4 Edward Avenue, Otara, Auckland
View on mapNot well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Bairds kindergarten is a well established service in Otara. It is part of the Auckland Kindergarten Association (AKA), which provides a governance and management framework and support personnel to assist the kindergarten.
The kindergarten caters for up to 30 children over the age of two years who can attend sessions that align well with school hours. The kindergarten serves a mainly Māori and Pacific Island community, and this diversity is reflected in the teaching team. A long-serving head teacher is supported by two fully qualified teachers, two teacher aides and an administrator. This team, established during 2016, has a focus on improving teamwork.
Aspects of the kindergarten's philosophy that are evident in practice include learning partnerships with whānau, working as a cohesive team, shared values and ongoing teacher professional development.
This review was part of a cluster of 10 kindergarten reviews in the Auckland Kindergarten Association.
A feature of the kindergarten has been the way that staff have developed innovative ways to encourage whānau participation. This has resulted in deeper whānau engagement with the programme. Whānau are beginning to take on leadership roles in kindergarten events and becoming advocates for their children as they transition to school.
Children are happy and engaged in their self-chosen activities. They are affirmed in their languages and cultural identity and are supported in their use of home languages. Children have opportunities to participate in a variety of externally provided performing arts and sport experiences.
The learning programme is based on children's interests and includes excursions into the local and wider community. Regular stories about children's learning experiences identify their dispositions for learning. Parents have many opportunities for contributing to the records of their children's learning. Teachers plan appropriate experiences to widen children's interests and evaluate parent participation with the programme. This process could be more useful if teachers planned learning programmes more purposefully to extend and deepen the dispositions that they identify.
The teaching team participates in a variety of professional learning and development (PLD) opportunities to support the ongoing improvement of their teaching and family support practices. PLD has resulted in a greater focus on increasing children's English vocabulary and skills for positive social relationships. A stronger focus on critical inquiry into the effectiveness of teaching practices could help teachers to continue improving learning outcomes for children.
Association systems for monitoring and promoting improvement in kindergarten operations are well established. Kindergarten operations are guided by a comprehensive strategic plan and a shared vision, linked to the AKA strategic goals. The AKA continues to review and refine its policies and procedures, including those for teacher appraisal and the endorsement of teachers' practising certificates.
New AKA roles have been established to provide more targeted support for head teachers and their leadership and management roles. A Quality Improvement Process (QIP) is aligned with AKA and kindergarten strategic plans, monitors quality and promotes ongoing improvement in kindergartens. AKA support and guidance is responsive to each kindergartens individual context.
The kindergarten team and AKA personnel agree that key next steps for ongoing kindergarten improvement are to:
ERO recommends that teaching staff access external support to establish effective internal evaluation for ongoing improvement in teaching practices and learning outcomes for children.
Before the review, the staff and management of Bairds 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:
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
The next ERO review of Bairds Kindergarten will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
15 March 2017
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.
| Location | Otara, Auckland | ||
| Ministry of Education profile number | 5030 | ||
| Licence type | Free Kindergarten | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 30 children, over 2 years of age | ||
| Service roll | 30 | ||
| Gender composition | Girls 19 Boys 11 | ||
| Ethnic composition | Māori Pākehā Samoan Cook Islands Māori Niue | 10 1 12 6 1 | |
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 | November 2016 | ||
| Date of this report | 15 March 2017 | ||
Most recent ERO report(s)
| Education Review | May 2014 | |
| Education Review | April 2011 | ||
| Education Review | May 2008 | ||
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:
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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Bairds Kindergarten, in Otara, is located in the grounds of Bairds Mainfreight School. It provides very good quality education and care for up to 30 children from two years old to school age. Families have the option of enrolling their children for six add and a half hour days.
There have been changes to the teaching team since the last ERO review in 2011. The head teacher has established himself in the role since his appointment in 2011 and is well supported by a long serving teacher. A third experienced teacher joined the team in 2014. Teachers are looking forward to consolidating as a team, and to continuing to serve, and be guided by, their Māori and Pacific communities.
Bairds Kindergarten is part of the Auckland Kindergarten Association (AKA) and operates within the policies and management framework of this organisation.
This review was part of a cluster of 10 kindergarten reviews in the Auckland Kindergarten Association.
Children confidently interact with each other and with adults and are able to engage in sustained conversations. A sense of pride is evident in the way children care for equipment, and this sense of caring is passed down to children who are newer to the centre. There is an atmosphere of inclusiveness, respectfulness and belonging.
Children experience a richly resourced and well organised environment where they explore and sustain their play. The wide variety of carefully selected equipment encourages children to play creatively and imaginatively. In addition teachers support children's complex play through their skilful questioning.
Children are confident with digital technologies. They use computers, tablets and other tools to explore and support their literacy and numeracy learning. They are supported to use technology as a research tool. Books are celebrated and held in high regard and are seen as an important tool for learning.
Very good assessment and portfolio practices are evident. Learning portfolios are developed for each child and are available to children and parents. Visual recordings are a key part of learning portfolios and help show parents what is happening in the programme. Teachers continue to explore ways to link planning to children’s emergent interests and to make this visible for parents.
Teachers respond to, and are respectful of, children’s needs and the curriculum is strongly child driven. They use bicultural and multicultural knowledge, values and home languages to support children. Teachers know their children and families and whānau well.
Teachers, parents and children enjoy good relationships with the adjacent school. The kindergarten is invited to share in appropriate school events and processes for transitioning children to school have been developed together with the school. Teachers share their knowledge of children’s learning and experiences to help them make a smooth and enjoyable start at school.
The head teacher shows strong professional and cultural leadership. He has established respectful partnerships with families and, along with the teaching team, shows skills and a high level of commitment to providing children with good foundations for lifelong learning.
The kindergarten, through an AKA initiative, is currently exploring ways to further encourage families to ensure their children participate and engage in early learning. Teachers are working with AKA managers to explore options for providing health care and transport for children. The teaching team is well supported by the AKA professional services manager (PSM), and the association more generally, to progress improvements that will strengthen the quality outcomes for children.
Teachers, the PSM and ERO agree that key next steps for the kindergarten should include:
The 2014 review of the AKA strategic plan should provide an effective way for kindergarten staff to contribute to the ongoing development of the association.
Before the review, the staff and management of Bairds 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:
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
To improve the quality of current provisions, the kindergarten should work to improve children’s access to shade protection in the outdoor area.
When is ERO likely to review the service again?
The next ERO review of Bairds Kindergarten will be in three years.
Dale Bailey
National Manager Review Services Northern Region
2 May 2014
|
Location |
Otara, Auckland |
||
|
Ministry of Education profile number |
5030 |
||
|
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 |
30 |
||
|
Gender composition |
Boys 18 Girls 12 |
||
|
Ethnic composition |
Māori Cook Island Māori Samoan Tongan Niue |
8 11 6 4 1 |
|
|
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 |
February 2014 |
||
|
Date of this report |
2 May 2014 |
||
|
Most recent ERO report(s)
|
Education Review |
April 2011 |
|
|
Education Review |
May 2008 |
||
|
Education Review |
May 2005 |
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:
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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.