Kiteone Road, Parua Bay
View on mapManaia Kindergarten
Manaia Kindergarten - 14/08/2019
1 Evaluation of Manaia Kindergarten
How well placed is Manaia Kindergarten to promote positive learning outcomes for children?
Not well placed |
Requires further development |
Well placed |
Very well placed |
Manaia kindergarten is very well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Background
Manaia kindergarten is one of 22 kindergartens governed and managed by the Northland Kindergarten Association (NKA). It is a well-established kindergarten, licensed for 30 children over two years of age, and operating from 8.30am to 2.30pm. There are small numbers of Māori and Pacific children in the kindergarten.
The kindergarten's philosophy values te reo and tikanga Māori, ako (community of learners), ngā hononga (relationships), and te taiao (environment). The teaching team includes a head teacher, two other registered teachers, an administrator, and a lunch-cover staff member.
The centre has a history of positive ERO reports. In 2015, ERO identified good practices including children assuming leadership roles and teachers' support for them to take responsibility. These aspects continue to be present. Areas for improvement included bicultural, evaluation and transition to school practices. Good progress has been made in these areas.
This review was part of a cluster of 9 kindergarten reviews in the Northland Kindergarten Association.
The Review Findings
Children are confident and demonstrate a strong sense of identity and belonging. They support each other and work cooperatively with peers and adults at the kindergarten. Children have many opportunities to continue with projects. They have access to a wide variety of experiences and have a sense of being kaitiaki of the resources and surrounding environment.
Teachers' interactions with children support them to think and solve problems. They work with children in inclusive ways. The bicultural curriculum is highly evident in teaching practices, resources, documentation and displays. Children and teachers use te reo Māori during daily programmes.
Parents who spoke with ERO appreciate teachers' help for their children to settle into and learn at the kindergarten. Many contribute their time to support programmes.
Leaders and teachers are reflective practitioners and continuously build their curriculum knowledge. Teachers have a sound understanding of children as learners and work effectively to promote learning. Their knowledge of the culture and context of the community contributes to decisions about curriculum development.
Children's assessments are regular, collaborative and well recorded. The stories in their portfolios encourage children to revisit experiences and learning. Leaders and teachers engage in ongoing evaluation of their practice to assess its impact on outcomes for children.
Leaders and teachers enact the kindergarten philosophy and also promote and implement the vision and strategic direction. A well-established team culture of ongoing improvement builds teachers' professional practice. Leaders and teachers have identified the need to continue strengthening their use and understanding of inquiry for ongoing improvements with teaching practices.
Professional practice managers (PPM) regularly visit kindergartens to provide leadership and curriculum guidance for teachers. A Pou Whakarewa Tikanga Māori Advisor works closely with teachers to increase their understanding of and focus on authentically threading te ao Māori into learning programmes. There is an organisation-wide emphasis on providing high quality resources and equipment for children. Leaders and teachers value and respect the thoughtful use of natural resources.
The Association provides a comprehensive policy and procedure framework that sets clear expectations and guides teachers’ practice. It has developed relevant appraisal and teacher inquiry processes that reflect the Teaching Council’s guidelines. Each kindergarten’s annual plan aligns to the Association’s strategic vision, values and goals. NKA employs a speech language therapist and seconds a social worker from Family Works to provide targeted support for children, whānau and teachers.
Recommendation
Leaders and teachers agree that the team should continue to strengthen their evaluation of learning programmes and the effectiveness of their practice in improving outcomes for children.
Key next steps for Association-wide development include:
-
further developing assessment, planning and evaluation processes
-
deepening understanding of evaluative thinking and internal evaluation processes to measure the effectiveness of systems and practices across the Association.
Management Assurance on Legal Requirements
Before the review, the staff and management of Manaia 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.
Steve Tanner
Director Review and Improvement Services Northern
Northern Region
14 August 2019
The Purpose of ERO Reports
The Education Review Office (ERO) is the government department that, as part of its work, reviews early childhood services throughout Aotearoa New Zealand. ERO’s reports provide information for parents and communities about each service’s strengths and next steps for development. ERO’s bicultural evaluation framework Ngā Pou Here is described in SECTION 3 of this report. Early childhood services are partners in the review process and are expected to make use of the review findings to enhance children's wellbeing and learning.
2 Information about the Early Childhood Service
Location |
Parua Bay, Northland |
||
Ministry of Education profile number |
10271 |
||
Licence type |
Free Kindergarten |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
30 children aged over 2 years |
||
Service roll |
41 |
||
Gender composition |
Boys 21 Girls 20 |
||
Ethnic composition |
Māori |
7 |
|
Percentage of qualified teachers |
80% + |
||
Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
Review team on site |
June 2019 |
||
Date of this report |
14 August 2019 |
||
Most recent ERO report(s) |
Education Review |
September 2015 |
|
Education Review |
May 2012 |
||
Education Review |
February 2009 |
3 General Information about Early Childhood Reviews
ERO’s Evaluation Framework
ERO’s overarching question for an early childhood education review is ‘How well placed is this service to promote positive learning outcomes for children?’ ERO focuses on the following factors as described in the bicultural framework Ngā Pou Here:
Pou Whakahaere – how the service determines its vision, philosophy and direction to ensure positive outcomes for children
Pou Ārahi – how leadership is enacted to enhance positive outcomes for children
Mātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children
Tikanga whakaako – how approaches to teaching and learning respond to diversity and support positive outcomes for children.
Within these areas ERO considers the effectiveness of arotake – self review and of whanaungatanga – partnerships with parents and whānau.
ERO evaluates how well placed a service is to sustain good practice and make ongoing improvements for the benefit of all children at the service.
A focus for the government is that all children, especially priority learners, have an opportunity to benefit from quality early childhood education. ERO will report on how well each service promotes positive outcomes for all children, with a focus on children who are Māori, Pacific, have diverse needs, and are up to the age of two.
For more information about the framework and Ngā Pou Here refer to ERO’s Approach to Review in Early Childhood Services.
ERO’s Overall Judgement
The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:
-
Very well placed
-
Well placed
-
Requires further development
-
Not well placed
ERO has developed criteria for each category. These are available on ERO’s website.
Review Coverage
ERO reviews are tailored to each service’s context and performance, within the overarching review framework. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.
Manaia Kindergarten - 09/09/2015
1 Evaluation of Manaia Kindergarten
How well placed is Manaia 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
Manaia Kindergarten provides three-and-a-half and six hour sessions for up to 30 children between two and five years of age. It services the surrounding coastal, farming and semi-rural communities located within the Whangarei Heads area. The kindergarten’s philosophy is based on providing a welcoming environment that promotes respectful relationships and values bicultural practices.
Since ERO’s 2012 review, session hours have been extended to meet the needs of the community. The kindergarten has also introduced a weekly nature-based outdoor session, where the oldest children play, explore and learn in a natural environment in the local community. Teachers are currently participating in professional learning to enhance how they encourage and support children’s leadership.
Positive features identified in ERO’s 2012 report have been maintained. These include providing a programme that is driven by children’s interests and promoting reciprocal partnerships with families and whānau.
The outdoor environment and resources have been significantly upgraded. Teachers have adapted self-review systems to support them to make useful improvements to the programme and teaching practices.
The kindergarten operates as part of the Northland Kindergarten Association. The Association provides governance, leadership and policy frameworks to meet operational management expectations. Association personnel assist teachers to maintain good standards of health, safety and to improve the quality of educational programmes. The Associations’ Pūmanawatanga Plan reflects a commitment to Te Tiriti o Waitangi and support for the development of bicultural practices across the organisation.
This review was part of a cluster of 10 kindergarten reviews in the Northland Kindergarten Association.
The Review Findings
A sense of whanaungatanga (family) and manaakitanga (caring) provide a strong foundation for children’s wellbeing and belonging in the kindergarten. Children settle quickly into the programme and develop positive relationships with each other. They are confident, independent explorers who share their knowledge and ideas. Children show initiative, ask questions and make planned choices about their play. They participate in rich conversations about their learning.
Children have many opportunities to take on leadership roles. As kaiawhina (helpers) they are empowered to lead parts of the daily programme. They work with others to make decisions that will benefit the group. Children demonstrate an understanding of themselves as kaitiaki (nature guardians) who have a responsibility to care for the environment. A respect for people and animals, knowledge about their local environment and care for natural resources is highly evident in children’s play and conversations.
Teachers warmly welcome children and their families. They listen carefully to children and interact respectfully with them. Teachers support children to take responsibility for and manage their social interactions with others. They are committed to increasing their knowledge of tikanga and use of te reo Māori in the programme.
The programme is guided by Te Whāriki, the early childhood curriculum, and reflects the concept of ako. Children, whānau and teachers share information and ideas, learn alongside each other and work together to develop the curriculum. Systems to assess and plan for individual children’s learning are evident. Teachers’ clearly analyse the learning that happens in children’s play. They could now make more regular links between children’s learning records to show their progress over time.
The teaching team is continuing to develop shared understandings about effective teaching and team approaches. Professional learning, including induction and mentoring programmes, contributes to improved teacher practices. Appraisal systems celebrate teachers’ strengths and are well used to reflect on progress against individual goals. The kindergarten’s long-term and annual goals support ongoing improvement. A clear vision for the future is promoted and enacted by teachers.
The Northland Kindergarten Association provides effective governance for kindergartens. Its
long-term direction focuses on making decisions to improve learning outcomes for children. Positive strategies include:
- good support and guidance by Association personnel to improve the quality of kindergarten programmes and teaching practice, particularly the development of bicultural practices and integration of Te Ao Māori (the Māori world) into programmes in meaningful ways for children
- effective teacher appraisal and professional learning and development that contributes to improved teacher skills, knowledge and practice, especially in supporting children’s social competence, and strengthening the quality of assessment documentation
- significant investment in property and environment upgrades to promote children’s exploration and investigation
- a focus on distributed leadership practices amongst kindergarten teaching teams to utilise teachers’ individual and collective strengths.
Association leaders are considering ways to enhance teacher appraisal processes and systems for self review. ERO recommends that the Association strengthens systems to ensure that all health and safety requirements are being implemented.
Key Next Steps
To build on existing good practices teachers agree they could:
- review teaching practices and provision for those children who remain at the kindergarten on nature programme days
- strengthen self review by improving the quality of evaluation practices
- continue to develop a bicultural curriculum and make connections with the local Māori community to enhance the programme for children
- continue to work with local schools to review how well children are supported to transition to school.
Management Assurance on Legal Requirements
Before the review, the staff and management of Manaia 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 Manaia Kindergarten will be in three years.
Graham Randell
Deputy Chief Review Officer
Northern (Acting)
9 September 2015
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 |
Parua Bay, Whangarei |
||
Ministry of Education profile number |
10271 |
||
Licence type |
Free Kindergarten |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
30 children, including up to 0 aged under 2 |
||
Service roll |
41 |
||
Gender composition |
Girls 24 |
||
Ethnic composition |
Māori |
7 |
|
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 2015 |
||
Date of this report |
9 September 2015 |
||
Most recent ERO report(s) |
Education Review |
May 2012 |
|
Education Review |
February 2009 |
||
Education Review |
March 2006 |
3 General Information about Early Childhood Reviews
ERO’s Evaluation Framework
ERO’s overarching question for an early childhood education review is ‘How well placed is this service to promote positive learning outcomes for children?’ ERO focuses on the following factors as described in the bicultural framework Ngā Pou Here:
Pou Whakahaere – how the service determines its vision, philosophy and direction to ensure positive outcomes for children
Pou Ārahi – how leadership is enacted to enhance positive outcomes for children
Mātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children
Tikanga whakaako – how approaches to teaching and learning respond to diversity and support positive outcomes for children.
Within these areas ERO considers the effectiveness of arotake – self review and of whanaungatanga – partnerships with parents and whānau.
ERO evaluates how well placed a service is to sustain good practice and make ongoing improvements for the benefit of all children at the service.
A focus for the government is that all children, especially priority learners, have an opportunity to benefit from quality early childhood education. ERO will report on how well each service promotes positive outcomes for all children, with a focus on children who are Māori, Pacific, have diverse needs, and are up to the age of two.
For more information about the framework and Ngā Pou Here refer to ERO’s Approach to Review in Early Childhood Services.
ERO’s Overall Judgement and Next Review
The overall judgement that ERO makes and the timing of the next review will depend on how well placed a service is to promote positive learning outcomes for children. The categories are:
- Very well placed – The next ERO review in four years
- Well placed – The next ERO review in three years
- Requires further development – The next ERO review within two years
- Not well placed - The next ERO review in consultation with the Ministry of Education
ERO has developed criteria for each category. These are available on ERO’s website.
Review Coverage
ERO reviews are tailored to each service’s context and performance, within the overarching review framework. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.