Ranui Kindergarten (Invercargill)

Education institution number:
5525
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
21
Telephone:
Address:

288 Nelson Street, Invercargill

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Ranui Kindergarten (Invercargill) - 05/04/2019

1 Evaluation of Ranui Kindergarten (Invercargill)

How well placed is Ranui Kindergarten (Invercargill) to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Ranui Kindergarten (Invercargill) is well placed to promote positive learning outcomes for children.

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

Background

Ranui Kindergarten (Invercargill) provides early childhood education for children over two years of age. The kindergarten is licensed for up to 40 children. Children participate in learning programmes from 8:30am to 2:30pm.

The kindergarten vision is to 'challenge and support tamariki to enable them to be lifelong learners'. It includes a commitment to a Treaty of Waitangi-based curriculum, and engaging whānau to be actively involved in maintaining and cherishing the culture of the kindergarten.

The philosophy sets out what learning is important for children at this kindergarten. This learning is focused on Māori concepts including: kaitiakitanga (taking care of our world), hauora (health in mind, body and spirit), ukaipotanga (a place where we belong) and whanaungatanga (looking for the best in others).

Ranui Kindergarten is one of 23 kindergartens administered by Kindergartens South (KS). The general manager oversees each kindergarten within the association under the governance of a board. Senior Teachers provide ongoing professional advice, guidance and support to each kindergarten. The day-to-day operation of Ranui Kindergarten is managed by a head teacher, supported by two qualified early childhood teachers and a teacher's aide.

Since the last ERO review in 2015, the teachers have made very good progress in deepening assessment, planning and evaluation practices for individuals and groups of children.

This review was part of two reviews in the Kindergarten South Association (KS).

The Review Findings

Children have a strong sense of belonging to Ranui Kindergarten. They are active learners and are confident to offer ideas and seek help from kaiako. Children learn skills to help them to respect and care for themselves, others and the environment.

The teachers have a strong focus on ensuring all children and their whānau experience success. Children with additional needs are well supported. Teachers and staff work effectively with children, their whānau and sometimes with the support of external agencies, to develop specific programmes designed to help children learn and progress.

The teachers value all children's language, culture and identity. This is evident in the environment and programmes provided. Children learn and play alongside each other in programmes that are founded on Māori values and principles, and that are aligned to the kindergarten's desired outcomes for children's learning. Pacific children's culture and language are acknowledged, celebrated and incorporated into programmes for children's learning. A next step is to ensure that assessment for learning for all children consistently shows how teachers respond to their language, culture and identity.

Teachers know the children well and know how to respond to help them learn. Teachers are knowledgeable about and able to try alternative ways to support and progress children's learning and development. They are skilful and use a wide range of strategies to support children to play well together and develop friendships. Teachers seek children's ideas and authentically incorporate them into the learning programmes. They provide opportunities for children to experience leadership.

This kindergarten's philosophy reflects a number of the strands and learning outcomes of Te Whāriki, The NZ Early Childhood curriculum, with a strong focus on wellbeing, belonging and contribution. The strands of communication and exploration are not explicit. The philosophy could be strengthened to include other important learning and then used to evaluate the provision of programmes to support that learning.

Teachers have developed useful assessment for learning and planning systems for individual and groups of children. Assessment for learning identifies children's strengths, interests, needs and learning progress. Group planning to support the desired outcomes for learning is deliberate and well aligned to the kindergarten philosophy. The best examples of planning show how teachers plan deliberate strategies to support children's learning and then evaluate these strategies. This evaluative practice needs to be implemented consistently for both individual and group planning.

Teachers use internal evaluation to identify what is going well and what they need to improve to promote positive outcomes for children. They effectively use the appraisal process, including professional development, as ways to improve their own understanding and knowledge about teaching and learning.

Since ERO’s 2017 reviews of kindergartens in KS, 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.

Key Next Steps

For the association:

The association and board have clearly identified, and ERO agrees, that the key next steps to further improve outcomes for children is 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 that 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 procedures.

For the kindergarten:

ERO has identified that the next steps to promote positive outcomes for all children are to continue to:

  • refine the philosophy and aspects of programme design
  • consistently evaluate the effectiveness and impact of teaching strategies on children's learning.

Management Assurance on Legal Requirements

Before the review, the staff and management of Ranui Kindergarten (Invercargill) 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.

Alan Wynyard

Director Review and Improvement Services Southern

Southern Region

5 April 2019

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

Invercargill

Ministry of Education profile number

5525

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children

Service roll

25

Gender composition

Boys: 15

Girls: 10

Ethnic composition

Māori
Pākehā
Other ethnicities

3
17
5

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Over 2

1:9

Better than minimum requirements

Review team on site

February 2019

Date of this report

5 April 2019

Most recent ERO reports

Education Review

March 2015

Education Review

January 2014

Education Review

October 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

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.

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.

Ranui Kindergarten (Invercargill) - 30/03/2015

1 Evaluation of Ranui Kindergarten (Invercargill)

How well placed is Ranui Kindergarten (Invercargill) 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

Ranui Kindergarten has made significant progress in addressing the key next steps and compliance actions in the January 2014 ERO report. These were to:

  • improve communication and team work

  • develop a shared understanding of their philosophy so that it is evident in practice

  • have higher expectations for learning and show these in their records

  • ensure that children know the expectations for behaviour and learning

  • give priority to developing children’s oral language and social competency

  • ensure that all aspects of the programme and practices are used to develop oral language and social competency.

Teachers needed to use self review to know how well the plan was being implemented and the difference they were making to children’s learning.

Since the January 2014 report a new teaching team has been appointed. With additional support from the Southland Kindergarten Association (SKA) this new team has improved outcomes for children in the kindergarten.

The Review Findings

The teaching team has focused its attention to what matters most to improve outcomes for children. This included reviewing the kindergarten philosophy so that it is inclusive and welcoming of children and their families. Teachers aim to nurture the wellbeing of the whole family to benefit the child. This is strongly evident.

The head teacher provides strong leadership to the team and they work very well together. Through extensive review teachers have made positive changes to the routines and the learning environment. These changes effectively support children in their learning.

Children play and learn in an environment that promotes their health and wellbeing. Teachers have carefully thought about ways to support children and their families to participate fully in all aspects of the programme. For example, they now provide sufficient wet weather clothing for every child to play outdoors. The resources are interesting and easy for children to access. The organisation of the day has been carefully planned so that children’s play is not interrupted by unnecessary routines.

The SKA and teachers, with the support of families and whānau, have been relentless in their focus on developing high expectations for children’s wellbeing, learning and behaviour. The teachers are highly skilled and view children positively. They have a strong focus on children developing communication and social skills. They make excellent use of additional support and children are now settled and engaged in the programme. Children display fewer challenging behaviours. ERO observed children:

  • enjoying friendships and caring for each other

  • exploring ideas together

  • confidently approaching adults for help

  • playing together for long periods of time

  • independently making choices and negotiating their play ideas.

Teachers respectfully incorporate Māori perspectives and te reo Māori into the programme. They are sensitive to the language, culture and identity of all children.

Records show the progress that teachers have made to children’s learning through their ongoing critical reflection of every aspect of their work.

Key Next Step

Teachers have identified that an ongoing focus is to deepen assessment, planning and evaluation for individual and groups of children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Ranui Kindergarten (Invercargill) 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 Ranui Kindergarten (Invercargill) will be in three years.

Graham Randell

Deputy Chief Review Officer Southern

30 March 2015

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

Invercargill

Ministry of Education profile number

5525

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, over 2 years

Service roll

29

Gender composition

Girls 15

Boys 14

Ethnic composition

Māori

Pākehā

Samoan

3

25

1

Percentage of qualified teachers

80%

Reported ratios of staff to children

Under 2

N/A

 
 

Over 2

1:10

Meets minimum requirements

Review team on site

February 2015

Date of this report

30 March 2015

Most recent ERO report(s)

Category 2

January 2014

 

Education Review

October 2010

 

Education Review

May 2007

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.