Waitohi Kindergarten

Education institution number:
65182
Service type:
Free Kindergarten
Definition:
Not Applicable
Total roll:
25
Telephone:
Address:

25 York Street, Picton

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Picton Kindergarten - 04/09/2018

1 Evaluation of Picton Kindergarten

How well placed is Picton 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

Picton Kindergarten is licensed for 22 children aged over two years. It provides all-day education and care four days a week, with a half day on Fridays. All permanently-appointed teachers are qualified and certificated early childhood teachers. The kindergarten is located in the Picton School grounds.

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

The kindergarten philosophy gives emphasis to children learning in an environment that focuses on te ao Māori, positive relationships, wellbeing and the local environment.

Since ERO's 2014 report, Picton Kindergarten has had staff changes. The kindergarten has improved assessment, planning and evaluation practices. The quality of annual planning is now highly effective.

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

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

The Review Findings

Children have a wide range of choice and a rich learning environment with many opportunities to lead their own learning. They learn in a calm, well-considered learning environment. Children are well supported by teachers and the kindergarten’s routines to develop their confidence and leadership. Routines are consistently implemented, giving children a sense of security. Teachers support children well, to problem-solve and relate to others.

Teachers actively respond to and care for children with diverse needs. They nurture a sense of belonging through positive, sensitive and responsive relationships with children. Teachers effectively meet children's needs through intentional teaching strategies. They are very deliberate about the way they interact with children to extend their learning and support their social development.

Teachers effectively promote literacy, mathematics and oral language development. Teachers' planning identifies children's learning needs and goals and the strategies teachers use to monitor children's progress. Teachers foster a respectful and inclusive culture. Individualised learning processes and practices value each individual child. Group-based learning encourages children to explore, and provides them with extended opportunities for sustained play and learning.

Strong, responsive and respectful relationships are formed with whānau to support children’s sense of belonging. Teachers know families well and integrate whānau knowledge and wishes for their children into the learning programme.

Children are well supported in transitions into and from the kindergarten. Transitions to school are carefully managed through a thoughtful and nurturing process. Tuakana-teina (where older children look after younger children) is evident in transitions to school.

Teachers have a strong commitment to teaching and learning that provides meaningful learning contexts for children. Children benefit from a localised bi-cultural curriculum. The kindergarten has strong connections within the local community. Teachers foster these relationships to increase learning opportunities for children to be engaged with and connected to their wider community.

Te reo Māori is used in meaningful contexts as part of everyday language and woven into the learning programme. Whanaungatanga (working together with a sense of belonging) and kaitiakitanga (guardianship of the environment) are evident in the interactions that occur at the kindergarten. Planning and assessment records show children’s identity as successful learners. These practices support Māori children to identify as Māori and know what Māori success looks like.

Teachers are well supported by professional learning opportunities. Leadership ensures the service’s vision and goals are focused on learning. Staff effectively use internal evaluation processes to improve outcomes for children. Teachers are focused on extending internal evaluation practices to give more emphasis to deeply inquiring into teaching practices.

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 highly 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. Trustees 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. 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 leaders and teachers have clearly identified, and ERO agrees, that the next step is to:

  • further consolidate and embed the evaluation of individual and group planning.

Management Assurance on Legal Requirements

Before the review, the staff and management of Picton 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 Picton 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

65182

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

22 children, aged over two years

Service roll

29

Gender composition

Girls: 18

Boys: 11

Ethnic composition

Māori
Pākehā
Other ethnicities

5
23
1

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported rations of staff to children

Over 2

1:10

Meets minimum requirements

Review team on site

July 2018

Date of this report

4 September 2018

Most recent ERO reports

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.

Picton Kindergarten - 19/08/2014

Evaluation of Picton Kindergarten

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

Not well placed

Requires further development

Well placed

Very well placed

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

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

Background

Picton 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.

Picton Kindergarten has a unique location. It is situated in a purposefully remodelled classroom within the grounds of Picton School.

The community is diverse, with a number of families moving in and out of the area for work. Parents are highly supportive and their expertise is effectively utilised to help with kindergarten activities and operations.

The association and teachers have responded positively to the recommendations in the March 2011 ERO report. Regular cycles of performance management are undertaken. Staff include te reo and tikanga Māori more frequently within the programme.

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

The Review Findings

The kindergarten’s philosophy is clearly reflected in the programme and practices. Teachers know children and their families well and provide a warm welcome. They are inclusive and help children settle quickly.

Children have many opportunities to follow their own interests. They effectively use the easily accessible range of creative resources in their imaginative play. ERO observed examples of children playing independently and co-operatively for sustained periods.

Teachers are responsive to identified individual children’s needs. They have quiet, calming conversations with children and use effective strategies to encourage positive behaviour and social skills. Children’s individual learning needs are well catered for within the programme. Teachers are highly supportive of children and their families.

Teachers are well supported by the experienced Head Teacher. They are reflective about children’s emerging interests and successfully recognise individual interests and involvement in activities. A number of children’s assessments show links to prior interests and learning. Teachers regularly communicate with parents about children’s learning and kindergarten operations.

Children and families with specific needs are well supported by the Association specialist teacher and other appropriate agencies. The specialist teacher also supports teachers and models appropriate ways to assist children’s engagement and learning.

Māori culture and language is highly prominent within the programme and throughout the environment. 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.

Children have regular contact with the school and easy access to its facilities. This supports their positive transition to school, which is well managed by teachers.

Teachers place a strong emphasis on and make very good use of the neighbouring community and environment to strengthen children’s sense of belonging. They encourage care for the natural world and active involvement in the local conservation area.

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. Picton 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:

  • clearly identify the learning that is happening for individual children

  • increase the ways they include parent and child views about learning

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

Teachers are developing a useful planning format. They need to continue to review and develop this system and some routines to 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 Picton 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 Picton 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

Picton

Ministry of Education profile number

65182

Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

22 children aged two years and over

Service roll

29

Gender composition

Girls 16

Boys 13

Ethnic composition

Māori

NZ European/Pākehā

6

23

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

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.