Renwick Kindergarten

Education institution number:
5631
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
43
Telephone:
Address:

11 Clyde Street, Renwick

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Renwick Kindergarten - 04/09/2018

1 Evaluation of Renwick Kindergarten

How well placed is Renwick 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

Renwick Kindergarten is licensed for 44 children over two years. It has recently moved to provide all-day education and care four and a half days a week. During this transitional phase sessional provision is also in place. All permanently-appointed teachers are qualified and certificated early childhood teachers. The centre has stable staffing with few changes in teaching staff. At the time of this ERO evaluation there was an acting head teacher.

Renwick Kindergarten is administered and supported by the Marlborough Kindergarten Association. The association is a not-for-profit, community based provider. The general manager is responsible for the operation of the kindergartens. A senior teacher provides ongoing advice and guidance to the kindergartens to support curriculum development and teaching and learning practices. A kaiarahi Māori supports culturally responsive practice. Strategic direction and governance decisions are the responsibility of an elected board of trustees

The kindergarten philosophy reflects New Zealand's culture and heritage and gives emphasis to a culture of care and respect. This enables children and whānau to have a sense of belonging and ensure that children are supported to be confident, competent learners.

Since ERO's 2014 report, Renwick Kindergarten has improved the quality of planning for individuals and now includes greater parent and child voice in assessments of children's learning. The kindergarten has also improved the quality of annual planning.

The association is involved in the Piritahi and Te Wheke Akoranga Kahui Ako |Communities of Learning. Renwick Kindergarten is a member of the Piritahi Kāhui Ako| Community of Learning.

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

The Review Findings

Warm, positive relationships are highly evident across the centre. Children learn in calm, settled environments where their interests, skills and strengths are quickly noticed and further extended. Teachers know children well. Children are very well supported to take responsibility for their own wellbeing and that of others. A culture of care is embedded in teachers' responses to children’s learning and wellbeing needs.

The centre philosophy is integrated into all aspects of teaching and learning and is well reflected in the centre's values. Te Whāriki, the early childhood curriculum, underpins assessment, planning and evaluation for groups and individual children. A strong awareness and respect for the environment is naturally integrated into daily routines and experiences.

Children’s sense of belonging is nurtured as they enter the centre and is meaningfully celebrated during their time at the kindergarten and as they transition to school. The centre has particularly strong connections with their local neighbouring school to ensure that transitions to school are well managed.

Teachers confidently use encouragement to build children’s ability to persevere and practise new learning towards building resilience, mastery and independence. They intentionally seek and take advantage of teachable moments. Teachers promote children’s early literacy skills and use of prediction to show understanding. They artfully use oral language and the creative use of story-telling to extend children's thinking and reasoning strategies. Children actively contribute to decision-making about the learning programme.

Bicultural practices are highly evident. Teachers effectively demonstrate use of te reo Māori and aspects of tikanga Māori throughout the day. Children are using te reo Māori with growing confidence. Many know their pepeha and use conversational Māori during their learning day. Tuakana teina, (where older or more knowledgeable children support other children) and Māori values, such as manaakitanga, (hospitality/caring) and kaitiakitanga, (guardianship of the environment) are valued and actively encouraged. These practices effectively support Māori children to succeed as Māori. Children demonstrate their understanding of these qualities in their interactions and care for one another. Pacific cultures are also well recognised in centre programmes.

Leadership and teachers are mindful of parents’ aspirations for their children and purposefully interweave these into plans for individual children. They have developed strong connections with whānau and the wider community, who are highly supportive of the kindergarten. These positive relationships enable children many rich and worthwhile opportunities to learn with and about their local community. Teachers are deliberate in engaging families into centre activities, with growing emphasis on child-centred learning partnerships evident.

Leaders and teachers are well supported by the MKA. Leadership effectively promotes collaborative practice to achieve meaningful and beneficial outcomes for children. Teachers effectively share one another's strengths to support their own and children's learning. Specifically targeted and individualised professional development is provided to equip teachers to meet children's needs. Children with additional needs are well catered for in an inclusive learning environment. Teachers recognise and value the unique talents and strengths of these children.

Leaders and teachers collaboratively engage in internal evaluation. They take a thoughtful and robust approach to extending their understanding of internal evaluation and its impact on making a positive difference to outcomes for children.

Since ERO’s 2014 reviews of kindergartens in the Association, a new general manager, senior teacher and office administrator have been appointed. The board is working towards a new strategic plan. Managers and leaders have proactively addressed ERO’s recommendation for the association identified in previous reports by strengthening the appraisal policy and processes. However this is in the early stages of implementation.

The MKA is strongly committed to ensuring all children have equitable access to inclusive education. This is very evident in the association's philosophy that promotes facilitating learning opportunities through positive relationships, celebrating diversity and ensuring equitable access to education. The philosophy is reflected in decisions made by the board and leadership.

Kindergartens receive a high level of support from the Marlborough Kindergarten Association. With a number of new head teachers, attention has been placed on growing leadership and building a cohesive culture across the kindergartens. MKA’s involvement in the Kāhui Ako|Communities of Learning is making a significant difference to developing teaching as inquiry, transition to school and culturally responsive practices. Teachers are well supported by the kaiarahi Māori to build culturally responsive practices.

The board and leadership work well together with clear roles and responsibilities. Leadership provides quality reports to the board so they are well informed. The board and leaders make good use of internal evaluation to consult with the parent community and staff, to reflect on their own practice and support decision-making.

The board and association have identified that strategic planning is a key next step for improvement. ERO and the association acknowledge that:

  • plans need to be more focused on strategic goals

  • significant board decisions need to be underpinned by action plans

  • the association's values need to be more clearly articulated.

Leaders and ERO also agree that there is a need to:

  • develop guidelines that outline association expectations for teaching and learning to better support consistency of practice and sustainability across the kindergartens

  • fully implement planned observations into appraisal practices in all kindergartens.

Key Next Steps

Kindergarten leadership has identified, and ERO's evaluation has confirmed, two key next steps to enhance teaching and learning practices. They are to:

  • evaluate the impact of the recent transition from sessional to all-day education and care on children and teaching and learning practices

  • continue to refine assessment, planning and evaluation processes.

Management Assurance on Legal Requirements

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

Alan Wynyard

Director Review & Improvement Services Southern

Te Waipounamu - Southern Region

4 September 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

Blenheim

Ministry of Education profile number

5631

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

44 children, aged over two years

Service roll

73

Gender composition

Girls: 44

Boys: 29

Ethnic composition

Māori
Pākehā
Other ethnicities

2
67
4

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

June 2018

Date of this report

4 September 2018

Most recent ERO report(s)

Education Review

August 2014

Education Review

March 2011

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.

Renwick Kindergarten - 19/08/2014

1 Evaluation of Renwick Kindergarten

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

Not well placed

Requires further development

Well placed

Very well placed

Renwick Kindergarten is Well placed to promote positive learning outcomes for children.

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

Background

Renwick Kindergarten is one of seven kindergartens administered by Marlborough Kindergarten Association. A general manager oversees the association under the governance of an active, supportive and future-focused board.

The general manager is responsible for the operation of the kindergartens. The Association’s senior teacher provides advice and guidance for teachers on the curriculum, teaching practices and the running of the kindergarten. The head teacher manages the day to day operation of the kindergarten. All teachers are qualified and registered early childhood teachers.

Renwick Kindergarten is located on the outskirts of Blenheim. It provides care and education for families from the surrounding district, who often move in and out of the area for work. There has recently been a new Head Teacher appointed. Positive changes have occurred and parents are now taking a more active role and are supportive of the kindergarten.

The association and teachers have responded positively to the recommendations in the March 2011 ERO report. Teaching practices have been improved, teachers’ interactions with children are more effective. Children have greater opportunities for creativity and use natural materials. The ways children’s learning has been reviewed.

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

The Review Findings

The kindergarten’s philosophy is well presented in an attractive way that makes it easy to understand. The philosophy is strongly evident throughout daily practices and programmes. Children and their parents are warmly welcomed. Teachers foster warm, respectful and caring relationships to support children with their learning and transition through the kindergarten.

Children are provided with a wide choice of learning experiences and activities. Literacy and numeracy learning is integrated naturally into the programme. Children have many opportunities to contribute their ideas about how resources are set out and used. ERO observed children playing co-operatively for sustained periods of time in creative and imaginative play.

Teachers know children well and regularly discuss ways that they can support individual children and each other. They use a wide range of effective practices to help promote children’s spontaneous learning, independence and problem solving skills. Children’s learning is regularly assessed and shows their interests, abilities and strengths.

The physical environment is attractive, well organised and resources are easily accessible. Natural materials are included in meaningful and interesting ways to encourage children’s interest and curiosity. Teachers make effective use of local personnel and resources to extend children’s sense of belonging.

Teachers are highly supportive of parents. They keep parents well informed about their child’s learning, programmes of learning and kindergarten happenings. Parent contribution to kindergarten activities is highly valued. Whānau of Māori children and those from other cultures are encouraged to share their cultures.

Teachers have a close relationship with the local school and work together to help children transition to school with confidence.

Children and families with specific needs are well supported by the Association specialist teacher and other appropriate agencies.

A recent review of biculturalism across the Association has identified that teachers have an understanding of bicultural practices and are increasing their use of te reo and tikanga Māori. Teachers give Māori culture prominence within the programme and throughout the environment.

Strong leadership by the new head teacher is encouraging a collaborative approach. Good use is made of teachers’ strengths and they are encouraged to share leadership responsibilities.

The Marlborough Kindergarten Association provides high levels of direction and support for managers and teachers. Managers ensure that teachers have access to a wide range of professional learning and development opportunities.

Since the 2011 ERO report, the managers have undertaken a thorough review of self review practices. They have identified that this is an ongoing area to continue to develop. Teachers’ understanding of self review is increasing. The useful and recently introduced self review format is helping teachers focus on how they can improve learning outcomes for children.

The Association’s long term plan gives clear direction and identifies specific priorities that are improvement focused. Renwick Kindergarten’s annual plan closely links with the Association’s long term plan. However, parts of this plan could be more specific and include detailed short and long term goals.

The Marlborough Kindergarten Association has a comprehensive policy and procedure framework in place to provide clear expectations for kindergarten operations and the monitoring of health and safety.

Key Next Steps

The manager and senior teacher have identified, and ERO agree, that assessment of children’s learning needs to be strengthened. Teachers now need to consistently:

  • identify the learning that is happening for individual children

  • extend the ways they include parent and children’s views about learning

  • identify the role of the teacher and what they will do to support children’s future learning.

Teachers also need to continue to develop the new planning system to more clearly show how children’s emerging interests are being met.

The Association is currently reviewing the existing appraisal process. Managers have identified, and ERO agrees, that the process needs to be further developed. This should include more robust and formal feedback for teachers about how they can extend their teaching practices.

Management Assurance on Legal Requirements

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

Graham Randell

National Manager Review Services Southern Region

19 August 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

Renwick, Blenheim

Ministry of Education profile number

5631

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

44 children aged two years and over

Service roll

68

Gender composition

Girls 37 Boys 31

Ethnic composition

Māori
NZ European/Pākehā
Asian

3
64
1

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

   
 

Over 2

1:10

Meets minimum requirements

Review team on site

June 2014

Date of this report

19 August 2014

Most recent ERO reports

Education Review

March 2011

 

Education Review

June 2007

 

Education Review

June 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.