22 Maroubra Place, Howick, Auckland
View on mapBotany Downs Kindergarten
Botany Downs Kindergarten - 29/04/2016
Here is the latest report for the Governing Organisation that this service is part of.
1 Evaluation of Botany Downs Kindergarten
How well placed is Botany Downs 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
Botany Downs Kindergarten in Howick is licensed for up to 40 children aged over two years and offers sessions that are similar to school hours. Most of the children attending live locally and are from diverse ethnic backgrounds. The kindergarten is part of the Auckland Kindergarten Association (AKA), which provides a governance and management framework to support kindergarten operations. The kindergarten is staffed by four qualified teachers.
The centre’s philosophy values child-initiated learning and expresses commitment to high quality practices. These aspects are acknowledged and evident in the programme. The programme is underpinned by Te Whāriki, the early childhood curriculum.
The kindergarten has a very positive reporting history with ERO. The 2013 ERO report noted many positive features of the kindergarten that included the high quality programme for children, and the highly reflective teaching team. These features have continued to be maintained. Teachers have further adapted routines and the curriculum to provide children with meaningful learning opportunities.
The AKA restructure in 2015 has introduced new responsibilities and ways of working for both AKA and kindergarten personnel. A period of transition is continuing for staff as they develop their understanding and competence in relation to new roles and systems.
This review was part of a cluster of nine reviews in the Auckland Kindergarten Association.
The Review Findings
Children enjoy sustained, cooperative play with their peers. They display confidence in their own abilities, and in conversations with each other and adults. Teachers' respectful, positive interactions with children support them to settle into the centre. Children have access to a wide range of high quality resources. The outdoor area provides opportunities for children to create imaginative play in a natural environment. The use of natural resources is a key feature of the kindergarten.
Teachers know the children and their families well. They develop programmes specifically to support children in their learning and development. Teachers model ways for children to extend their thinking and take leadership roles. They ensure that the curriculum is inclusive and responsive to children with special needs so that these children can participate in the programme alongside their peers.
The curriculum highly values children's identities, cultures and languages. These are visible in the learning resources, stories and displays around the centre. Teachers provide a bicultural curriculum that promotes the Te Tiriti o Waitangi principles of partnership, participation and protection, and incorporates te ao Māori values, beliefs and language. These principles are also relevant and applied for children and families from Pacific and other cultures.
Teachers have developed useful ways to plan, assess and evaluate children’s learning. Portfolios provide records of individual children’s interests and involvement in the programme. Teachers encourage children to contribute to setting goals for their learning.
Teachers maintain respectful relationships with families. Parents value opportunities to communicate with teachers about their children. Strong partnerships with parents and whānau are helping children to have a sense of ownership and belonging in the kindergarten. Teachers are networking with local schools and agencies to support children and their families as they make the transition to school.
Robust self review and clear long term goals guide continual improvement. The teaching team makes good use of self-review information to adapt and enhance current practices. The head teacher's long-term leadership is a key feature in sustaining high quality provision for children.
AKA support and guidance is responsive to each kindergarten's individual context. New AKA positions are providing more targeted support for head teachers in their leadership and management roles. A new Quality Improvement Process (QIP) is aligned with AKA and kindergarten strategic plans. This process monitors quality, and promotes ongoing improvement in the kindergartens.
Key Next Steps
To enhance their current good quality provision for children, teachers plan to:
- strengthen their use of te reo Māori in the context of children's play
- develop the annual action plan to support teachers to achieve their professional learning goals.
Management Assurance on Legal Requirements
Before the review, the staff and management of Botany Downs 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 Botany Downs Kindergarten will be in four years.
Graham Randell
Deputy Chief Review Officer Northern
29 April 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 | Howick, Auckland | ||
Ministry of Education profile number | 5036 | ||
Licence type | Free Kindergarten | ||
Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
Number licensed for | 40 children, including up to 0 aged under 2 | ||
Service roll | 55 | ||
Gender composition | Girls 29, Boys 26 | ||
Ethnic composition | Māori Pākehā Chinese Indian Samoan Vietnamese Tongan others | 4 29 7 3 3 2 1 6 | |
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates | 80% + | ||
Reported ratios of staff to children | Under 2 | NA | |
Over 2 | 1:10 | Meets minimum requirements | |
Review team on site | February 2016 | ||
Date of this report | 29 April 2016 | ||
Most recent ERO report(s) | Education Review | April 2013 | |
Education Review | February 2010 | ||
Education Review | October 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.
Botany Downs Kindergarten - 17/04/2013
1 Evaluation of the Service
How well placed is the service to promote positive outcomes for children?
Botany Downs Kindergarten is very well placed to promote positive outcomes for children.
Context
Botany Downs Kindergarten operates as part of the Auckland Kindergarten Association. The Association provides policy, procedures and guidelines to support the operation of the service. It also provides teachers with regular, topical professional development and visits from professional support managers.
The well designed learning environment is purposeful and welcoming to parents and children. Respectful relationships are a strong feature in the kindergarten. Parents, children and teachers have a strong sense of belonging to the kindergarten community. Ongoing friendships and positive relationships continue over time. The kindergarten is a valued part of the community.
The service is in the process of changing to the kindergarten day model (KDM) of operation. Families now have a choice of children attending half-day or full-day programmes. Teachers are making adjustments to routines and considering how they can use the changes to benefit children’s learning.
This review was conducted as part of a cluster approach to reviews in six early childhood education services within the Auckland Kindergarten Association umbrella organisation.
Review Findings
Teachers know children well and are establishing sound learning partnerships with them. Children are viewed as capable, independent learners. Their emerging individual interests are often extended into long-term projects. Teachers and children research ideas together to deepen their understanding of particular topics. Children are articulate, focused learners who solve problems and work collaboratively.
The kindergarten provides a positive learning environment for all. The head teacher provides inclusive leadership and models a commitment to learning through her own professional development. Teachers work well together, sharing roles and responsibilities. Teacher aides provide valuable support for children with specific learning needs. Children, parents and staff encourage one another to develop as leaders and learners.
Teachers consistently review their teaching practices and the quality of the curriculum. Regular participation in professional development helps them to challenge their own learning and provide enriched learning experiences for children that are particularly evident in literacy, numeracy and basic te reo and tikanga Māori. Inviting learning environments stimulate children’s curiosity and encourage exploration. Many opportunities are provided to help children continue to develop physical, social, creative and thinking skills.
Sound management practices are in place. Appraisal procedures are linked to the registered teacher criteria. A kindergarten blog informs parents and whānau about their children’s learning. High levels of team work exist between teachers and parent committee members. Parents are involved in decision-making about the future direction of the kindergarten. Strategic planning is strongly linked to the kindergarten’s child-focused philosophy.
Key Next Steps
ERO and centre leaders agree that teachers could further strengthen teaching and learning by:
- continuing to adapt the kindergarten’s curriculum and routines to provide best learning opportunities for children within the KDM structure
- promoting higher learning outcomes for Māori children by linking appraisal goals to the Ministry of Education guideline, Tataiako.
2 Legal Requirements
Management Assurance on Legal Requirements
Before the review, the staff and management of Botany Downs 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.
3 Next Review
When is ERO likely to review the early childhood service again?
ERO is likely to carry out the next review in three years.
Dale Bailey
National Manager Review Services Northern Region
17 April 2013
Information about the Early Childhood Service
Location |
Botany Downs Auckland |
||
Ministry of Education profile number |
5036 |
||
Licence type |
Sessional Free Kindergarten |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
45 children, including up to 0 aged under 2 years |
||
Service roll |
63 |
||
Gender composition |
Girls 32 Boys 31 |
||
Ethnic composition |
NZ European/Pākehā Māori Chinese Samoan Tongan other |
40 5 11 2 1 4 |
|
Percentage of qualified teachers |
80% |
||
Reported ratios of staff to children |
Under 2 |
No children under 2 years |
|
Over 2 |
1:15 |
Meets minimum requirements |
|
Review team on site |
February 2013 |
||
Date of this report |
17 April 2013 |
||
Most recent ERO report(s) |
Education Review Education Review Education Review |
February 2010 October 2006 July 2003 |
General Information about Early Childhood Reviews
About ERO Reviews
The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.
Review focus
ERO's education reviews in early childhood services focus on the factors that contribute to positive learning outcomes for children. ERO evaluates how well placed the service is to make and sustain improvements for the benefit of all children at the service. To reach these findings ERO considers:
- 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 self review and partnerships with parents and whānau.
Review Coverage
ERO reviews do not cover every aspect of service 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 the service.