Kaiti Kindergarten

Education institution number:
5627
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
36
Telephone:
Address:

517 Wainui Road, Kaiti, Gisborne

View on map

1 Evaluation of Kaiti Kindergarten

How well placed is Kaiti 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

Kaiti Kindergarten is adjacent to Te Kura o Kaiti in Gisborne. It opens from 8:30 to 2:30 Monday to Thursday and 8.30am - 12.45pm on Friday. The service is licensed for up to 40 children aged from two to school age. At the time of this ERO review, 35 children are enrolled, 31 of whom identify as Māori and three of Tongan heritage.

The centre philosophy focuses on providing rich learning opportunities where culture, language and identity are valued. Children, whānau and teachers work collaboratively to foster a learning environment where inclusive practice promotes an holistic view of the child.

Since the June 2014 ERO review a new head teacher and teaching team have been appointed. All teachers are fully qualified. Day-to-day operation of the centre is the responsibility of the head teacher, who supports the teaching team.

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.

Kaiti 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 previous ERO report identified a number of areas for review and development, at kindergarten level, including; literacy and numeracy opportunities, self review and assessment, planning and evaluation. Good progress has been made in these areas. At association level ERO identified that strategic self review and review the implementation of the appraisal process was needed. Progress is ongoing.

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

The Review Findings

Children confidently engage in their learning through a strong bicultural curriculum. Teachers work closely alongside individuals and groups, supporting their learning. Interactions are respectful, responsive and fun. There is clear focus on building social competence and oral language. Children have opportunities to explore, experiment and investigate. Their culture, identity, and language are evident and celebrated.

The centre is currently undertaking a review of its philosophy. It is timely for leaders and teaches to consider ways they can consult with parents, whānau and families, to determine what their valued outcomes are for children. In addition, developing clear indicators of good practice should further support the effective implementation of the philosophy.

Kaupapa Māori practices are well integrated into the programme. Teachers use te reo Māori in meaningful conversations with tamariki. Tikanga practices are highly valued and well understood by children. Waiata Māori helps to extend learning.

The kindergarten continues to explore ways to enrich the place-based curriculum by promoting local te ao Māori places that are unique to Kaiti. Leaders and teachers identify that visiting these places through regular excursions, to add authentic meaning for children's learning, is a key next step. ERO's evaluation affirms this direction.

Teachers continue to develop their understanding of what Pacific success looks like. They use parent expertise to extend the programme. Specific professional learning and development is used to build teachers' knowledge of what educational success looks like for their Pacific community.

Responsive and respectful learning partnerships are established with the community. Teachers provide opportunities for parents and whānau as valued partners, to contribute to their child’s learning.

Teachers have developed meaningful strategies to support children with additional learning needs. External agencies are accessed when required.

The kindergarten has a well-considered approach for children's transitions. Teachers identify any potential gaps that may impact on this process. They have recently established a relationship with a local school to develop transition expectations.

Planning for learning is based on children’s individual needs and interests. Whānau and parent aspirations are captured soon after enrolment. Teachers and whānau work in partnership to develop specific learning goals. Teachers are beginning to use a Kaupapa Maori framework for assessment, planning and evaluation that is aligned to the principles of Te Whāriki, the early childhood curriculum.

Children's learning portfolios show their participation in the programme, developing friendships and progress towards their identified learning goals. Leaders should consider ways they can clearly identify what the relevant learning is for children. This should assist teachers to show how they provide challenge and complexity to extend children's learning.

Internal evaluation for improvement is developing. Teachers continue to build their evaluative knowledge and capability through specific professional learning and development.

Leaders and teachers are committed to establishing a share vision for the kindergarten. They are beginning to build collaborative ways of working together. Teachers are reflective and improvement focused.

Teachers are well supported to develop their practice. There is a strong commitment to developing 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 should strengthen teachers' 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 Treaty-based 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.

Key Next Steps

ERO and kindergarten leaders agree that the priorities are to:

  • consult with their community and develop good practice indicators for their philosophy

  • extend the place-based curriculum through regular excursions

  • strengthen aspects of assessment, planning and evaluation.

The association should:

  • fully implement the new appraisal system

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

Management Assurance on Legal Requirements

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

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

9 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

Gisborne

Ministry of Education profile number

5627

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children

Service roll

35

Gender composition

Boys 18, Girls 17,

Ethnic composition

Māori
Pākehā
Tongan

31
1
3

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Over 2

1:10

Meets minimum requirements

Review team on site

March 2018

Date of this report

9 May 2018

Most recent ERO report(s)

Education Review

June 2014

Education Review

July 2011

Education Review

February 2008

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.

1 Evaluation of Kaiti Kindergarten

How well placed is Kaiti 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

Kaiti Kindergarten is located in Kaiti, Gisborne and provides education and care for children from two to five years of age. It is licensed for up to 40 children and operates for six hours, Monday to Thursday and for 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. Staffing has undergone considerable change since the July 2011 ERO report and currently there is a relieving head teacher.

The philosophy of inclusive practice and working in partnership with whānau underpins teacher practice. The roll is 92% Māori.

Over the past three years, Gisborne Kindergarten Association (the association) has provided professional support for teachers focusing on assessment, planning and evaluation.

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.

The Review Findings

Children participate in a free play programme. They play collaboratively or independently by choice. Teachers work alongside children using a range of teaching strategies to effectively engage and support children in their learning. Making use of authentic opportunities to involve children in literacy and numeracy experiences should be further developed by teachers. Children have fun and engage in sustained play.

Teachers know children and their families well. A strong sense of belonging is evident in the kindergarten. This is enhanced through the warm, responsive and respectful relationships with teachers. Routines provide a useful framework for the day, providing children with a sense of security about what will happen next.

Teachers have identified that children transition to multiple schools and practices that support children and whānau at this time, can continue to be strengthened. ERO affirms this direction.

Parents and whānau are encouraged to take an active role in the kindergarten programme. Collaborative ways of working are fostered with everyone involved in the kindergarten. Children with additional needs are well supported to learn happily and successfully. They join in group play and when appropriate, teachers liaise with specialist agencies.

Teachers are highly committed to meeting the needs of all children. They recognise and value the language, culture and identity of all children. Te ao Māori is part of the kindergarten philosophy, programme and children’s portfolios. Te reo Māori is meaningfully integrated into the programme by teachers. Teachers have identified they plan to strengthen their knowledge of Pacific cultures. ERO agrees with this direction.

Group planning is responsive to children’s emerging interests. Teachers plan to support and at times extend children’s learning through this process. A next step is to undertake regular formal evaluation to inform future programmes.

Portfolios are available for children and whānau so that they can revisit and share experiences. These show children’s engagement in the programme and their developing relationships. Teachers should continue to strengthen this approach by setting clear goals, analysing the learning for each child and use their interests as a vehicle for learning. Parents’ aspirations should also be sought and reflected in the child’s portfolios.

Teachers are reflective and are developing skills of self review. They should continue to strengthen their understanding of the self-review process and their 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:

  • 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 enquire into the effectiveness of their practice to further improve positive outcomes for children.

The association has identified that implementation of the appraisal process requires review. ERO agrees with this direction.

Key Next Steps

ERO and kindergarten leaders agree that the key next steps are to strengthen:

  • literacy and numeracy opportunities
  • self review
  • assessment, planning and evaluation.

The association next steps should include:

  • reviewing the implementation of the appraisal process
  • undertaking formal strategic self review at association level.

Management Assurance on Legal Requirements

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

Joyce Gebbie

National Manager Review Services

Central Region

26 June 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

Gisborne

Ministry of Education profile number

5627

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children aged over 2 years

Service roll

40

Gender composition

Boys 21

Girls 19

Ethnic composition

Māori

NZ European/Pākehā

Fijian

Tongan

37

1

1

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

July 2011

 

Education Review

February 2008

 

Education Review

November 2004

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.