children and their families. A clear vision seeks to realise the potential of children and their whānau, and sets the direction for the kindergarten. Manaakitanga, whanaungatanga and tikanga Māori continue to be successfully embedded within teaching and learning. Teachers show a willingness to increase their capability to be responsive to Māori children’s culture, language and identity.

The supportive, experienced head teacher provides effective leadership. Staff take time for critical reflection on their effectiveness. Development goals focus on centre and individual teacher needs and interests. Self-review systems help to maintain an emotional and physical learning environment that supports children's learning and development. Continued improvement and change in the kindergarten enhances aspects of practice and promotes positive outcomes for all learners.

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.

The 2012 ERO report identified that the association needed to improve the appraisal processes. These continue 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.

Key Next Steps

The senior teacher, head teacher, staff and ERO agree on the following key next step for Paparangi Kindergarten, to:

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

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 processes to support individual kindergartens and regular implementation of a robust appraisal system.
Management Assurance on Legal Requirements

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

Joyce Gebbie

Deputy Chief Review Officer Central

19 June 2015

2. Information about the Early Childhood Service

Location

Wellington

Ministry of Education profile number

5372

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, aged over 2

Service roll

80

Gender composition

Boys 47,

Girls 33

Ethnic composition

Māori

NZ European/Pākehā

Samoan

Indian

Chinese

Other ethnic groups

13

50

3

6

3

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

April 2015

Date of this report

19 June 2015

Most recent ERO report(s)

These are available at www.ero.govt.nz

Education Review

March 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.

Paparangi Kindergarten - 13/03/2012

1 The Education Review Office (ERO) Evaluation

Paparangi 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. A team of senior teachers is employed, one of whom is responsible for leading the professional support and advice and guidance to the teaching team at this service. She also liaises with the kindergarten community.

Teachers’ strong team approach provides effective support for programme development and operation. Good practice and innovation are sustained through their commitment to staying up to date with research, actively seeking opportunities for new learning and developing strong links with the community.

Development of reciprocal and trusting relationships with parents is a priority for teachers. Families feel valued and confident their views will be heard and respected. An emphasis on the history, culture and the place of the kindergarten in the community, along with a strong commitment to biculturalism, are enhancing the curriculum.

The learning environment is well developed and maintained to support early learning. An extensive range of high quality resources, including many natural materials, is able to be freely accessed by children for much of the time. Literacy and mathematics are well resourced and integrated in meaningful ways. Children’s creativity and self expression are encouraged.

Children have freedom to make choices about their participation and use of resources and have many opportunities to collaborate with adults. Activities mostly stem from emerging ideas and investigations. Teachers use some good strategies to inspire interest and participation. Positive guidance promotes harmonious relationships.

The senior teacher, teaching team and ERO have agreed on priority areas for development and review. Teachers want to further strengthen their approach to assessment and implementation of aspects of the programme and will continue to seek appropriate support and advice in relation to their bicultural journey.

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 Paparangi 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 atPaparangi 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 April 2008 ERO review the kindergarten has been relicensed as an all-day service with a maximum roll of 40. Ratios of teachers to children have increased to 1:10 with the employment of an additional teacher. For two days the programme is primarily for children aged three years. For the other three days those aged four years attend.

Two members of the teaching team remain from the time of the previous ERO review, one of whom has taken over the position of head teacher.

Continuing development is being undertaken to improve the outdoor play space. Utility areas have recently been refurbished.

Recent teaching focuses include work on: Te Manawa, the association’s recently developed criteria for curriculum implementation; the bicultural perspective in the programme; and a place-based education initiative. Strengthening the links with parents and the community is an ongoing priority.

Areas of strength

The learning environment is well developed and maintained. An extensive range of high quality resources, including many natural materials, is freely accessed by children for much of the day. These are thoughtfully arranged to attract children’s interest. The science area is a particular feature with its variety of sensory and interactive resources. The outdoor area supports a range of physical activities and learning experiences related to the natural world. Children’s motivation and independence as learners are fostered through the opportunities provided in this environment.

Teachers use some good strategies to inspire interest, ideas and participation. Positive guidance is used well to promote harmonious relationships. A ‘treaty of respect’ supports teachers’ consistent practice and children’s understanding of the expectations for their behaviour.

A strong commitment to biculturalism is evident. Teachers have continued to review and develop their approach over a long period of time and base their practice on recent research linked to te ao Māori, and whānau and community input. Elements of te reo me ngā tikanga Māori are woven throughout the programme and environment. Children show good understanding of the language and protocols.

An emphasis on the history, culture and place of the kindergarten in the community is enhancing the curriculum. Through place-based education, teachers are making meaningful connections between the kindergarten, children and the world. The construction and display of whakapapa panels in the grounds is one of the initiatives that has involved families and strengthened links with the local community. Toi ngungu, a philosophical cloak, embodies and graphically illustrates the special qualities of this kindergarten and gives insight into the people who have contributed to its culture.

The morning programme strongly reflects a view of children as competent directors of their own learning. Many aspects reflect philosophical values. Children have freedom to make choices about their participation, use of resources and adult collaboration. Activities mostly stem from their emerging ideas and investigations. Literacy and mathematics are well resourced and integrated in meaningful ways. Children’s creativity and self expression are encouraged.

An effective approach supports children and their families’ transition to primary school. Regular liaison with local school personnel occurs through reciprocal visits. Resources provide a range of information for children and adults.

Photographs and narratives are displayed in a range of ways to inform parents about the programme and provide opportunities for children to reflect on their learning. Individual portfolios provide a rich picture of children’s learning over time. Children regularly take opportunities to use these records to revisit their learning. Carefully displayed planning stories record details of special learning themes. A sound framework for evaluation is developing that helps teachers identify the impact of their planned programme on outcomes for children.

Teachers have a comprehensive and well developed approach to self review. A strong culture of collaborative reflection and use of parental input supports their practice.

Good practice and innovation are sustained through teachers’ commitment to staying up to date with research, actively seeking opportunities for new learning and developing strong links with the community to support families’ participation. Recently they have shared their knowledge with others at a national level and continue to seek opportunities to do so. Their strong team approach provides effective support for programme development and the operation of the service.

Areas for development and review

The senior teacher, teaching team and ERO have agreed on the following priorities. That:

  • the afternoon programme is reviewed and further developed to better reflect the child-centred ideals articulated in the philosophy
  • teachers will continue to seek appropriate support and advice in relation to their bicultural journey
  • constructive feedback based on written observations of practice will be provided to support teachers to achieve their development and appraisal goals
  • assessment, planning and evaluation are further strengthened by teachers more actively: seeking and using parental input; including concepts related to teachers’ vision for learning; and showing in documentation how children’s learning is progressed. In relation to planning stories, that opportunities for children to reflect on their learning are maximised and there is an increased focus on incorporating children’s developing ideas and theories.

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.

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 well-being, 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

Area of strength

Families, teaching staff and other professionals work collaboratively to support children with special needs. Families’ aspirations for their children’s learning are sought and incorporated into planning. Teachers’ warm and inclusive tone supports participation and contribution in all activities. Good communication and relationships between teachers and families helps children to transition into the kindergarten and on to school.

Management Assurance on Legal Requirements

Before the review, the staff of Paparangi 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.

Recommendations

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

3 Future Action

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

 

Kathleen Atkins

National Manager Review Services

Central Region

13 March 2012

About the Centre

Type

All Day Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children aged over 2

Roll number

70

Gender composition

Boys 39, Girls 31

Ethnic composition

NZ European/Pākehā 38, Māori 11, Other ethnic groups 21

Review team on site

November 2011

Date of this report

13 March 2012

Previous three ERO reports

Education Review April 2008 Education Review September 2005 Accountability Review July 1998

Parents and Community of Paparangi Kindergarten

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

Paparangi 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. A team of senior teachers is employed, one of whom is responsible for leading the professional support and advice and guidance to the teaching team at this service. She also liaises with the kindergarten community.

Teachers’ strong team approach provides effective support for programme development and operation. Good practice and innovation are sustained through their commitment to staying up to date with research, actively seeking opportunities for new learning and developing strong links with the community.

Development of reciprocal and trusting relationships with parents is a priority for teachers. Families feel valued and confident their views will be heard and respected. An emphasis on the history, culture and the place of the kindergarten in the community, along with a strong commitment to biculturalism, are enhancing the curriculum.

The learning environment is well developed and maintained to support early learning. An extensive range of high quality resources, including many natural materials, is able to be freely accessed by children for much of the time. Literacy and mathematics are well resourced and integrated in meaningful ways. Children’s creativity and self expression are encouraged.

Children have freedom to make choices about their participation and use of resources and have many opportunities to collaborate with adults. Activities mostly stem from emerging ideas and investigations. Teachers use some good strategies to inspire interest and participation. Positive guidance promotes harmonious relationships.

The senior teacher, teaching team and ERO have agreed on priority areas for development and review. Teachers want to further strengthen their approach to assessment and implementation of aspects of the programme and will continue to seek appropriate support and advice in relation to their bicultural journey.