Eskview Kindergarten

Education institution number:
5562
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
46
Telephone:
Address:

11 Petane Road, Bay View-Napier/Hastings

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1 Evaluation of Eskview Kindergarten

How well placed is Eskview Kindergarten to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Eskview Kindergarten is well placed to promote positive learning outcomes for children.

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

Background

Eskview Kindergarten is located in the Napier suburb of Eskdale. It provides education for up to 31 children aged over two years. Of the 52 children enrolled at the time of this ERO review, 11 are Māori. The kindergarten is a member of the Enviroschools programme.

The aims of the kindergarten’s philosophy are to:

  • provide a colourful and creative learning environment rich in opportunities for children to be curious and stimulated
  • promote respect for a harmonious atmosphere
  • reflect and embrace the local community and acknowledge the dual heritages of Aotearoa New Zealand.

Eskview Kindergarten is one of 16 kindergartens operating under the governance and management of the Napier Kindergarten Association (the association). The governing board is responsible for setting the overall strategic direction for the organisation. The day-to-day operation of the association is the role of the general manager. Two education managers provide teaching and learning support for teachers. The board employs a Pou Whakarewa Mātauranga (Professional Practice Advisor Māori) to work alongside all association personnel to continue to strengthen cultural responsiveness.

Since the February 2016 ERO report, the teaching team has remained stable with minimal changes. Assessment, planning and evaluation identified in the previous ERO evaluation continues to be area for the kindergarten to strengthen.

This review was part of a cluster of 16 kindergartens in the Napier Kindergarten Association.

The Review Findings

A range of meaningful learning opportunities enrich the curriculum. Children are empowered to lead their own learning. Teachers value children’s ideas, choices and opinions. Effective use is made of learning conversations to encourage children to problem solve and to extend their thinking. Literacy, mathematics, science and creative expression are strong features of the local curriculum.

Māori children experience an environment where their language and culture is affirmed. Connections between Māori ways of being and sustainable practices support children’s knowledge of Māori world views. Children have many opportunities to learn about local places of significance.

Partnerships with parents and whānau are based on mutual respect. Teachers effectively respond to parent aspirations. Assessment documents children’s emerging interests and engagement in the life of the kindergarten. Hard-copy portfolios are regularly accessed by children and whānau are encouraged to contribute to and share children's learning experiences. Further strengthening of assessment, planning and evaluation is needed to clearly show children's deepening complexity of learning.

Warm and caring relationships between children and teachers provide a strong foundation for learning. Inclusive practices support all children to participate fully in all aspects of the programme. Teachers' work diligently to make children's transitions into and out of the kindergarten a positive experience.

Leaders have developed a supportive and respectful culture that is underpinned by shared values, beliefs and mutual trust. A collaborative approach maximises the strengths of the teaching team to support children’s learning. Leaders encourage and value parent and whānau participation in decision making. Regular internal evaluation helps build teaching capability. Education managers should continue to grow their own knowledge and practice of internal evaluation to better support this process.

The governing board is future-focused and has developed a clear strategic direction to meet the diverse needs of its communities. Board members value diversity of viewpoints and gather community and staff voice to inform decision-making. Regular reporting by the education managers is useful in identifying how strategic teaching and learning goals are being addressed.

The board places importance on developing teachers' capabilities. Targeted and deliberate building of cultural responsiveness supports Māori children and their whānau to experience success. An association-wide appraisal process is in place to support teacher practice in promoting positive learning outcomes for children. Further strengthening of the appraisal process, including targeted observations, should assist teachers to determine how well they are progressing and actively encourage them to improve their effectiveness.

Key Next Steps

Education managers should continue to promote sustained improvement and innovation through strengthening:

  • evaluation, inquiry and professional guidance

  • the appraisal process.

The head teacher and education managers needs to continue to strengthen individual assessment, planning and evaluation with a focus on:

  • making full use of learning outcomes from Te Whāriki

  • reflecting the complexity of children's learning
  • the visibility of language, cultures and identity of all children.

Recommendation

Education managers should strengthen their understanding and use of internal evaluation to systematically evaluate their practices and the impact of these on outcomes for children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Eskview 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.

Phil Cowie

Director Review and Improvement Services Central

Central Region

9 October 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

Napier

Ministry of Education profile number

5562

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

31 children, aged over 2

Service roll

52

Gender composition

Female 30, Male 22

Ethnic composition

Māori
NZ European/Pākehā
Other ethnic groups

11
28
13

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

1:10

Meets minimum requirements

Review team on site

August 2019

Date of this report

9 October 2019

Most recent ERO report(s)

Education Review

April 2016

Education Review

September 2012

Education Review

June 2009

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.

1 Evaluation of Eskview Kindergarten

How well placed is Eskview 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

Eskview Kindergarten near Napier, provides early childhood education and care for up to 31 children aged over two. The current roll is 49, including five Māori children.

The kindergarten is part of the Napier Kindergarten Association, which oversees the operations of 16 kindergartens, including two based in Wairoa. A board of trustees oversees governance for the association with support of the general manager. Two education managers have a responsibility for building teacher capability. The very experienced head teacher provides professional leadership to a well-established, cohesive team. A recently appointed Pou Whakarewa Mātauranga supports teachers to develop their knowledge and understanding of te ao Māori. He demonstrates a clear vision for Māori children and their whānau.

The kindergarten has strong links with the community. Long-established traditions are celebrated and are a feature of this kindergarten. The environment continues to be enhanced to reflect the kindergartens commitment to sustainability and the Enviroschools programme.

Since the September 2012 ERO report, the kindergarten has introduced five, six hour sessions including place sharing which allows children from isolated rural communities to attend kindergarten. Teachers have responded well to the areas for improvement identified in the previous ERO report.

This review was part of a cluster of seven reviews in the Napier Kindergarten Association.

The Review Findings

Children learn in a positive, supportive environment that reflects the kindergarten's philosophy and semi-rural environment. Teachers know children and their families very well. Friendships amongst children and having fun as part of the learning process are highly evident. Parents regularly share their knowledge and skills to promote children's learning.

A broad curriculum reflects the kindergarten's commitment to the arts and physical activity. Early literacy, mathematics and science development is meaningfully integrated into learning contexts. Children lead their own learning and are highly engaged in cooperative and sustained play. They are encouraged to use their imagination and be creative. Natural resources are valued and children have the freedom to explore nature.

There has been a sustained focus on strengthening teachers' knowledge and understanding of te reo me ngā tikanga Māori. It is effectively and respectfully integrated. Input from whānau Māori supports increased knowledge and understanding of tikanga Māori and local landmarks.

Children with diverse needs are well supported through positive relationships with parents, whānau and external agencies.

Profiles are attractively presented and provide a record of children's emerging interests and learning over time. Parents regularly contribute and share learning observed at home.

Ongoing teacher discussion and reflection, based on observations of children's interests guide programme planning and resourcing. Capturing the continuity of children's learning has been a focus. Teachers continue to review assessment practices to increase the complexity of children's learning over time, reflect parent aspirations and support children's culture, language and identity.

Transitions are well planned and responsive to individual children and their families. A weekly playgroup for children starting kindergarten supports their sense of belonging. A recent review has resulted in strengthened relationships with local schools.

Teachers work collaboratively and a highly reflective culture is evident. The skills and strengths of teachers are acknowledged and valued. Appraisal provides opportunities for teachers to reflect on and improve their practice through targeted goal setting.

Teachers have participated in professional learning and development to increase their understanding of self review. It is fundamental to practices in the kindergarten and ensures continual improvement. It is well planned and systematic. A strategic plan identifies priorities and sets direction for the kindergarten and improved outcomes for children.

The association empowers teachers to use the team's strengths to respond to children and the parent community. Education managers continue to lead the implementation of systems and processes to effectively build teacher capability. These include assessment, planning, self review and internal evaluation, appraisal and leadership.

Key Next Steps

The head teacher and education managers should continue to:

  • improve assessment, planning and evaluation to support complexity of individual learning

  • develop the appraisal process to continue to support growth in teaching practices.

Management Assurance on Legal Requirements

Before the review, the staff and management of Eskview 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 Eskview Kindergarten will be in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

20 April 2016

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

Napier

Ministry of Education profile number

5562

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

39 children

Service roll

49

Gender composition

Girls 29, Boys 20

Ethnic composition

Māori

Pākehā

Other ethnic groups

5

39

5

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

February 2016

Date of this report

20 April 2016

Most recent ERO report(s)

Education Review

September 2012

Education Review

June 2009

Education Review

February 2006

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.