120 Kings Road, Gisborne
View on mapNot well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Makauri Rural Kindergarten is adjacent to Makauri School on the outskirts of Gisborne. It opens from 8:30am to 2:30pm Monday to Thursday and 8:30am to 12.45pm on Friday. The service is licensed for up to 40 children aged from two years to school age. Of the 54 children enrolled, four are Māori.
The centre philosophy emphasises the importance of relationships, sustainability, and problem solving.
A head teacher oversees operation of the centre. The teaching team is fully qualified and supported by a teacher aide. Over the past three years staff have participated in professional development provided by the Gisborne Kindergarten Association (the association) that has included learning about te ao Māori, working with younger children and assessment, planning and evaluation.
Makauri Rural Kindergarten is one of 11 kindergartens governed and managed by the association. Two senior teachers provide professional support and guidance to individual kindergartens. A pouawhina has been appointed on a fixed-term contract to guide kindergartens' implementation of tikanga and kaupapa Māori practices.
The June 2014 ERO report identified a number of areas requiring review and development at kindergarten level, including: self review; transition; and bicultural practices. Progress is evident. At the association level, strategic self review and review of the implementation of the appraisal process were identified. Progress is ongoing.
This review was part of a cluster of 10 reviews in the Gisborne Kindergarten Association.
Children engage in a play-based programme that promotes authentic and meaningful learning experiences. Intentional teaching builds on their skills and knowledge. A strength of the programme is its emphasis on sustainability and the natural world. Spaces and resources are thoughtfully arranged to offer children opportunities for exploration, challenge, and discovery.
Planning for children's learning is focused on their individual needs and interests. Whānau and parent aspirations are gathered as part of this process. Teachers and parents work in partnership to develop specific learning goals that align to the three key learning areas underpinning the valued outcomes of the kindergarten's philosophy.
Staff have developed a sound framework to guide planning for learning that involves teachers gathering a wide range of information. Portfolios are useful records of children's learning and engagement in kindergarten activities.
Teachers have been building their knowledge of te reo me ngā tikanga Māori. They demonstrate a genuine commitment to Te Tiriti o Waitangi. The programme affirms all children’s identities as bicultural citizens of Aotearoa.
The team has a shared understanding of what educational success for Māori children looks like in the kindergarten learning environment. Further developing learning partnerships with whānau Māori should enhance responsiveness to children and their families.
The centre is inclusive of children with additional needs. Established relationships with, and access to support agencies is available, if required.
A well-considered transition process supports children's entry to school. The kindergarten has developed a strong partnership with the local school. Regular visits help children to become familiar with the school environment.
A range of collaboratively undertaken reviews, aligned to kindergarten and association priorities for ongoing improvement, emphasise children's learning. A focus of development is strengthening teachers' knowledge of evaluation to support them to know the impact of their actions on children's outcomes.
Teachers are well supported to develop their practice. There is a strong commitment to growing staff knowledge and skills through ongoing professional learning and the sharing of good practice. Senior teachers regularly identify actions and provoke thinking in relation to children's learning. The newly developed appraisal system, when fully implemented, should strengthen teacher inquiries into their own practice.
Association leaders have a well-considered approach to progressing strategic objectives. Connections to the community are strong and maintaining these continues to be a focus. Leaders are committed to partnerships and acknowledging Māori as tangata whenua. The association has identified that developing shared understanding of internal evaluation is a priority. ERO's evaluation confirms this development.
ERO and kindergarten's leaders agree that the priorities are to:
The association should:
Before the review, the staff and management of Makauri Rural 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.
The next ERO review of Makauri Rural Kindergarten will be in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
15 May 2018
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 | Gisborne | ||
| Ministry of Education profile number | 55224 | ||
| Licence type | Free Kindergarten | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 40 children | ||
| Service roll | 54 | ||
| Gender composition | Boys 29, Girls 25 | ||
| Ethnic composition | Māori Pākehā Other ethnic groups | 4 48 2 | |
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 2018 | ||
| Date of this report | 15 May 2018 | ||
Most recent ERO report(s)
| Education Review | June 2014 | |
| Education Review | August 2011 | ||
| Education Review | June 2008 | ||
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Makauri Rural Kindergarten is located on the outskirts of Gisborne city and provides education and care for children from two to five years of age. It is licensed for up to 30 children and operates for six hours, Monday to Thursday and four hours and fifteen minutes on a Friday.
The teaching team is fully qualified and is supported by a teacher aide. The kindergarten has a positive reporting history with ERO. Over the past three years, the Gisborne Kindergarten Association (the association) has provided professional support for teachers focusing on assessment, planning and evaluation.
The philosophy, which focuses on relationships, sustainability and problem solving, is strongly evident in teaching practice and the curriculum.
The kindergarten is governed by the association. Two senior teachers are employed by the association to provide professional support and guidance to teachers. This review was part of a cluster of six kindergartens in the Gisborne Kindergarten Association.
Children are viewed as capable and confident learners. They engage in self-directed play and learning for sustained periods of time. The rural setting provides meaningful opportunities for children to explore, investigate and participate in real-life learning experiences. They assist with tending the garden and caring for the animals. An appropriate emphasis is also given to supporting children’s understanding of sustainability. There are opportunities for children to lead aspects of the programme and revisit and build on interest over time.
The head teacher competently leads her team using a collaborative approach. All teachers are committed to the kindergarten philosophy and provide a range of thoughtful experiences for children.
Teachers work alongside of children using a range of effective strategies to support and extend their learning. They engage children in problem solving and further develop their decision making and negotiation skills. Teachers respectfully listen to children’s ideas and assist them to learn from each other.
Teachers have warm and positive interactions with children and their parents, promoting children’s sense of belonging. They know children and their families well and are welcoming of parent support to the kindergarten. Children’s wellbeing is supported through an appropriate emphasis on physical play and healthy eating.
Planning is responsive to children’s interests and is used as a basis to broaden the programme. A next step is to undertake regular formal evaluation to inform future programmes. Ongoing observations of children in everyday activities builds a picture of children’s participation and emerging friendships. A clear assessment, planning and evaluation cycle has recently been developed. Consistent use of this should promote a shared understanding of children’s learning and development and help to identify their progress over time.
Teachers have identified that they will continue to develop the bicultural programme. This should provide teachers with the foundations to explore what success for Māori, as Māori, might look like in this context. Teachers should also reflect on how Pacific nations are reflected within their kindergarten curriculum.
Transition to school is supported by teachers through a range of appropriate initiatives and relationships. Practices should be revisited to ensure that they reflect current research in this field. Teachers recognise the need to strengthen processes to gather information that supports children’s transition into the kindergarten.
Teachers are reflective and are developing skills of self review. They should continue to strengthen their understanding of the self-review process and knowledge of evaluation. This should help them to judge the effectiveness of kindergarten operations, the programme and practice to inform decision making.
The association provides high levels of guidance and support to teachers for the continuous improvement of teaching and learning. This includes:
Senior teachers should undertake strategic review and evaluation across the association and use this information to inform decision making. They should also support teachers to build their evaluative capacity to systematically enquire into the effectiveness of their practice to further improve positive outcomes for children.
The association has identified that the implementation of the appraisal process requires review. ERO agrees with this direction.
ERO and kindergarten leaders agree that the key next steps are to strengthen:
The association’s next steps should include:
Before the review, the staff and management of Makauri Rural 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.
The next ERO review of Makauri Rural Kindergarten will be in three years.
Joyce Gebbie
National Manager Review Services Central Region
26 June 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 |
Gisborne |
||
|
Ministry of Education profile number |
55224 |
||
|
Licence type |
Free Kindergarten |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children aged over 2 years |
||
|
Service roll |
49 |
||
|
Gender composition |
Boys 29, Girls 20 |
||
|
Ethnic composition |
Māori Pākehā Asian Tongan |
3 41 4 1 |
|
|
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 |
May 2014 |
||
|
Date of this report |
26 June 2014 |
||
|
Most recent ERO report(s) |
Education Review |
August 2011 |
|
|
Education Review |
June 2008 |
||
|
Education Review |
May 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.