Tairangi Kindergarten

Education institution number:
5382
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
28
Telephone:
Address:

Omapere Street, Waitangirua, Porirua

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Tairangi Kindergarten - 09/06/2015

1 Evaluation of Tairangi Kindergarten

How well placed is Tairangi Kindergarten to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

With targeted association support, Tairangi Kindergarten is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

Tairangi Kindergarten is an all day service located at the front of Tairangi School in Waitangirua. It offers education and care for children aged from two years to school age. Children attending come from a range of cultural backgrounds and most are Māori and Samoan.

Tairangi 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.

All teachers are qualified and registered at Tairangi Kindergarten. Since the 2012 ERO review, there have been changes to teaching and leadership positions. At the time of this review, there was an acting head teacher.

The philosophy focuses on establishing positive relationships, where children and teachers work well together, and look after each other in a welcoming environment.

The April 2012 ERO report for Tairangi Kindergarten identified that at centre level, assessment, planning, interactions, and gathering and responding to parent aspirations 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. The alignment of individual kindergarten’s annual plans with the association’s strategic priorities has now been addressed.

This review was part of a cluster of 12 kindergarten reviews in He Whānau Manaaki Kindergartens.

The Review Findings

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. Tairangi Kindergarten’s curriculum requires further development to meet the association's expectations for high quality learning.

Children have some opportunities to hear and speak Samoan with each other and their teachers. Information is also shared with aiga in Samoan, including entries in children’s profile books. Teachers are aware that these records of learning need improvement. ERO’s external evaluation affirms this as a key next step. Teachers need to more clearly identify children’s learning and their next steps, and provide clearer links between prior and current learning.

Recent developments to planning processes make some learning more evident for families. They are offering ideas and ways for further supporting this learning. Teachers value these contributions. Planning needs to improve so that teachers more clearly:

  • show how children’s assessment information is used to plan for individuals and groups of children
  • describe the teaching practices they will use to extend children’s learning
  • show the impact of the planned programme on children’s learning.

Teachers are at the early stages of inquiring into aspects of their practice. These review processes require strengthening. Further development of review and evaluation is required to guide improvement for teaching and learning. Next steps are to:

  • strengthen the use of evidenced-based indicators of effective practice
  • gather more evidence and deepen the analysis of this information
  • have more in-depth evaluation of outcomes of children's learning.

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 head teacher and teachers need targeted support to more effectively respond to all learners.

Relationships between children and staff are positive and affirming. Children show a good sense of belonging. Families are welcome. ERO observed teachers using some effective practices to engage children in the programme. Children enjoy the company of others. Many were involved in their play for extended time.

Established links with local schools helps to promote experiences that assist children and their families as they move on to school.

The 2012 ERO report identified that the association needed to improve the appraisal processes. This continues 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.

Children have some opportunities to learn about Aotearoa New Zealand’s dual cultural heritage. Teachers, the association and leaders acknowledge that they need to build their 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.

Key Next Steps

The senior teacher, head teacher, staff, and ERO agree on the following key next steps. They will:

  • develop understanding of self review
  • improve aspects of assessment and programme planning
  • extend the bicultural curriculum for all learners
  • promote further ways for Māori to achieve success as Māori.

The senior management team of He Whānau Manaaki o Tararua should continue to further improve processes for growing and developing the practice of teachers, head teachers and the senior teacher. This should include:

  • improvements to the quality and monitoring of processes to support individual kindergartens and regular implementation of a robust appraisal system.

Progress against an action plan, that addresses the key next steps and actions for compliance, will be monitored by ERO.

Management Assurance on Legal Requirements

Before the review, the staff and management of Tairangi 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.

Actions for compliance

ERO identified areas of non-compliance relating to governance and management and the provision of a suitable early childhood education for children. To meet requirements the provider must ensure that:

  • the service is effectively governed and managed in accordance with good management practices, including review practices[Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA6]

  • the practices of adults providing education and care demonstrate an understanding of children’s development and knowledge of relevant theories and practice in early childhood education.[Licensing Criteria for Early Childhood Education and Care Service 2008, C4]

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Tairangi Kindergarten will be in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

9 June 2015

2 Information about the Early Childhood Service

Location

Porirua

Ministry of Education profile number

5382

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, aged over 2 years

Service roll

31

Gender composition

Girls 14,

Boys 17

Ethnic composition

Māori

NZ European/Pākehā

Samoan

Cook Island Māori

Other ethnic groups

9

2

13

3

4

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 2015

Date of this report

9 June 2015

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.

Tairangi Kindergarten - 13/04/2012

1 The Education Review Office (ERO) Evaluation

Tairangi 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.

The kindergarten is situated just north of the Porirua shopping centre and continues to operate six-hourly sessions from Monday to Friday. Children attending the kindergarten come from a range of cultural backgrounds, the majority of whom are Māori and Pacific. Since the 2008 ERO review there have been staff changes including the appointment of a new head teacher in 2010.

Children learn in an attractive, warm, welcoming environment in which their cultures are valued and celebrated. They settle quickly and enjoy the programme. Partnership with parents and whānau is valued and a family-friendly atmosphere is clearly apparent.

The head teacher provides good leadership. Teachers are responsive to children’s strengths and interests. They provide opportunities for literacy learning and groups of children manage their own imaginative and dramatic play for sustained periods of time. Teachers are encouraged to regularly reflect on their practice to continually improve outcomes for children.

Interactions between teachers and children are high quality. Teachers readily engage in ongoing conversations, explorations and discoveries. Children enjoy a variety of challenges and games to extend their learning and skill development. Learning activities and events are recorded and revisited through books, photographs and slideshows. Children are developing as confident learners.

Teachers show a genuine interest in children’s well-being. They promote healthy food and model positive, respectful conversations. Good provision is made for children with special needs, with teachers working in partnership with families and other agencies.

Teachers are well supported by the senior teacher to further develop planned, in-depth reviews. As a result they continually improve their teaching practice to enhance outcomes for children.

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 Tairangi 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 atTairangi 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

The 2008 ERO review was positive. Since that time there have been some staff changes including the appointment of a new head teacher in 2010. The kindergarten continues to operate six-hourly sessions from Monday to Friday and consideration is given to family group enrolments. Children attending come from a range of cultural backgrounds, the majority of whom are Māori and Pacific.

Areas of strength

Children learn in an attractive, warm, welcoming environment in which their cultures are valued and celebrated. Teachers take an active interest in the lives of families. Children settle quickly and family members often participate in aspects of the programme. A family-friendly atmosphere is clearly apparent.

The head teacher provides good leadership. He encourages teachers to continually improve their practice to support children’s learning. Teachers regularly engage in professional conversations as they notice, recognise and respond to children’s learning and development. The team has reviewed and developed wellconsidered procedures to guide programme assessment, planning and evaluation.

Partnership with parents and whānau is valued. Parents are invited to share the aspirations they have for their child and teachers make provision for this in the programme. Parents share their talents, talk with teachers on a daily basis and have easy access to information about their child’s experiences in attractively presented portfolio books.

Teachers are responsive to children’s strengths and interests and supportive of their learning. Opportunities for literacy learning are sought and encouraged. Stories, kindergarten journals, letters and prompts give children many opportunities to use a range of resources. Past events are revisited through books, photographs and the use of slideshows. Large and small groups of children manage their own imaginative and dramatic play for sustained periods of time.

High quality interactions between teachers and children provide many opportunities for ongoing conversations, exploration and discoveries. Children, with support from teachers, participate fully in a variety of challenges and games to extend their learning and skill development. Staff monitor play and are aware of and responsive to the dynamics within children’s groups, set challenges and manage risk. Children are busy, social, confident and involved.

Teachers show a genuine interest in children’s learning and well-being. They promote healthy food, teach conflict resolution and model positive, respectful behaviours. Good provision is made for children with special needs through an inclusive approach and working in partnership with families and other agencies.

The teaching team is well supported by the senior teacher to further develop planned, in-depth reviews that enhance outcomes for children. As the result of review teachers give greater emphasis to parent and child input into the programme and to recording children’s learning.

Areas for development and review

The teaching team acknowledges that the next step is to focus on ways to respond to children’s learning through recording daily reflections and children’s learning stories. This should further contribute to interactions with children and enable families to see how their child’s learning and development is challenged and extended over time.

While teachers seek information about the aspiration parents have for their children, it is now timely to ask Māori and Pacific families about the desires they have for their children to be successful in their own identity, language and culture.

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 Tairangi 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.

Recommendations

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

4 Future Action

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

 

Joyce Gebbie

Acting National Manager Review Services

Central Region (Acting)

 13 April 2012

About the Centre

Type

Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children aged over 2 years

Roll number

37

Gender composition

Girls 19, Boys 18

Ethnic composition

Māori 17, NZ European/Pākehā 6, Samoan 5, Cook Island Māori 4, Tokelauan 3, Other Pacific 1, Other ethnic groups 1

Review team on site

February 2012

Date of this report

13 April 2012

Previous three ERO reports

Education Review June 2008 Education Review June 2005 Accountability Review June 1998

Parents and Community of Tairangi Kindergarten

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

Tairangi 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.

The kindergarten is situated just north of the Porirua shopping centre and continues to operate six-hourly sessions from Monday to Friday. Children attending the kindergarten come from a range of cultural backgrounds, the majority of whom are Māori and Pacific. Since the 2008 ERO review there have been staff changes including the appointment of a new head teacher in 2010.

Children learn in an attractive, warm, welcoming environment in which their cultures are valued and celebrated. They settle quickly and enjoy the programme. Partnership with parents and whānau is valued and a family-friendly atmosphere is clearly apparent.

The head teacher provides good leadership. Teachers are responsive to children’s strengths and interests. They provide opportunities for literacy learning and groups of children manage their own imaginative and dramatic play for sustained periods of time. Teachers are encouraged to regularly reflect on their practice to continually improve outcomes for children.

Interactions between teachers and children are high quality. Teachers readily engage in ongoing conversations, explorations and discoveries. Children enjoy a variety of challenges and games to extend their learning and skill development. Learning activities and events are recorded and revisited through books, photographs and slideshows. Children are developing as confident learners.

Teachers show a genuine interest in children’s well-being. They promote healthy food and model positive, respectful conversations. Good provision is made for children with special needs, with teachers working in partnership with families and other agencies.

Teachers are well supported by the senior teacher to further develop planned, in-depth reviews. As a result they continually improve their teaching practice to enhance outcomes for children.