Raumati South Kindergarten

Education institution number:
60231
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
56
Telephone:
Address:

45 Tiromoana Road, Raumati South

View on map

Raumati South Kindergarten - 09/06/2016

1 Evaluation of Raumati South Kindergarten

How well placed is Raumati South 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

Raumati South Kindergarten is located on the Kapiti coast, north of Wellington. Since the March 2012 ERO report, the service has introduced daily six hour sessions. Parents make decisions about the days of attendance of children based on their individual needs. The kindergarten is licensed for 45 children aged over two years. Of the 70 children enrolled, nine are Māori. Parents and the community support the kindergarten's involvement in the Enviroschool initiative.

The kindergarten philosophy supports children to be confident, capable and resilient learners. Relationships with children, whānau and community are integral to the running of the programme. Teachers plan to revisit the philosophy to more succinctly align statements to the learning community values and beliefs.

Raumati South Kindergarten is one of 85 kindergartens and three home-based education and care networks governed and managed by He Whānau Manaaki o Tararua Free Kindergarten Association Incorporated (the association). This is a new kindergarten association created from joining the Rimutaka and Wellington Kindergarten Associations in 2014.

The board and managers provide governance for the organisation. Senior teachers have delegated kindergartens. Their role is to provide regular support and a range of professional learning and development opportunities for teachers.

In 2012, the association developed a framework to guide the implementation of its curriculum, Te Manawa. This document outlines criteria for curriculum delivery, including expectations for assessment and planning for children’s learning.

The previous ERO report for Raumati South Kindergarten identified that teachers needed to further develop their understanding of evaluation to improve literacy and numeracy experiences for learners and aspects of the outdoor environment. Areas where the association could strengthen its support for teachers were also identified, and positive progress has occurred. The alignment of individual kindergartens’ annual plans with the association’s strategic priorities has now been appropriately addressed.

All five teachers at the kindergarten are qualified and registered. Teachers show a commitment to improving their qualifications through ongoing study and professional learning.

This review was part of a cluster of 10 reviews in the He Whānau Manaaki o Tararua kindergartens.

The Review Findings

Respectful and reciprocal relationships between children and teachers are evident. There is a welcoming atmosphere and purposeful, cooperative play is a feature. A carefully considered and well-resourced setting contributes significantly to children’s sense of belonging. Children learn about the natural world and sustainable practices in the interesting and stimulating environment. They actively contribute to caring for their environment.

Teachers plan from children’s emerging interests, ideas and strengths. Thoughtful conversations with parents, and teachers’ daily observations, help to decide the next steps to challenge children and enrich their experiences. Increased understanding of children’s learning pathways should further support how they plan to add significance and enhance outcomes for children.

There are many opportunities for children to explore and engage in reading, writing and number activities. Children use their knowledge confidently across the curriculum.

The unique place of te ao Māori and bicultural practices are interwoven within the sustainable curriculum. Teachers show a willingness to increase their capability to be responsive to Māori children’s culture, language and identity. They should consider further ways to more purposefully respond to the cultures of Pacific children.

Children with special needs are welcomed and supported by close partnerships with parents. Teachers know each child and their personalities well. Developing appropriate social behaviour is evident in children’s relationships and the respectful way they interact with each other. Teachers model the values of caring for each other and enjoying learning.

Teachers effectively support children to settle into and between kindergarten sessions. Transition to and from the kindergarten is flexible and responsive to the needs and preferences of children and families. Positive, reciprocal relationships with the local and other contributing schools help support children and parents with the move to the new entrant classroom.

The head teacher is a capable professional leader who welcomes initiative. Teachers are very reflective and improvement focused. Sound use of current best practice is beginning to support developing internal evaluation processes.

The senior teacher provides termly written feedback that outlines agreed development priorities and progress in relation to the quality of teaching and learning. She completes an annual internal evaluation that supports strengthening of these termly reports. There is a deliberate focus on outcomes for children and teacher/leader performance.

The previous ERO report identified that the association needed to improve the appraisal process. Managers undertook an internal review of the appraisal system. The revised model is being implemented across the kindergartens. The process includes focused goals that build teacher and leader capability and clearer links with the Practising Teacher Criteria.

Key Next Steps

The senior teacher, head teacher, staff and ERO agree on the following key next steps for Raumati South Kindergarten:

  • understanding and use of internal evaluation

  • approaches to planning for learning.

The association should continue to support the development of formal critique of teaching practice and strengthening of responsiveness to Māori children.

Management Assurance on Legal Requirements

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

Joyce Gebbie

Deputy Chief Review Officer Central

9 June 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

Raumati South

Ministry of Education profile number

60231

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

45 children, aged over 2

Service roll

70

Gender composition

Boys 36, Girls 34

Ethnic composition

Māori

Pākehā

Samoan

Chinese

African

Indian

Other ethnic groups

9

51

1

2

1

1

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

March 2016

Date of this report

9 June 2016

Most recent ERO report(s)

Education Review

March 2012

Education Review

May 2008

Education Review

September 2005

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.

Raumati South Kindergarten - 08/03/2012

1 The Education Review Office (ERO) Evaluation

Raumati South Kindergarten is affiliated to the Wellington Region Free Kindergarten Association (the association). The association has a governing board and a general manager. The general manager is the licensed service provider contact person for the kindergarten. The association employs a team of senior teachers, one of whom is responsible for leading the professional support and advice and guidance to the teaching team. She also liaises with the kindergarten community.

Raumati South Kindergarten is located on the Kapiti Coast, north of Wellington. Children, their families and teachers appreciate the purpose built facilities surrounded by extensive outdoor areas. This provides an exciting environment for learning. Dramatic and creative play areas encourage children to move freely, independently or with peers. Play resources are used flexibly to capture children’s interest and encourage problem solving and exploration.

The community and teachers are committed to providing children with authentic opportunities that promote sustainability, caring for animals and the environment. Teachers and children participate successfully in early childhood and the local school’s environmental initiatives. These accomplishments are integral to the learning programme. Displays of environmental events enable children and adults to revisit the learning from these experiences.

A positive, friendly tone is clearly evident throughout the kindergarten with children and teachers engaging in sustained conversations. Children persevere and enjoy activities with their peers for extended periods.

The kindergarten programme provides a wide range of learning opportunities for children to direct and maintain their own learning. Routines are appropriate for children’s care and well-being. Their choices in timing for eating, coming together and playing are respected and supported.

Teaching practices, such as understanding assessment and positive guidance programmes, encourage children to be capable and competent learners. Teachers are highly involved with children’s play. Their interactions with individuals and groups of children are a deliberate, measured approach where any intervention is carefully considered.

Families affirm the way teachers educate and care for children. They are welcomed and often participate with children at play. Teachers value the partnership they develop with parents, families and extended families.

Staff are committed to providing improved learning opportunities for children and their families. They have identified aspects of assessment and increasing teachers’ understanding of tikanga Māori are areas for development and review. ERO’s external evaluation findings concur with these directions. Increasing teachers understanding of the use of self review for ongoing improvement will assist them to evaluate the effectiveness of their practices.

Future Action

ERO is likely to review the service again in three years.

2 Review Priorities

The Focus of the Review

Before the review, the management of Raumati South Kindergarten was invited to consider its priorities for review using guidelines and resources provided by ERO. ERO also used documentation provided by the centre to contribute to the scope of the review.

The detailed priorities for review were then determined following a discussion between the ERO review team and the management and staff. This discussion focused on existing information held by the centre (including self-review information) and the extent to which potential issues for review contributed to positive outcomes for children atRaumati South Kindergarten.

All ERO education reviews in early childhood focus on the quality of education. For ERO this includes the quality of:

  • the programme provided for children;
  • the learning environment; and
  • the interactions between children and adults.

In addition, ERO decided to evaluate:

  • association support.

ERO’s findings in these areas are set out below

The Quality of Education

Background

The newly appointed head teacher is due to commence her role in early 2012. Until her arrival an acting head teacher provides support to the kindergarten staff and operations. The teaching team are a mixture of experienced and newer staff.

The focus on sustainable environments has been recognised by national awards.

Areas of strength

The high quality programme is supported by stimulating interactions and a well-considered learning environment. This is particularly evident in the:

  • reflection of the kindergarten philosophy, vision and values across its operations
  • high interest spaces including garden and pet areas, for children to explore independently or with their peers
  • promotion of children’s negotiation, making choices and being independent learners
  • flexible use of inside and outside environments, supported by a well planned learning programme
  • warm relationships that contribute to a shared sense of ownership between children, families and teachers
  • families expressing trust that appropriate systems are in place to support their child to be safe, learning and growing
  • strong and collaborative teaching team
  • good teaching practices based on current research
  • kind, responsive and caring place where children’s well-being is the priority
  • way children are settled and play cooperatively with peers
  • skilful integration of literacy and numeracy across play areas to support children’s emerging skills
  • emphasis on science and nature learning
  • rich records of children’s interests and learning in portfolios,
  • teacher’s newly developed planning framework that provides a visual record of emergent learning
  • children’s engagement in many opportunities to be creative, supported through strong community participation.

Teachers collaboratively consider improvements to ensure they provide quality education for children.

Areas for development and review

Teachers agree that the following aspects of practice need development and review. ERO affirms these directions. In particular:

  • incorporating te reo me ngā tikanga Māori through the environment, interactions and programme
  • continuing to make the learning more explicit in learning stories, improving assessment to include the children’s voice
  • further sharing the children’s learning and knowledge about sustainable environmental practices with families
  • continuing to strengthen teachers’ understanding and use of self review for ongoing improvement.

Association Support

Background

The 2008 ERO review of the association identified several strengths, including the provision of professional development, sound operation plans, support for property development and the use of a range of communication strategies to keep teachers and communities informed. Areas for improvement included the quality and depth of the written feedback given to teachers by the senior teacher and strengthening the appraisal process.

Since 2008, the association has led consultation with the community to modify session times and improve the ratio of teachers to children from 1:15 to 1:10 and maintained its policy of employing qualified, registered teachers in regulated permanent positions.

The association provides expectations and guidance to the kindergarten through its strategic plan, policies and procedures and more recently, the professional development strategy Te Manawa: Criteria for Curriculum Implementation.

Areas of strength

The association continues to provide high levels of guidance and support to teachers for the continuous improvement of teaching and learning. These include:

  • the strategic plan setting expectations for participation, parent/whānau involvement and quality teaching practices
  • clearly defined indicators of quality teaching and learning practice through Te Manawa
  • a wide range of professional development opportunities
  • ongoing support in property development, human resource management, finance and resourcing.
Areas for development and review

The association, senior teachers and ERO have identified areas where the association can strengthen its support for teachers. These include:

  • further developing and supporting leadership, including a review of the appraisal process
  • reviewing senior teacher documentation to show how teachers have improved their practice, as a result of feedback
  • reviewing how kindergartens’ annual plans for teaching and learning could more explicitly show how teachers respond to the association’s strategic priorities.

3 National Evaluation Topic

Overview

ERO provides information about the education system as a whole through its national reports. This information will be used as the basis for long term and systemic educational improvement.

Inclusion of children with moderate to severe special needs

As part of this review ERO evaluated the extent to which:

  • transitions ensure the continuing well-being, learning, and development of children with moderate to severe special needs
  • children with moderate to severe special needs are supported to be confident and capable learners
  • the service is inclusive of children with moderate to severe special needs.

There are no children with moderate to severe special needs currently enrolled in this service. Kindergarten teachers, have in the past, enrolled children with moderate to severe specific needs.

Areas of strength

Teachers demonstrate empathy and inclusive care. Policies and procedures are in place to support the transition of children to kindergarten and provide support for attending school.

4 Management Assurance on Legal Requirements

Before the review, the staff of Raumati South 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:

  • administration;
  • health, safety and welfare;
  • personnel management; and
  • financial and property management.

During the review, ERO looked at the service’s documentation, including policies, procedures and records of recent use of procedures. ERO also checked elements of the following areas that have a potentially high impact on outcomes for children:

  • emotional safety (including behaviour management, prevention of bullying and abuse);
  • physical safety (including behaviour management, sleeping and supervision practices; accidents and medication; hygiene and routines; travel and excursion policies and procedures);
  • staff qualifications and organisation; and
  • evacuation procedures and practices for fire and earthquake.

During the course of the review ERO identified an area of non-compliance.

Hazard management processes do not meet legislative requirements. This concern was also identified in the 2008 ERO review.

In order to address this, kindergarten managers must ensure that:

4.1 Systems for managing hazards comply with the Health and Safety in Employment Act Source [Section 7-10 Health and Safety in Employment Act 1992]

5 Recommendations

ERO and the kindergarten leaders agreed that the priorities for development and review are those outlined in the report.

6 Future Action

ERO is likely to review the service again in three years.

Kathleen Atkins

National Manager Review Services

Central Region

About the Centre

Type

All Day Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

45 children, aged over 2

Roll number

70

Gender composition

Girls 41, Boys 29

Ethnic composition

NZ European/Pākehā 58

Māori 7 

Other ethnic groups 5

Review team on site

December 2011

Date of this report

8 March 2012

Previous three ERO reports

Education Review May 2008

Education Review. September 2005

Accountability Review May 1998

To the Parents and Community of Raumati South Kindergarten

These are the findings of the Education Review Office’s latest report on Raumati South Kindergarten.

Raumati South Kindergarten is affiliated to the Wellington Region Free Kindergarten Association (the association). The association has a governing board and a general manager. The general manager is the licensed service provider contact person for the kindergarten. The association employs a team of senior teachers, one of whom is responsible for leading the professional support and advice and guidance to the teaching team. She also liaises with the kindergarten community.

Raumati South Kindergarten is located on the Kapiti Coast, north of Wellington. Children, their families and teachers appreciate the purpose built facilities surrounded by extensive outdoor areas. This provides an exciting environment for learning. Dramatic and creative play areas encourage children to move freely, independently or with peers. Play resources are used flexibly to capture children’s interest and encourage problem solving and exploration.

The community and teachers are committed to providing children with authentic opportunities that promote sustainability, caring for animals and the environment. Teachers and children participate successfully in early childhood and the local school’s environmental initiatives. These accomplishments are integral to the learning programme. Displays of environmental events enable children and adults to revisit the learning from these experiences.

A positive, friendly tone is clearly evident throughout the kindergarten with children and teachers engaging in sustained conversations. Children persevere and enjoy activities with their peers for extended periods.

The kindergarten programme provides a wide range of learning opportunities for children to direct and maintain their own learning. Routines are appropriate for children’s care and well-being. Their choices in timing for eating, coming together and playing are respected and supported.

Teaching practices, such as understanding assessment and positive guidance programmes, encourage children to be capable and competent learners. Teachers are highly involved with children’s play. Their interactions with individuals and groups of children are a deliberate, measured approach where any intervention is carefully considered.

Families affirm the way teachers educate and care for children. They are welcomed and often participate with children at play. Teachers value the partnership they develop with parents, families and extended families.

Staff are committed to providing improved learning opportunities for children and their families. They have identified aspects of assessment and increasing teachers’ understanding of tikanga Māori are areas for development and review. ERO’s external evaluation findings concur with these directions. Increasing teachers understanding of the use of self review for ongoing improvement will assist them to evaluate the effectiveness of their practices.

Future Action

ERO is likely to review the service again in three years.

When ERO has reviewed an early childhood centre we encourage management to inform their community of any follow up action they plan to take. You should talk to the management or contact person if you have any questions about this evaluation, the full ERO report or their future intentions.

If you would like a copy of the full report, please contact the centre or see the ERO website, http://www.ero.govt.nz.

Kathleen Atkins

National Manager Review Services

Central Region

General Information About Reviews

About ERO

ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.

About ERO Reviews

ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:

  • improve quality of education for children in early childhood centres; and
  • provide information to parents, communities and the Government.

Reviews are intended to focus on outcomes for children and build on each centre’s self review.

Review Focus

ERO’s framework for reviewing and reporting is based on four review strands.

  • Quality of Education – including the quality of the programme provided for children, the quality of the learning environment and the quality of the interactions between staff and children and how these impact on outcomes for children.
  • Additional Review Priorities – other aspects of the operation of a centre, may be included in the review. ERO will not include this strand in all reviews.
  • National Evaluation Topics – This strand contributes to the development of education policies and their effective implementation. The information from this strand is aggregated by ERO for its national evaluation reports. Topics for investigation are changed regularly to provide up-to-date information.
  • Compliance with Legal Requirements – assurance that this centre has taken all reasonable steps to meet legal requirements.

Review Coverage

ERO reviews do not cover every aspect of centre performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to this centre.

Review Recommendations

Most ERO reports include recommendations for improvement. A recommendation on a particular issue does not necessarily mean that a centre is performing poorly in relation to that issue. There is no direct link between the number of recommendations in this report and the overall performance of this centre.