Paikea Kindergarten

Education institution number:
55328
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
21
Telephone:
Address:

Whangara School Pa Road, Whangara

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Paikea Kindergarten - 24/05/2018

1 Evaluation of Paikea Kindergarten

How well placed is Paikea 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

Paikea Kindergarten is adjacent to school grounds in Whangara, Gisborne. It provides both part and full time education and care for children from 2 years to school age Monday to Thursday. At the time of this ERO review, 20 children are enrolled, 7 of whom are Māori.

The centre philosophy is underpinned by five key learning areas: 'Kia Maia' to be brave; 'Rangatiratanga' leadership; 'Turangawaewae' to develop knowledge of who they are; 'Manaakitanga' to establish and maintain relationships; and to explore and make meaning.

A head teacher oversees the day to day operation of the centre. All teachers are fully qualified. Over the past three years staff have participated in professional learning provided by the Gisborne Kindergarten Association (the association) which has included Te Ao Māori, working with younger children and assessment, planning and evaluation.

Paikea Kindergarten is one of 11 kindergartens governed and managed by the association. Two senior teachers provide ongoing 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 September 2014 ERO report identified an area for review and development at kindergarten level, to refine their evaluative practices. Very good progress has been made in this area. At the association level, it was identified that they should undertake strategic self review. Progress is ongoing.

This review was part of a cluster of 10 reviews in the Gisborne Kindergarten Association.

The Review Findings

Children confidently engage in an inspiring play-based, child-led curriculum. Interactions are highly respectful, responsive and fun. Children's independence, leadership, sense of belonging and identity and empowerment effectively guide and contribute to their learning. They have opportunities to lead, and challenge themselves to take risks.

A highly effective place-based curriculum celebrating and valuing the uniqueness of Whangara-mai Tawhiti is a strength. Teachers deliberately weave a range of exciting kaupapa Māori concepts thoughtfully into the programme. Respecting tikanga and kawa practices are well understood and promoted through regular excursions to the local marae and places of significance to hapū and iwi.

Well-established learning partnerships support very effective, culturally responsive teaching practices, for Māori learners. Te reo and waiata Māori are successfully integrated in the programme. Leaders and teachers show a strong commitment to valuing Māori children’s identity as Māori as the foundation for and a key to their success as Māori.

Collaboration with whānau and parents informs a robust cycle of assessment, planning and evaluation. Teachers and whānau work in partnership to develop specific learning goals that align to the five key learning areas that underpin the valued outcomes of the centre’s philosophy. This information is woven into individualised support and documentation of children’s interests, skills, dispositions, and progress.

Internal evaluation is well established and highly valued. Leaders and teachers inquire into and measure how well their practices, programmes, and processes contribute to children experiencing positive learning outcomes. The centre has identified that consolidating their evaluation processes and their reasoning for improvement is a key next step. ERO's evaluation confirms this.

There is a well-considered approach to support children’s sense of belonging as they transition into the kindergarten and on to school. This is supported by effective relationships with the teachers, parents, whānau and the local school.

Leaders and teachers show an ongoing commitment to improving the quality of education and care for children. They establish a culture in which children are first and foremost valued, celebrated and affirmed for who they are, and what they and their whānau bring to their learning.

Teachers are well supported to develop their practice. There is a strong commitment to growing staff through ongoing professional learning and sharing of good practice. Senior teachers regularly identify actions and provoke thinking in relation to children's learning. The newly developed appraisal system should be fully implemented to strengthen teacher inquiry 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 Treaty based partnerships and acknowledging Māori as Tangata Whenua. The association has identified that developing a shared understanding of internal evaluation is a priority. ERO's evaluation confirms this.

Key Next Steps

ERO and kindergarten leaders agree that the priority is to continue to inquire into and evaluate the impact of kindergarten programmes and practices on children's outcomes.

The association should:

  • fully implement the new appraisal system

  • continue to develop shared understanding and use of internal evaluation across all levels.

Management Assurance on Legal Requirements

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

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central 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

Whangara, Gisborne

Ministry of Education profile number

55328

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

20 children aged over 2

Service roll

20

Gender composition

Girls 8, Boys 12

Ethnic composition

Māori
Pākehā

6
14

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Over 2

1:3

Better than minimum requirements

Review team on site

March 2018

Date of this report

24 May 2018

Most recent ERO report(s)

Education Review

September 2014

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.

Paikea Kindergarten - 16/09/2014

1 Evaluation of Paikea Kindergarten

How well placed is Paikea 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

Paikea Kindergarten provides six-hour education and care Monday to Thursday for up to twenty children between two and five years old. It is located in the district of Whangara, Gisborne. The teaching team of two experienced, fully registered teachers is supported by two teacher aides.

This is a first review for Paikea Kindergarten. This early childhood service was previously known as Paikea Preschool. In September 2013, Gisborne Kindergarten Association (the association) took over the governance of the preschool. Paikea Preschool had a positive reporting history with ERO.

A new kindergarten facility was erected on the grounds of Whangara School. Information, resources and children’s journals of learning were respectfully incorporated into the new kindergarten, building on the richness of the preschool’s past.

Since opening, the association has provided professional support for teachers focusing on assessment, planning and evaluation.

There is a strong commitment to the philosophy which is reflected in teaching practice. It is supported and understood by the wider community.

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 four kindergartens in the Gisborne Kindergarten Association.

The Review Findings

Children, their whānau, family and the community are warmly welcomed into the kindergarten’s well organised learning spaces. Children are invited to explore individually or in self chosen groups, to wonder and to be creative. A sense of belonging is clearly evident.

Māori children are very well supported to achieve success as Māori. Teachers demonstrate a high level of commitment to consulting whānau of Māori children and involving them in decision-making and curriculum implementation.

Teachers appreciate and clearly understand family aspirations and expectations for each child. They work with families in responsive and deliberate ways to support progress and success.

Teachers recognise and value that language, culture and identity are key to the development of self worth. Using local te reo Māori and tikanga practices, children learn through culture.

Bicultural aspects of the curriculum are highly evident. Teachers' close connection with the wider community, whānau, hapu and iwi strengthens their knowledge of te ao Māori, preparing them to teach more effectively.

Teachers articulate and demonstrate that children are valued, celebrated and affirmed for what they know. Children play and learn within a curriculum that is responsive to individual requirements for toddlers and young children. Routines are sociable occasions and provide a clear framework for the day.

There are many opportunities for children to be leaders. They support each other through wellestablished tuakana teina relationships. Staff deliberately work with children to challenge their learning through meaningful conversations and interactions.

Group planning is responsive to children’s interests and used to provide extension to the programme. Assessment, planning and evaluation are well understood. Children’s progress over time is illustrated in the ‘Journals of Learning'. Teachers continually strengthen the way they include whānau in assessment practices.

Literacy learning is thoughtfully integrated. Children’s mathematical learning is enhanced through meaningful and interesting opportunities to use these concepts in everyday life. Teachers’ commitment to reflect on the mathematics programmes should further strengthen children’s mathematical learning.

Children with additional learning needs are fully accepted and supported by adults and other children. All children are observed as happy and successful. Where appropriate, teachers liaise with external agencies.

Pacific children’s individual identity is valued and supported by teachers incorporating their language and culture into the programme.

The head teacher's collaborative leadership is improvement focused. ERO agrees that continual learning about self review should support ongoing improvements for children.

Transition to school processes are fostered through children’s friendships and engagement in school activities planned to enhance their confidence and security as they near school age. Leaders have appropriately identified that they should continue to strengthen this process over time.

The association provides high levels of guidance and support to teachers for the continuous improvement of teaching and learning. This includes:

  • robust guiding documents and comprehensive policies
  • clear expectations for programme delivery and kindergarten operations including health and safety practices
  • strong leadership
  • professional learning and development for staff
  • sound supporting processes for provisionally registered teachers.

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 regularly inquire into the effectiveness of their practice to further improve positive outcomes for children.

Since the first ERO cluster review of kindergartens in the association, the appraisal process has been reviewed. A revised approach is beginning to be put into practice and formal documentation is developing.

Key Next Steps

ERO and kindergarten teachers agree that the key next step is to refine evaluative practices.

The association's key next step should include undertaking formal strategic self review at association level.

Management Assurance on Legal Requirements

Before the review, the staff and management of Paikea 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 Paikea Kindergarten will be in three years.Image removed.

Joyce Gebbie

National Manager Review Services Central Region

16 September 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

Whangara, Gisborne

Ministry of Education profile number

55328

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

20 children

Service roll

28

Gender composition

Girls 19, Boys 9

Ethnic composition

Māori

NZ European/Pākehā

Other ethnic groups

13

12

3

Percentage of qualified teachers

80%

Reported ratios of staff to children

Over 2

1:10

Meets minimum requirements

Review team on site

July 2014

Date of this report

16 September 2014

Most recent ERO report(s)

No previous ERO reports

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.