Casa Nova Kindergarten

Education institution number:
5483
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
44
Telephone:
Address:

Raglan Street, Oamaru

View on map

Casa Nova Kindergarten - 24/05/2018

1 Evaluation of Casa Nova Kindergarten

How well placed is Casa Nova 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

Casa Nova Kindergarten is one of five kindergartens that form the Oamaru Kindergarten Association (OKA). It provides education and care for children up to 30 children from two years old and has a roll of 49 children. Casa Nova Kindergarten operates five days a week and is located next to Pembroke School. All teachers are fully certified and early childhood trained teachers.

The head teacher and teachers share the leadership and teaching roles in the kindergarten. An external Education Services Manager (ESM) supports professional practice in the team. The OKA oversees the governance and management of the kindergarten.

The kindergarten's philosophy sets out learning priorities which are based on Te Tiriti o Waitangi principles of partnership, protection (kaitiaki) and participation. Casa Nova Kindergarten serves a diverse community. It provides high quality education and care for all children including those children with a range of high needs. Leaders and teachers are 'focussed on being equitable, enthusiastic and responsive to the changing world learners and their whānau are living in'.

Since the last ERO review in 2014 the kindergarten has made very good progress in refining self-review processes, including widening the scope of reviews.

This review was part of a cluster of five reviews in the OKA.

The Review Findings

Casa Nova Kindergarten continues to be a high performing kindergarten.

Records of learning show that children make good progress against their set goals and the kindergarten's curriculum priorities.

Teachers have strong, responsive and reciprocal, and respectful relationships with each whānau, supporting children's and parents' genuine sense of belonging. They are highly respected and seen as an important part of children's experiences and learning. Children's development and learning are not separated from their whānau. The aspirations of parents and whānau are known and responded to. The different values, cultures and beliefs are acknowledged.

Children's learning and wellbeing are very well supported by teachers who are highly committed to providing equitable opportunities for all children. Learning is based on children's interests and strengths. Children have strong ownership of and choice in their learning. For example, they confidently share their ideas and views about their learning, including in assessment records.

Leaders and teachers have a strong commitment to Te Tiriti o Waitangi principles of participation, protection and partnership. This provides the foundation for Casa Nova's practice and programme. Their next step is to strengthen te ao and te reo Māori in children's day-to-day learning.

Casa Nova Kindergarten provides an environment where Pacific cultures are valued and differences are embraced and respected. Teachers work closely with Pacific families and use their knowledge and expertise to enrich children's learning.

Leaders and teachers remain highly responsive to the diverse and high learning needs of many of their children, while remaining focused on and providing equity for all children.

The teaching team at Casa Nova Kindergarten has a useful framework to guide evaluation for improvement and is very improvement focused. Teachers regularly reflect on the impact of their teaching strategies and adapt what they do.

Teachers and leaders work collaboratively to support all children to have success. When new systems are developed, practices are put in place to ensure they are sustained. Leadership within the team is encouraged, valued and supported.

Casa Nova Kindergarten receives targeted and well-planned professional learning and development. The team is well supported by the ESM to identify what is working well and areas for further development to improve outcomes for children.

The OKA effectively supports the kindergarten. It provides a useful strategic and operational framework for the kindergarten's management. There is strong alignment from the OKA strategic priorities to the kindergarten's priorities and plans. The OKA is committed to equity for all children, providing targeted resources to enable participation and inclusion of all children and their whānau. The OKA board is well informed about how well each kindergarten is progressing and contributing to the strategic direction.

The OKA strongly supports ongoing improvement across its kindergartens. It has effective evaluation and assurance practices that inform change and development. The OKA also supports its kindergartens to have constructive partnerships with other agencies and providers. Teacher capability across the OKA is being strengthened through an improved appraisal system.

Key Next Steps

ERO recommends that the head teacher and teachers continue to work on the areas that they and their ESM have identified. This includes, continuing to strengthen te ao and te reo Māori by being confident and courageous in sharing what they already know.

Management Assurance on Legal Requirements

Before the review, the staff and management of Casa Nova 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 Casa Nova Kindergarten will be in four years.

Dr Lesley Patterson
Deputy Chief Review Officer Southern

Te Waipounamu - Southern Region

24 May 2018 

The Purpose of ERO Reports

The Education Review Office (ERO) is the government department that, as part of its work, reviews early childhood services throughout Aotearoa New Zealand. ERO’s reports provide information for parents and communities about each service’s strengths and next steps for development. ERO’s bicultural evaluation framework Ngā Pou Here is described in SECTION 3 of this report. Early childhood services are partners in the review process and are expected to make use of the review findings to enhance children's wellbeing and learning.

2 Information about the Early Childhood Service 

Location

Oamaru

Ministry of Education profile number

5483

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children from 2 years of age

Service roll

49

Gender composition

Boys:  17

Girls:   32

Ethnic composition

Māori
Pākehā
Pacific
Other

  5
33
  5
  6

Percentage of qualified teachers

0-49%       50-79%       80%+

Based on funding rates

80% +

 

Over 2

1:10

Meets minimum requirements

Review team on site

April 2018

Date of this report

24 May 2018

Most recent ERO report(s)

Education Review

August 2014

Education Review

May 2010

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.

Casa Nova Kindergarten - 26/08/2014

1 Evaluation of Casa Nova Kindergarten

How well placed is Casa Nova 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

Casa Nova Kindergarten is one of four kindergartens that form the Oamaru Kindergarten Association. The kindergarten has close relationships with the local schools and is adjacent to Pembroke School. The kindergarten receives ongoing support from an external education service manager, the association general manager and governing board made up of parents from the kindergarten communities.

The kindergarten operates five days a week. On three days the hours align to school day hours and for two days the sessions finish early in the afternoon. The kindergarten provides meals for children four days a week.

The kindergarten philosophy is based on having strong, inclusive, respectful relationships with families. The kindergarten provides early education for children with a range of learning requirements and cultures. At the time of this review there were many children with a Pacific Island background on the roll.

When ERO reviewed the kindergarten in May 2010, it found a range of practices that effectively support children’s learning. Since then the kindergarten has made good progress with areas for improvement identified in that report, such as assessment and self review.

The Review Findings

The children and families who attend Casa Nova Kindergarten benefit from the welcoming, respectful relationships they have with the teachers and other adults that work there. The teachers value the contribution of families from a range of diverse backgrounds. Teachers talk face to face with families to keep up to date with their wishes for their children and to share information. The children and teachers have pride in their kindergarten. The children are confident and independent learners. They settle quickly on arrival and soon become focused on their work.

Māori values and concepts such as respect, and caring for one another are an important part of the daily programme. A high number of Tongan children attend the kindergarten and teachers support their learning in ways that value their culture. A real strength is how teachers adapt what they do to the needs of the children attending at the time. Teachers work to help children develop effective social skills and to be lifelong learners. Children enjoy helping with the garden, making centre meals and developing their physical skills. They have many opportunities to be leaders and make decisions about their learning.

Other ways the teachers support and promote the children’s learning include:

  • caring for their wellbeing and respecting their choices
  • talking with them in ways that make them think and learn
  • having daily routines and clear expectations for their behaviour
  • supporting the things the children enjoy and are interested in.

Teachers use a wide range of resources and equipment to extend learning in a variety of ways. The learning experiences and activities the teachers provide are relevant to the children’s interests and culture. Children learn about reading, writing and number through experiences like carpentry, storytelling, dramatic play, growing and cooking food and excursions into the community. Every experience has a learning purpose. Children have opportunities to experiment, try new things and test their skills and knowledge.

Teachers track the children’s learning and write stories about their progress. The stories and photos in the children’s profile books show the learning. Teachers include some Tongan translations and use phrases in the family’s first language. As children approach school age, teachers provide extra learning support. The kindergarten has close links with the local schools and helps children and their families with transition into school.

The head teacher has a strong commitment to the community. She has a clear vision for the kindergarten, is highly motivated and celebrates what the kindergarten community achieves. Families enjoy being involved in the centre and the learning programme. Teachers encourage involvement by parents and families in the children’s learning. They regularly discuss together and with parents, the value of what they do and how well children learn from the experiences and activities the kindergarten provides.

Key Next Steps

The teachers acknowledge that they need to further refine their self-review processes and widen the scope of some reviews. This is being supported through ongoing professional development and support provided by the association. This should result in a comprehensive review schedule that requires regular review of all aspects of the effectiveness of teaching and learning.

Governance and management

The kindergarten teachers, the children and their families are very well supported by the association. The board has a positive relationship with the general manager who effectively and efficiently manages the operations of the kindergarten. As a team she and the board have developed a useful strategic plan with a clear vision for the future with comprehensive goals that align with the kindergarten’s action plan. The general manager works with an education service manager to support the kindergarten to implement the high expectations they have for children’s wellbeing and learning. This includes meeting the specific needs of children with a diverse range of needs.

The board and leaders have identified their next steps. They plan to conduct a review of communication systems including information and communication technologies. A workshop is planned to build on their understanding of the principles of The Treaty of Waitangi and how they apply within the organisation. The general manager and education service manager have begun to arrange further professional development for the association head teachers about leadership, self review and developing a more robust system for managing risks during kindergarten outings.

Management Assurance on Legal Requirements

Before the review, the staff and management of Casa Nova 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 Casa Nova Kindergarten will be in four years.

Graham Randell

National Manager Review Services

Southern Region

26 August 2014

The Purpose of ERO Reports

The Education Review Office (ERO) is the government department that, as part of its work, reviews early childhood services throughout Aotearoa New Zealand. ERO’s reports provide information for parents and communities about each service’s strengths and next steps for development. ERO’s bicultural evaluation framework Ngā Pou Here is described in SECTION 3 of this report. Early childhood services are partners in the review process and are expected to make use of the review findings to enhance children's wellbeing and learning.

2 Information about the Early Childhood Service

Location

Oamaru, North Otago

Ministry of Education profile number

5483

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children over two years of age

Service roll

54

Gender composition

Boys 30

Girls 24

Ethnic composition

Māori

NZ European/Pākehā

Tongan

Other

2

36

13

2

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

Not applicable

 
 

Over 2

1:10

Meets minimum requirements

Review team on site

June 2014

Date of this report

26 August 2014

Most recent ERO report(s)

Education Review

May 2010

 

Education Review

October 2006

 

Education Review

January 2004

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.