Scallywaggs Graduation Kindergarten 13/02/2013
Evaluation of the Service
How well placed is the service to promote positive outcomes for children?
Scallywaggs Graduation Kindergarten is well placed to promote outcomes for children.
Scallywaggs Graduation Kindergarten offers five all day sessions, for up to 19 children. Eight children identify as Māori. Children are aged between four years and six months and five years of age and have transitioned from Scallywags Senior Kindergarten, a separately licensed centre located on the same premises. This is the first ERO review of the centre, which was licensed in 2011.
Managers and leaders effectively promote the service's vision, have positive relationships and value collaborative ways of working. The centre philosophy, to provide children with the skills and tools necessary for a smooth transition into school, is highly evident. A love of learning is nurtured and facilitated by staff. Teachers create a warm, welcoming and stimulating environment that is inclusive of all children.
The Review Findings
Children are purposefully engaged in a wide range of learning activities. Teachers notice, recognise and respond to children’s interests, needs and strengths by setting up resources that appropriately challenge and support the learning programme. These resources encourage exploration that is meaningful and enjoyable for children. Te ao Māori is highly evident in the environment.
Teachers know children, parents and whānau well. Interactions are warm and nurturing. Staff are respectful and form responsive relationships with children and their whānau. Opportunities are provided for parents, whānau and community to share their views and aspirations and to be partners in children’s learning.
The curriculum is child-centred and has a clear focus on literacy and mathematical skills. Children’s ideas and thinking are extended through conversations and activities linked to their interests. The use of te reo me ngā tikanga Māori is integral to the daily programme. Teachers encourage
self-management, resilience and independence in children’s learning. The principles of Te Whāriki, the early childhood curriculum, are reflected in programme planning and children’s learning stories.
Children’s profiles show clear evidence of a focus on their learning characteristics. They illustrate and support continuity in learning and show children’s progress. Children’s success is celebrated and their identity as capable learners is fostered.
Teachers are committed to inclusive practices that are culturally responsive. Children with special needs are well supported. Teachers respond effectively and sensitively to children with individual needs and are proactive in getting the support needed. Learning programmes are modified and adapted to cater to children’s needs and to ensure they participate fully in all aspects of the programme alongside their peers.
Successful transitions are underpinned by effective partnerships between families, the kindergarten and schools. Children’s resilience is nurtured during and after transitions in the service, and when moving to school.
Teachers are highly collegial and form a cohesive team. Their individual strengths and interests are valued and contribute to the programme. Building staff capability is supported through ongoing professional learning and development and robust appraisal processes.
Managers and leaders are reflective and they regularly review aspects of their practice and curriculum. A planned cycle of review includes indicators of success. Staff are committed to the ongoing improvement of the service. Managers and teachers have identified, and ERO agrees, that the next steps to continue to improve positive outcomes for children include:
- continuing to strengthen the evaluation role of self review
- increasing whānau involvement.