289 Highcliff Road, Dunedin
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Rotary Park Kindergarten is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Rotary Park Kindergarten provides full day early childhood education for children aged two years to school age. It is licensed for 41 children and currently has a roll of 35.
The philosophy states that teachers aim to support children's developing capabilities for building positive relationships (ngā hononga); communication (mana reo), creativity (waihangatanga), and sustainable practice (kaitiakitanga). They plan to achieve these outcomes through building respectful, reciprocal relationships with children and families, fostering children's learning through play, purposeful resourcing and use of the environment and enacting the early childhood curriculum, Te Whāriki.
Rotary Park Kindergarten is one of 24 kindergartens governed by Dunedin Kindergartens (DK). Day to day operations are led by a head teacher with the support of three experienced, qualified teachers. A senior teacher from DK provides support for professional and operational practice.
Since the November 2015 ERO review, there is a new head teacher. Some progress has been made in addressing areas for improvement identified in 2015. These included strengthening strategic planning and clarifying the kindergarten's philosophy and valued outcomes for children.
This review was part of a cluster of seven DK kindergartens reviewed at the beginning of 2020.
The kindergarten's curriculum effectively supports children's learning. Children have daily and weekly opportunities to learn about, and care for the environment. They have regular excursions to a local forest. They lead and manage kindergarten sustainability practices. Older children are actively supported to take increasing responsibility for their self-care, kindergarten routines and support for younger children.
Children and their families experience responsive and respectful interactions with teachers. These foster their sense of belonging and wellbeing. Teachers follow children's interests and encourage their decision-making in play and learning. They intentionally model and extend children's language-learning, literacy, numeracy, active movement, exploration and creativity.
New Zealand's bicultural heritage is evident in the environment, programmes and routines. Teachers seek to respectfully celebrate and acknowledge the culture, language and identity of all children, including Māori children and whānau.
Teachers have reviewed and clarified the kindergarten's guiding philosophy and identified clear learning priorities for children. These are beginning to be embedded in planning and assessment for groups and individuals. Planning and assessment documentation show teachers are effectively responding to children's interests and parent and whānau aspirations. Stronger use of the kindergarten's new learning priorities and the goals and outcomes in Te Whāriki will support ongoing improvement in assessment and planning for individuals. Teachers value and encourage active parent involvement and contribution to learning programmes.
The teaching team is reflective and well-focused on improving outcomes for children. Appraisal processes have been strengthened and are supporting teachers to individually and collaboratively investigate and develop their teaching practice. Spontaneous and ongoing evaluations of planning for groups and daily practices and routines result in changes that benefit children. Aspects of planned strategic evaluation need strengthening, particularly the use of clear indicators of effective practice. The new head teacher is continuing to build capability with support from DK. This has included a focus on identifying and collaboratively developing the longer-term strategic priorities for the kindergarten.
The DK board has made good progress in addressing the governance recommendations from ERO's 2015-2016 reviews. DK's mission and strategic priorities are well known and reflected in each kindergarten's strategic and annual plans. DK has a sound policy and procedure framework that provides guidance for kindergartens and sound systems to monitor health and safety. Leaders and teachers benefit from relevant professional development and leadership support. DK actively supports equity of outcomes for all children by funding additional teaching resources to support children with additional needs.
ERO, leaders and teachers identified the following next steps for ongoing improvement:
continue to strengthen strategic planning for the kindergarten through the alignment of strategic priorities with internal evaluation, professional development and appraisal
strengthen planned internal evaluation through the identification and use of clear indicators of effective practice
embed new curriculum priorities in assessment and planning processes and use these as indicators to evaluate outcomes for children
review and improve assessment and planning practices for individuals with a stronger focus on the kindergarten's new curriculum priorities and the goals and outcomes from Te Whāriki
ensure ongoing monitoring and review of how well resourcing and the curriculum are providing for the needs of younger and older children.
The DK board has clearly identified, and ERO agrees, that the key next steps to further improve outcomes for children are to:
ensure that reporting and monitoring at all levels are evaluative, to clearly show how desired outcomes for children have been improved in relation to the DK’s and kindergartens’ priorities for learning and other strategic priorities
ensure that a robust and systematic quality assurance framework is implemented to inform and monitor ongoing improvements in each kindergarten.
Before the review, the staff and management of Rotary Park 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:
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.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region - Te Tai Tini
22 May 2020
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.
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Location |
Dunedin |
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Ministry of Education profile number |
5506 |
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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 |
41 children, over the age of 2 |
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Service roll |
35 |
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Gender composition |
Female 17, Male 18 |
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Ethnic composition |
Māori |
2 |
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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 |
February 2020 |
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Date of this report |
22 May 2020 |
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Most recent ERO reports |
Education Review |
November 2015 |
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|
Education Review |
September 2012 |
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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.
The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:
Very well placed
Well placed
Requires further development
Not well placed
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Rotary Park Kindergarten is one of 24 kindergartens operating under the Dunedin Kindergarten Association (DK). It is located in the Highcliff suburb of Dunedin and provides learning experiences for up to 41 children from 8:30 in the morning to 2:30 in the afternoon. Children may attend all or part of the day as their family chooses.
Children at Rotary Park Kindergarten enjoy playing and learning in spacious, well-designed, interesting outdoor and indoor areas. Teachers focus on making children’s learning fun as they:
Children from two-years old to school age attend the kindergarten. They benefit from experienced, qualified teachers who have worked well together for many years.
The recommendation from the 2012 ERO report to improve assessment practices has been successfully addressed.
This review was part of a cluster of 24 reviews in the Dunedin Kindergarten Association.
Children and teachers share trusting, caring relationships. Children appear very settled as they play in groups or independently. There is a welcoming, inclusive culture where families feel comfortable to stay for a while and work alongside their children. Children relate well to one another and have a strong sense that this is their place and they belong here.
The kindergarten is very well resourced and the environment, which includes pets such as rabbits, hens and fish, offers variety, interest and challenge.
Teachers are very purposeful in fostering children’s oral language development. Specific vocabulary is taught such as; narrator, props, audience and applaud during drama sessions. Children also participate in and benefit from very regular music sessions and a strong focus on te reo and tikanga Māori. Each year teachers develop a progressively more in-depth plan to strengthen the way they include aspects of Māori culture within the programme. This year two more teachers are participating in te reo Māori learning to upskill themselves.
Children experience a rich curriculum in other areas such as:
Teachers plan well for groups of children as well as for individuals. Plans are relevant and show appropriate strategies teachers will use to support children’s learning and development. Children with particular learning needs have plans with specific strategies for how teachers, with the help of outside experts, will support them. Teachers reflect on the programmes and their practices regularly and discuss ways they could better support children’s learning. Records of learning show children’s progress over time, what their next learning may be and how teachers are responding to parents’ aspirations for their children. There are clear links between what happens for children at the kindergarten and in their home lives.
Teachers follow a useful framework for evaluating how well programmes and their practices support children’s learning. As a result of these reviews, improvements have been made to teaching and learning.
Parents and a parent committee support the kindergarten well, particularly with the maintenance and appearance of the property, fundraising and providing resources. The head teacher keeps the committee well informed about the learning priorities and how progress is being made in meeting these.
The vision of the DK is to provide excellence in early childhood education for all children. The DK is governed by a board and managed by a long-serving general manager. The kindergarten teachers told ERO they appreciated the support they receive from the association and the advice and guidance of the senior teachers.
The board, general manager and senior teachers:
Teachers have good ideas about what they want for the future of the kindergarten. Their ideas could be developed into a strategic plan which would show the priorities and actions to achieve the desired outcomes. Related systems such as professional learning, appraisal, self-review topics and senior-teacher support could then be aligned to strengthen the strategic focus.
When teachers next review the kindergarten philosophy it would be useful if their beliefs were stated more clearly. This would enable them to evaluate more efficiently how well they are meeting their expectations for children’s learning.
Next steps for the board, with the support of the general manger and senior teachers, are to:
With the appointment of a new senior teacher it is timely for the board and general manager to review the role of the senior teachers and strengthen systems to ensure consistent, high-quality practice across all kindergartens within the association.
Before the review, the staff and management of Rotary Park 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.
ERO found that the plans to manage risks during excursions could be more detailed so that all adults are clear about what to do if there is an incident.
The next ERO review of Rotary Park Kindergarten will be in four years.
Chris Rowe
Deputy Chief Review Officer Southern (Acting)
26 November 2015
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.
|
Location |
Dunedin |
|
|
Ministry of Education profile number |
5506 |
|
|
Licence type |
Free Kindergarten |
|
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|
|
Number licensed for |
41 children over two years of age |
|
|
Service roll |
39 |
|
|
Gender composition |
Girls: 24 Boys: 15 |
|
|
Ethnic composition |
Māori Pākehā Other ethnicities |
2 34 3 |
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
|
|
Reported ratios of staff Under 2 to children Over 2 |
Not applicable |
|
|
1:10 |
Meets minimum requirements |
|
|
Review team on site |
August 2015 |
|
|
Date of this report |
26 November 2015 |
|
|
Most recent ERO reports
|
Education Review |
September 2012 |
|
Education Review |
May 2009 |
|
|
Education Review |
February 2006 |
|
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.
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.