9 Gunn Street, Te Anau
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Fiordland Kindergarten is Well Placed to promote positive outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Fiordland Kindergarten provides early childhood education for children over two years of age. The kindergarten is licensed for up to 40 children who participate in half or full-day sessions from 8.30am to 2.30 pm. The day-to-day operation of the kindergarten is managed by a head teacher supported by qualified early childhood teachers and parent help.
The philosophy states that children will:
be inspired by the natural world and in particular Tō Mātou Wahi Ahi Kā (our special place)
develop strong ecological identity
be proud of themselves and where they come from
develop strong and trusting relationships.
Fiordland Kindergarten is one of 23 kindergartens administered by Kindergartens South (KS). A general manager oversees the association under the governance of a board. Senior teachers provide ongoing professional advice and guidance to each kindergarten and teaching team.
Since ERO's 2014 review, a new head teacher and a teacher have been appointed. The teachers have made some progress to meet the recommendations in the 2014 report. The strategic plan goals are closely aligned to the philosophy, teacher appraisal goals and professional development opportunities. Internal evaluation remains an area for further improvement.
This review was part of a cluster of seven reviews in Kindergartens South.
Children are happy, settled and engaged in meaningful learning of their choosing. The curriculum design is well linked to the kindergarten's priorities for children's learning. Children's opinions on what they want to learn are regularly sought. Wall displays clearly document the depth and breadth of children's learning and the strong influence of the local environment.
Children are knowledgeable about the local history and committed to sustaining and improving the environment. Teachers skillfully incorporate the unique, natural features of Te Anau into the indoor and outdoor areas and planned programmes.
Children are challenged to problem-solve and reflect deeply on what they know and understand. Teachers use a range of approaches to engage children in learning that interests them. These build their capability to reason and think critically. The programme provides many opportunities for children to participate in science and music experiences and to be imaginative in their play and learning.
The children are recognised as competent and confident learners by the wider community. Members of the community visit the kindergarten regularly to share their skills and knowledge with the children. They often invite the children to contribute to significant community projects and events. The children have won many local awards.
The environment is inclusive and welcoming to children and their whānau. Tuakana-teina relationships are clearly evident in the ways older children involve younger children in their play and learning. Parents spend considerable time at the kindergarten, joining in activities, socialising and using their skills to extend children's learning and ideas.
Children's knowledge, use and understanding of te reo and tikanga Māori is increasing. Teachers have taken some appropriate steps to improve this aspect of the programme. They know this is an area where more work is required.
Since ERO’s 2017 reviews of kindergartens, there have been significant changes within the association management and leadership team. Many of the good practices in place to support the kindergartens have been sustained. However, ERO found that the board needs better information to know how well kindergartens are improving outcomes for children. The board also needs to review its own performance and review the roles and responsibilities within the association leadership and management team.
The association and the board have clearly identified, and ERO agrees, that the key next steps to further improve outcomes for children are to:
further develop the vision, values, philosophy and goals to better reflect the principles of Te Tiriti o Waitangi and te ao Māori perspectives
ensure reporting and monitoring at all levels is evaluative and shows how outcomes for children have been improved, especially for priority learners and in relation to the association’s valued outcomes, vision and philosophy
ensure there is a clear process for consulting with all parents and whānau Māori within the association
monitor the effectiveness of new initiatives
review the roles and responsibilities of leadership positions within the association and review the performance and effectiveness of the board
review and update the complaints policy and procedure.
Teachers at the kindergarten have clearly identified, and ERO agrees, that the key next steps to further improve outcomes for children are to:
develop a more in depth understanding of internal evaluation, and ensure the process is rigorous and focuses on outcomes for children, particularly Māori children
improve assessment and planning by involving parents and children more in the goal setting and evaluation processes, and clearly identify learning and teaching outcomes in the programme evaluations
review and clarify the roles and responsibilities within the teaching team, and ensure workloads are manageable and sustainable.
Before the review, the staff and management of Fiordland 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.
When is ERO likely to review the service again?
The next ERO review of Fiordland Kindergarten will be in three years.
Alan Wynyard
Director Review and Improvement Services Southern Southern Region
31 January 2019
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 |
Te Anau |
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Ministry of Education profile number |
5517 |
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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 years |
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Service roll |
38 |
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Gender composition |
Girls: 19 Boys: 19 |
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Ethnic composition |
Māori |
3 |
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Percentage of qualified teachers |
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 |
November 2018 |
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Date of this report |
31 January 2019 |
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Most recent ERO reports |
Education Review |
January 2014 |
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|
Education Review |
October 2010 |
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Education Review |
March 2007 |
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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:
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:
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.
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 |
ERO's findings that support this overall judgement are summarised below.
Children at Fiordland Kindergarten benefit from a high-quality education and care programme. Teachers aim to ignite a life-long love of learning and for children to gain the skills of inquiry, questioning and thinking.
Fiordland Kindergarten is located in Te Anau. It provides three morning sessions and two extended days for up to 30 children.
A positive feature of this kindergarten is the Nature Discovery programme that is held in a nearby nature reserve. This programme has attracted significant media interest and the interest of other educational organisations.
The outdoor area reflects the local Te Anau environment and is interesting for children to explore. The indoor area is very well resourced and is thoughtfully arranged for children to play alone or be together
ERO found the good practices reported in the October 2010 ERO report have been sustained and the teaching team has made the suggested improvements from that report.
This review was part of a cluster of 23 kindergarten reviews in the Southland Kindergarten Association.
Children’s learning and wellbeing is enhanced by the team’s enthusiasm for teaching and learning. Teachers have responsive and respectful relationships with children and their families. The head teacher has established relationships with families over many years. This contributes to a sense of community ownership of the kindergarten. Parents and whānau take an active role in their children’s learning. They are comfortable to stay and play, and learn with their children.
Teachers acknowledge whakapapa (ancestry) as important to developing children’s sense of self and their place as part of a wider family and connectedness to the community. This leads to children having a strong sense of their own identity.
Children are well supported as they transition into kindergarten and later as they move to school. In their time at the kindergarten, teachers help them to become independent, confident, competent learners. ERO observed children with strong friendships. Together they appeared engrossed in imaginary and dramatic play. They choose from a wide-range of stimulating individual and group learning experiences. There is an unhurried pace to the day.
Teachers provide a programme that is responsive to children’s interests, strengths and abilities and is well aligned to Te Whāriki, the early childhood curriculum. Strengths of the programme include:
Children benefit from high-quality learning conversations with their teachers. Teachers have a wide range of teaching strategies that support learning and they deliberately foster children’s oral language. Teachers genuinely listen to children and explore the deeper meanings in their learning. They give children specific feedback and encouragement.
Teachers have creative and innovative practices. This is evident in the way that the nature discovery programme is integrated into the regular kindergarten programme. Teachers use plants, insects and animals to stimulate children’s curiosity and excitement, teach them to observe carefully and develop the qualities of empathy and guardianship of the earth.
Teachers thoughtfully arrange the environment and support children to make decisions about the resources they need to use to achieve their learning goals. Children are empowered to take increased responsibility for the wellbeing of themselves, others and the natural environment.
Teachers have effective assessment and planning systems in place to ensure that all children are catered for. They seek parents’ views and take into account the parents’ wishes for their children when planning group and individual programmes.
Teachers are able to explain and discuss teaching and learning and apply current theory to their teaching practice. The head teacher provides strong leadership to the team. She and the team share leadership with a focus on learning. They develop collaborative relationships and are clear about what their roles and expectations are.
Emergent leadership among teachers is encouraged. Teachers use professional learning opportunities to build their own and support other colleagues’ practices.
Teachers thoughtfully and regularly examine their practices and use good processes of self review to find ways to improve what they do for children.
The Kindergarten South governors consulted widely when developing the vision and goals that guide the long-term direction of the association.
They have high expectations that the association and each kindergarten will:
The association is committed to transforming each kindergarten’s outdoor play area. Children now play and learn in attractive and natural environments.
Governors and staff have a clear understanding of the roles of governance and management in the association. They have developed a useful policy framework and guidelines that support the day-to-day and long-term operation of the kindergartens.
The advisory support teachers provide useful feedback and guidance to staff and endorse the high expectations set by the board of governors. Fiordland Kindergarten benefits from strong ongoing support from the general manager and other association staff.
A further enhancement to current very good practice would be for the teachers to refine documentation for strategic planning and then use self review to monitor their progress towards achieving the intentions of the plan.
Before the review, the staff and management of Fiordland 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.
The next ERO review of Fiordland Kindergarten will be in four years.
Graham Randell
National Manager Review Services Southern Region
14 January 2014
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 |
Te Anau, Southland |
||
|
Ministry of Education profile number |
5517 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children aged two to five years |
||
|
Service roll |
45 |
||
|
Gender composition |
Boys: 25 Girls: 20 |
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|
Ethnic composition |
Māori NZ European/Pākehā Japanese Other |
6 35 2 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 |
Under 2 |
Not applicable |
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|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
November 2013 |
||
|
Date of this report |
14 January 2014 |
||
|
Most recent ERO report(s) |
Education Review |
October 2010 |
|
|
Education Review |
March 2007 |
||
|
Education Review |
February 2004 |
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.