10 Mark Avenue, Paparangi, Wellington
View on mapHow 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.
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 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.
The senior teacher, head teacher, staff and ERO agree on the following key next step for Paparangi Kindergarten, to:
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:
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:
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.
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
|
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 |
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.
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.
ERO is likely to review the service again in three years.
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:
In addition, ERO decided to evaluate:
ERO’s findings in these areas are set out below.
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.
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.
The senior teacher, teaching team and ERO have agreed on the following priorities. That:
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.
The association continues to provide high levels of guidance and support to teachers for the continuous improvement of teaching and learning. These include:
The association, senior teachers and ERO have identified areas where the association can strengthen its support for teachers. These include:
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.
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
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.
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:
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:
ERO and the kindergarten leaders agreed that the priorities for development and review are those outlined in the report.
ERO is likely to review the service again in three years.
Kathleen Atkins
National Manager Review Services
Central Region
13 March 2012
|
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 |
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.