32 Raumati Road, Raumati Beach
View on mapHow well placed is Raumati Beach Kindergarten to promote positive learning outcomes for children?
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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.
Raumati Beach 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 September 2012 ERO report for Raumati Beach Kindergarten identified that self review needed further development. 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. These feature as key next steps in this report.
All teachers at Raumati Beach Kindergarten are qualified. The kindergarten is situated on the boundary of Raumati Beach School and this proximity supports the relationship between school and kindergarten.
This review was part of a cluster of 16 reviews in the He Whānau Manaaki o Tararua kindergartens.
Te Manawa is successfully implemented to promote positive outcomes for children. Children lead their involvement in learning, supported by teachers who respond well to their interests. The notion of ‘playing as a good friend’ effectively underpins interactions and relationships. Children learn to share, negotiate and compromise. They collaborate, make choices and show independence.
The contributions of parents and whānau are valued. Teachers and families enjoy relaxed, supportive relationships. Families have a variety of opportunities to share their aspirations for their children and to find out about, and comment on learning.
Processes to assess and evaluate learning have improved since the previous ERO report and are responsive to the diverse needs of children. Teachers follow a clear process to recognise and record, in children’s profile books, significant learning. Progress with developing skills and dispositions is evident in some books. Continuing to strengthen these processes to capture and extend learning for children is a next step.
The good practice in supporting children to transition to school has been strengthened. Useful information about the child’s strengths and comments from both parents and children are provided to schools.
Self-review practices to support ongoing improvement and evaluate progress are continuing to develop. Using the established review process to more systematically review what is important in this kindergarten’s curriculum is a next step.
The head teacher and team work collaboratively to focus on improvements that impact positively for children. 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 previous ERO report identified that the association needed to improve the appraisal process. 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.
Children at Raumati Beach Kindergarten have regular opportunities to learn about Aotearoa New Zealand’s dual cultural heritage. Association leaders acknowledge that they need to build teachers’ capability to be responsive to Māori children’s culture, language and identity. This development should include establishing relationships with mana whenua and making use of Ministry of Education resources such as, Ka Hikitia - Accelerating Success 2013 - 2017 and Tātaiako: Cultural Competencies for Teachers of Māori Learners.
The senior teacher, head teacher, staff and ERO agree on the following key next steps for Raumati Beach Kindergarten are to continue to strengthen:
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. These should include:
Before the review, the staff and management of Raumati Beach 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 Raumati Beach Kindergarten will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
22 June 2015
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Location |
Raumati |
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Ministry of Education profile number |
5379 |
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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, aged over 2 |
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Service roll |
76 |
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Gender composition |
Boys 41, Girls 35 |
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Ethnic composition |
Māori NZ European/Pākehā Pacific Indian Other ethnic groups |
12 54 2 4 4 |
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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 |
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Review team on site |
May 2015 |
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Date of this report |
22 June 2015 |
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Most recent ERO report(s) These are available at www.ero.govt.nz |
Education Review |
September 2012 |
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Education Review |
May 2008 |
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Education Review |
June 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.
Raumati Beach 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 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.
Parents are made to feel welcome and encouraged to participate in the programme. Teachers are responsive to families’ wishes and needs for their children’s learning and development.
Teachers know the children well. They interact warmly and respectfully to support them in following their interests. Children relate to each other positively and are encouraged to show care and consideration in play.
The programme supports development of children’s physical, emotional and social well-being and their learning through bicultural perspectives and experiences. The teaching philosophy promotes children’s social dispositions and qualities of good character. Children have opportunities for uninterrupted independent and group play. They are able to sustain their interests and persevere in their learning.
Learning stories appropriately reflect children’s ‘voices’, interests, strengths and parents’ views. Individual portfolios are easily accessible. Parents and children enjoy revisiting past experiences and tracking development.
A well-designed transition programme assists children with settling into the kindergarten and then moving on to school. Relationships between the kindergarten, local schools and families are close and support these processes.
Next steps for improvement include review and development of self-review processes and staff implementation of early literacy and numeracy experiences.
ERO is likely to review the service again in three years.
Before the review, the management of Raumati Beach 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 atRaumati Beach 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.
Raumati Beach Kindergarten is situated on the Kapiti Coast, north of Wellington. Since the May 2008 ERO review the kindergarten has moved to an all-day licence. As a result, the teaching team has been increased to comprise a head teacher and three other teachers. Older children attend for three days each week and younger children on the other two days.
The teaching philosophy is implemented to promote development of children’s social competencies and dispositions. The programme supports their physical, social and emotional well-being. Children’s development of desired qualities is celebrated weekly at mat time. Imaginative play, problem solving, creative arts and physical exploration are evident in independent and group play. Children are able to follow their interests and persevere with learning.
Teachers have followed the Te Manawa guidelines to effectively inform their curriculum planning and assessment. They meet regularly to identify individual and group strengths, learning needs and opportunities for success. These are clearly reflected in learning stories which are also informed by input from parents and children. Inclusion of these perspectives demonstrates the close partnerships kindergarten staff have with families.
Teachers use information and communication technologies (ICT) effectively to help children extend their interests, carry out research and revisit their learning documented in digital displays. ICT is used particularly well to support the learning of children who have specifically indentified needs.
Children’s progress and development are documented in individual portfolios which parents and children are able to access and revisit to enjoy past experiences or recognition of special successes.
Teachers reflect on their practice. They are developing processes and tools for self review. A recent review of managing transitions has led to improved strategies for supporting successful entry to school. Visits to local schools, organised with parents and new entrant teachers, are helping to promote confidence and security for children moving to the next stage of learning. Parent feedback affirms the work of the kindergarten in preparing their children for school and how well transition processes are working.
Teachers’ inclusion of bicultural perspectives and experiences in the programme is appropriately supported by targeted learning in te reo me ngā tikanga Māori.
The head teacher leads her team effectively. Teachers are a professional group who work collaboratively for children’s learning.
Teachers interact positively and respectfully with children to support them to follow their interests. They know the children well and are responsive to their questions, ideas and needs. Teachers model and reinforce inclusive, considerate and cooperative behaviours for children. Children interact positively and respectfully. Parents value the level of teacher care for the well-being of their children.
The environment is welcoming for children and families. Teachers use Māori symbols, displays and natural resources to contribute to the relevance of the learning environment and connections with whānau. Parents have space to engage with teachers and each other and use resources.
Reorganised indoor spaces provide improved access for art, large-scale projects and flow between activities. The outdoor environment offers children interest and challenges for exploration and involvement in a wide variety of activities. Structures and equipment provide opportunities for developing coordination, strength, agility and flexibility. Gardens offer spaces for children to have quiet time.
The next step for kindergarten development is for staff to continue to build understanding and consistency in undertaking self review to promote positive outcomes for children. Aspects of programme provision likely to benefit from review are:
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:
Before the review, the staff of Raumati Beach 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:
In order to improve current practice the managers should:
ERO is likely to review the service again in three years.
Joyce Gebbie
National Manager Review Services
Central Region (Acting)
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Type |
Free Kindergarten |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
40 children aged over 2 years |
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Roll number |
70 |
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Gender composition |
Male 37, Female 33 |
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Ethnic composition |
NZ European/Pākehā 52, Māori 6 Other ethnic groups 12 |
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Review team on site |
May 2012 |
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Date of this report |
14 September 2012 |
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Previous three ERO reports |
Education Review May 2008 Education Review June 2005 Accountability Review July 1998 |
14 September 2012
These are the findings of the Education Review Office’s latest report on Raumati Beach Kindergarten.
Raumati Beach 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 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.
Parents are made to feel welcome and encouraged to participate in the programme. Teachers are responsive to families’ wishes and needs for their children’s learning and development.
Teachers know the children well. They interact warmly and respectfully to support them in following their interests. Children relate to each other positively and are encouraged to show care and consideration in play.
The programme supports development of children’s physical, emotional and social well-being and their learning through bicultural perspectives and experiences. The teaching philosophy promotes children’s social dispositions and qualities of good character. Children have opportunities for uninterrupted independent and group play. They are able to sustain their interests and persevere in their learning.
Learning stories appropriately reflect children’s ‘voices’, interests, strengths and parents’ views. Individual portfolios are easily accessible. Parents and children enjoy revisiting past experiences and tracking development.
A well-designed transition programme assists children with settling into the kindergarten and then moving on to school. Relationships between the kindergarten, local schools and families are close and support these processes.
Next steps for improvement include review and development of self-review processes and staff implementation of early literacy and numeracy experiences.
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)
ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.
ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:
Reviews are intended to focus on outcomes for children and build on each centre’s self review.
ERO’s framework for reviewing and reporting is based on four review strands.
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.
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.